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| Interaction Blueprint
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PROBLEM
& ANALYSIS: |
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As a fourth grade
teacher, I am required to teach Colorado History. With the modifications
that the Douglas County School District has made to their Social
Studies Curriculum, my focus on Colorado History will span the majority
of the school year. This change has allowed me to get more in-depth
on all aspects of the state. Along with learning about their state,
4th grade students are also required to read a variety of grade-level
appropriate books. Finally, students are to be able to comprehend
text at a variety of levels. Through this web based learning environment,
I will combine these three requirements, along with other curricular
aspects.
Students learn
at different paces, through various modalities, and have varying
experience with higher level thinking skills. The class projects,
online quizzes, and book activities will utilize Bloom's Taxonomy.
Students will encounter all levels of the taxonomy during their
work. Various audio and visual components will be implemented
throughout the learning environment and will meet the needs
of auditory and visual learners. The communication skills of
students and Howard Gardner's learning styles will be utilized
through the class projects and book activities. These projects
and activities will range from writing poetry to creating maps
to giving oral presentations. Creating this online learning
environment will meet the needs of all learners.
Another
aspect of learning deals with that of differentiation. This
course could easily serve as a differentiation tool for a teacher.
Due to the fact in contains Bloom and Gardner elements, it lends
itself nicely to this purpose. Within the course there is some
opportunity for student choice. This would help students take
more ownership of their work.
The text
books that are available to my students are some what limited,
don't give a personal perspective on the Ute Indians, and the
books contain little information pertaining to ranching. I was
able to locate several valuable internet resources that will
offer students a wider range of information. Due to the fact
that different resources can often provide different information,
this is another benefit of using online resources. A final advantage
to accessing information online is the issue of current information.
By providing students with this web based learning environment,
students who are absent, or who may be working on modified time
frames, can access the course at any time. The course could
also be utilized by home school students who don't have a consistent
classroom to attend.
This educational
web site will be designed for 4th grade students, particularly those
living in Colorado. Students will be reading the book Bearstone
by Will Hobbs. This book is about a troubled, teenage boy who is
sent to live in a group home for Indian boys. The home, located
in Colorado, is a new beginning for this young, Ute boy. He is forced
to face the challenges of growing up. During the reading of Bearstone,
students will interact with the web site and complete the various
activities and tasks presented to them.
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| SITE GOALS &
STRATEGIES: |
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The following
strategies will be used to run this educational web site:
1. Learner Home Page: A home page or "grounding"
page will be created to remind students of their overall goal for
completing this web based learning environment.
2. Teacher's Guide: Even though this site is designed
specifically for 4th grade students, it will also contain a Teacher
Resource Page. This page will serve as a guide to educators who
want to implement this site into their classroom. It will also offer
a discussion area for teachers to communicate with one another.
3. Resources: At this time, I don't invision a
single resource page. I plan for the resources to be embedded throughout
the site. The resources will include Colorado and Utah informational
pages, Ute Indian and rancher informational pages, and group/boys
home informational pages.
4.
Class Project: Students will have various projects
throughout the site, some more involved than others. As with
the resources, I see these projects included throughout the
site. There will be projects to choose from, projects that are
required, as well as smaller assignments, instructions, and
assessments. These projects will provide students with a number
of opportunities to apply their understandings in new situations,
demonstrate their new knowledge, and draw conclusions.
5. Menu/Table of Contents: This will provide students
with easy navigation throughout the web site. It will also guide
them through the required portions of the site.
6. Map: A site map will be included for additional
navigational ease and site usability.
7. Online Quiz Page - This page will be divided
into different sections that contain certain groupings of chapters
(e.g. Chps. 1-3). After a student has read those particular chapters,
they will complete an online quiz. The questions will vary in their
level of difficulty, and the results from the online quizzes will
be emailed to the teacher.
8. Book Activities - This page will provide students
with a variety of book related activities to complete. Examples
of these activities include: visualizing (a reading strategy), Ute
Indian crafts, and mapping activities. These activities can be completed
during, or after the reading of Bearstone.
9. Author Page - A page will be devoted to the
author of Bearstone, Will Hobbs. The page will include links
to resources and activities which provide students information about
this award winning author. I hope to locate a resource that will
allow students to email Mr. Hobbs.
10. Schedule: A schedule will be presented to the
teachers through the Teacher Guide. They will have the option of
using this schedule with their students.
The following
strategies will be used to motivate learners:
1. Importance: The students will learn why they
are completing these web based activities from the onset of their
work. The Colorado Content Standards they will be working toward
will also be presented.
2. Fun & Interesting: The students will be
drawn into their web based adventure through an enticing introduction.
3. Real-world Value: The students will see the
value of this experience through the Importance Strategy mentioned
above, as well as through the various activities and projects they
will be completing.
4.
Puzzles & Games - The format of the web site won't
necessarily be in the form of a game, but throughout the web site,
students will find online puzzles, games, and scavenger hunts. I
will also organize them according to categories on a single page.
5. Community of Learners: Through a chat or discussion
setting, students will have the opportunity to collaborate with
other students completing the same web based activities. A page
will be established that allows students to direct their questions
and thoughts to Native Americans.
The following
strategies will be used to accommodate the different types of learners:
1. Navigational Choices: Students will be provided
with multiple navigation options. The various types of learners
will be kept in mind during the designing of these options.
2. Mixed Media: Students will encounter various
lengths of text, lists, graphics, and other multi media components.
3. Glossary: A glossary page will be created to
help build student's vocabulary throughout their web based activities.
The glossary will primarily focus on the content of this web site,
not that of external resources. This glossary will be constantly
and easily accessable by the students. Through the glossary I plan
to incorporate the use of video and audio components. I will do
this by providing an audio clip of each word in the glossary. When
applicable, I will provide a visual representation of the word as
well.
4. Video: Students will encounter various uses
of video throughout the web site, or through external links. Video
resources will help meet the needs of visual learners.
5. Audio: Students will encounter various uses
of audio clips throughout the web site, or through external links.
Audio resources will help meet the needs of auditory learners.
6. Discussion/Chat Groups: During their completion
of this web based activity, students will have the opportunity to
discuss various aspects of the book and related topics with students
from around the country.
7. Images: To help meet the needs of all students,
consistent and common images will be used throughout the web site.
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| LEARNING
OBJECTIVES: |
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| After
completing this course students should be able to:
- Summarize
and explain the book Bearstone.
- Summarize
and explain other forms of text.
- Demonstrate
higher level and critical thinking skills by completing questions
related to the book Bearstone.
- Apply their
new understandings to various writing activities such as:
vocabulary exercises, journal writing, and story writing.
- Demonstrate
their knowledge of the Ute Indian culture by completing a
research paper, creating a timeline demonstrating the changes
in the Ute culture over time, compare and contrast the Ute's
lives from their first days in Colorado to today, and writing
journal entries that capture a "day in the life"
of an ancestral Ute.
- Demonstrate
their knowledge of the ranching business/culture of southwest
Colorado through a newspaper writing assignment.
- Suggest
reasons why boys/group homes are helpful or harmful to children.
- Demonstrate
their knowledge of the Southwestern region of Colorado by
creating an informational map.
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| INTERACTION
STRATEGY: |
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| 1. Summarize and explain the book Bearstone. |
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Values:
(1) Relevant/Meaningful Activities
(2) Reflection
(3) Feedback
(4) Social Connections |
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Principles:
(1) Significant learning takes place when the
subject matter is relevant to the personal interests of
the student.
(2) Use teaching methods that actively involve students
and present challenges.
(3) Students need to be involved in the planning and evaluation
of their instruction.
(4) Instruction must be structured to be easily grasped
by the student (spiral organization).
(5) Learning requires social interaction and collaboration.
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Interaction/Strategy:
| Learner-to-Learner: |
Learner-to-Content: |
Learner-to-Instructor: |
Learner-to-Technology: |
Discussion groups will be used by students during
their reading of this book. This will allow students
to share new ideas and information, as well as
to clarify any questions or misunderstandings.
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Assessments
will be given through online quizzes. This will
provide immediate feedback on the student's level
of understanding. |
Feedback
to learner will provide students affirmation
or clarification on their understandings. |
Explanations
for how to proceed, how to do/use the activities
and use the technologies. |
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Technologies: Discussion/communication
tools. |
| 2. Summarize and explain other forms of text. |
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Values:
(1) Relevant/Meaningful Activities
(2) Feedback
(3) "Show me" Opportunities
(4) Social Connections |
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Principles:
(1) Instruction must be concerned with the experiences
and contexts that make the student willing and able to
learn.
(2) Significant learning takes place when the subject
matter is relevant to the personal interests of the student.
(3) Instruction must be structured to be easily grasped
by the student (spiral organization).
(4) Curriculum materials should allow exploration by the
learner.
(5) Learning requires social interaction and collaboration.
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Interaction/Strategy:
| Learner-to-Learner: |
Learner-to-Content: |
Learner-to-Instructor: |
Learner-to-Technology: |
| Discussion groups will be used by students during
their reading of this book. This will allow students
to share new ideas and information, as well as to
clarify any questions or misunderstandings. |
Guided research and field trips will be used
by students to learn about the Ute culture and
various human interest topics. These strategies
were selected because they will allow students
to visit internal and external resources to aide
in their understanding.
Presentation
sequence will provide links to additional
resources for the students to access.
Hands-on
activities will provide students the opportunity
to demonstrate and apply their new knowledge. |
Feedback
to learner will provide students affirmation
or clarification on their understandings. |
Guided research and field trips will be used
by students to learn about the Ute culture and
various human interest topics. These strategies
were selected because they will allow students
to visit internal and external resources to aide
in their understanding. As students survey this
new information, they will encounter various audio
and video clips that will help them make a better
connection to the information.
Explanations
for how to proceed, how to do/use the activities
and use the technologies. |
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Technologies: Web site text/graphics,
video & audio clips, and discussion/communication
tools. |
| 3. Demonstrate higher level and critical thinking skills
by completing questions related to the book Bearstone. |
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Values:
(1) Authentic/Real World Applications & Assessments
(2) Challenging and Stimulating Activities
(3) Reflection
(4) Feedback
(5) Social Connections |
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Principles:
(1) Learning activities must provide multiple
representations of content.
(2) Instructional materials should avoid oversimplifying
the contents and domain, and support context dependent
knowledge.
(3) Significant learning takes place when the subject
matter is relevant to the personal interests of the student.
(4) Use teaching methods that actively involve students
and present challenges.
(5) -Students need to be involved in the planning and
evaluation of their instruction.
(6) Instruction must be structured to be easily grasped
by the student (spiral organization).
(7) Learning requires social interaction and collaboration.
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Interaction/Strategy:
| Learner-to-Learner: |
Learner-to-Content: |
Learner-to-Instructor: |
Learner-to-Technology: |
| Discussion groups will also be used by students
during the completion of these questions. This will
allow students to share their ideas and clarify
any questions or misunderstanding. During this process,
the instructor will provide feedback to the students. |
Assessments
will be given through online quizzes. This will
provide immediate feedback on the student's level
of understanding. |
Guided analysis will be used by the instructor
to focus students on their ability to infer information
from the text read. Students will be encouraged
to look past the literal elements of the book
and focus more on the deeper ideas.
Discussion groups will allow the instructor
to provide feedback to the students.
Feedback
to learner will provide students with timely
feedback to their responses. |
Explanations
for how to proceed, how to do/use the activities
and use the technologies. |
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Technologies: Web site text/forms,
JavaScript/PHP, and discussion/communication
tools. |
| 4. Apply their new understandings to various writing
activities such as: vocabulary exercises, journal writing,
poetry, and story writing. |
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Values:
(1) "Show me" Opportunities
(2) Challenging and Stimulating Activities
(3) Hands-on and Product Building Opportunities
(4) Social Connections
(5) Reflection
(6) Feedback
(7) Diversity |
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Principles:
(1) Curriculum materials should allow exploration
by the learner.
(2) Use teaching methods that actively involve students
and present challenges.
(3) Instruction must be concerned with the experiences
and contexts that make the student willing and able
to learn.
(4) Significant learning takes place when the subject
matter is relevant to the personal interests of the
student.
(5) Curriculum materials should allow exploration by
the learner.
(6) Learning requires social interaction and collaboration.
(7) Students need to be involved in the planning and
evaluation of their instruction.
(8) Instruction must be structured to be easily grasped
by the student (spiral organization).
(9) Experience provides the basis for learning activities.
(10) Learning activities must provide multiple representations
of content.
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Interaction/Strategy:
| Learner-to-Learner: |
Learner-to-Content: |
Learner-to-Instructor: |
Learner-to-Technology: |
The following interactions/strategies will be used: Scavenger
Hunt, Guided Research, Hands-on Activities, and
Learning Games. These strategies were selected
due to the fact that they will allow students
to experience a variety of learning modalities.
These strategies will also require students to
push their limits and think outside of the box.
Team design will also be used. This will require
students to work together in order to complete
various activities. |
The following interactions/strategies will be used: Scavenger
Hunt, Guided Research, Hands-on Activities, and
Learning Games. These strategies were selected
due to the fact that they will allow students
to experience a variety of learning modalities.
These strategies will also require students to
push their limits and think outside of the box.
Hands-on
activities will provide students the opportunity
to demonstrate and apply their new knowledge. |
Feedback
to learner will provide students with comments
and suggestions for their work. |
The following interactions/strategies will be used: Scavenger
Hunt, Guided Research, Hands-on Activities, and
Learning Games. These strategies were selected
due to the fact that they will allow students
to experience a variety of learning modalities.
These strategies will also require students to
push their limits and think outside of the box.
Explanations
for how to proceed, how to do/use the activities
and use the technologies. |
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Technologies: Web site
text/forms/graphics, JavaScript/PHP, video & audio clips,
and discussion/communication tools. |
| 5. Demonstrate their knowledge of the Ute Indian culture
by completing a research paper, creating a timeline demonstrating
the changes in the Ute culture over time, compare and
contrast the Ute's lives from their first days in Colorado
to today, and writing journal entries that capture a "day
in the life" of an ancestral Ute. |
| |
Values:
(1) Relevant/Meaningful Activities
(2) Challenging and Stimulating Activities
(3) Social Connections
(4) Authentic/Real World Applications
(5) Reflection
(6) Feedback |
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Principles:
(1) Instruction must be concerned with the experiences
and contexts that make the student willing and able to
learn.
(2) Significant learning takes place when the subject
matter is relevant to the personal interests of the student.
(3) Use teaching methods that actively involve students
and present challenges.
(4) Curriculum materials should allow exploration by the
learner.
(5) Learning requires social interaction and collaboration.
(6) Students need to be involved in the planning and evaluation
of their instruction.
(7) Instruction must be structured to be easily grasped
by the student (spiral organization). |
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Interaction/Strategy:
| Learner-to-Learner: |
Learner-to-Content: |
Learner-to-Instructor: |
Learner-to-Technology: |
Brainstorming will be utilized by students to
access what information they already have about
the Ute culture.
Discussion groups will be used by students during
their research. This will allow students to expand
on new ideas and ask questions. |
Guided research will have students conducting
informal research to learn about this culture.
Scavenger Hunts, Learning Games and Internet research
will also be utilized by students. This
will make learning more enjoyable and a little
less formal.
Hands-on
activities will provide students the opportunity
to demonstrate and apply their new knowledge. |
Discussion groups will allow the instructor
to provide feedback to the students.
Feedback
to learner will provide students with comments
and suggestions for their work. |
Guided research will have students conducting
informal research to learn about this culture.
Scavenger Hunts, Learning Games and Internet research
will also be utilized by students. This
will make learning more enjoyable and a little
less formal.
Explanations
for how to proceed, how to do/use the activities
and use the technologies. |
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Technologies: Web site text/graphics,
JavaScript/Flash/Applets, video & audio clips, and
discussion/communication tools. |
| 6 . Demonstrate their knowledge of the ranching business/culture
of southwest Colorado through a newspaper writing assignment. |
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Values:
(1) Relevant/Meaningful Activities
(2) Challenging and Stimulating Activities
(3) Social Connections
(4) Authentic/Real World Applications
(5) Reflection
(6) Feedback |
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Principles:
(1) Instruction must be concerned with the experiences
and contexts that make the student willing and able to
learn.
(2) Significant learning takes place when the subject
matter is relevant to the personal interests of the student.
(3) Use teaching methods that actively involve students
and present challenges.
(4) Curriculum materials should allow exploration by the
learner.
(5) Learning requires social interaction and collaboration.
(6) Students need to be involved in the planning and evaluation
of their instruction.
(7) Instruction must be structured to be easily grasped
by the student (spiral organization). |
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Interaction/Strategy:
| Learner-to-Learner: |
Learner-to-Content: |
Learner-to-Instructor: |
Learner-to-Technology: |
Brainstorming will be utilized by students to
access what information they already have about
the ranching business/culture.
Discussion groups will be used by students during
their research. This will allow students to expand
on new ideas and ask questions. |
Guided research will have students conducting
informal research to learn about this way of life.
Internet research will also be utilized by
students. This will allow students to research
the ranching industry.
Presentation
sequence will provide links to additional
resources for the students to access.
Hands-on
activities will provide students the opportunity
to demonstrate and apply their new knowledge.
They will be creating a newspaper article. This
may be done on the computer. |
Discussion groups will allow the instructor
to provide feedback to the students. |
Guided research will have students conducting
informal research to learn about this way of life.
Internet research will also be utilized by
students. This will allow students to research
the ranching industry.
Explanations
for how to proceed, how to do/use the activities
and use the technologies.
Hands-on
activities will provide students the opportunity
to demonstrate and apply their new knowledge.
They will be creating a newspaper article. This
may be done on the computer. |
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Technologies: Web site text/graphics,
JavaScript/Flash/Applets, video & audio clips, and
discussion/communication tools. |
| 7. Suggest reasons why boys/group homes are helpful or
harmful to children. |
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Values:
(1) Relevant/Meaningful Activities
(2) Challenging and Stimulating Activities
(3) Social Connections
(4) Authentic/Real World Applications
(5) Reflection
(6) Feedback |
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Principles:
(1) Instruction must be concerned with the experiences
and contexts that make the student willing and able to
learn.
(2) Significant learning takes place when the subject
matter is relevant to the personal interests of the student.
(3) Use teaching methods that actively involve students
and present challenges.
(4) Curriculum materials should allow exploration by the
learner.
(5) Learning requires social interaction and collaboration.
(6) Students need to be involved in the planning and evaluation
of their instruction.
(7) Instruction must be structured to be easily grasped
by the student (spiral organization). |
| |
Interaction/Strategy: Guided research
will have students conducting informal research to learn
about this topic. Scavenger Hunts and Learning Games will
also be utilized by students. This will make learning
more enjoyable and a little less formal. Finally, discussion
groups will be used by students during their research.
This will allow students to expand on new ideas and ask
questions.
| Learner-to-Learner: |
Learner-to-Content: |
Learner-to-Instructor: |
Learner-to-Technology: |
Brainstorming will be utilized by students to
access what information they already have about
boys/groups homes.
Discussion groups will be used by students during
their research. This will allow students to expand
on new ideas and ask questions. |
Guided research will have students conducting
informal research to learn about this way of life.
Internet research will also be utilized by
students. This will allow students to research
the pros and cons of group homes.
Presentation
sequence will provide links to additional
resources for the students to access.
Hands-on
activities will provide students the opportunity
to demonstrate and apply their new knowledge.
They will be creating a persuasive paragraph or
presentation.
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Discussion groups will allow the instructor
to provide feedback to the students. |
Guided research will have students conducting
informal research to learn about boys/groups homes.
Internet research will also be utilized by
students. This will allow students to research
the pros and cons of group homes.
Explanations
for how to proceed, how to do/use the activities
and use the technologies.
|
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| |
Technologies: Web site text/graphics,
JavaScript/Flash/Applets, video & audio clips, and
discussion/communication tools. |
| 8. Demonstrate their knowledge of the Southwestern region
of Colorado by creating a map of the region. |
| |
Values:
(1) Relevant/Meaningful Activities
(2) Challenging and Stimulating Activities
(3) Social Connections
(4) Authentic/Real World Applications
(5) Reflection
(6) Feedback |
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Principles:
(1) Instruction must be concerned with the experiences
and contexts that make the student willing and able to
learn.
(2) Significant learning takes place when the subject
matter is relevant to the personal interests of the student.
(3) Use teaching methods that actively involve students
and present challenges.
(4) Curriculum materials should allow exploration by the
learner.
(5) Learning requires social interaction and collaboration.
(6) Students need to be involved in the planning and evaluation
of their instruction.
(7) Instruction must be structured to be easily grasped
by the student (spiral organization). |
| |
Interaction/Strategy:
| Learner-to-Learner: |
Learner-to-Content: |
Learner-to-Instructor: |
Learner-to-Technology: |
Brainstorming will be utilized by students to
access what information they already have about
the Southwestern region of Colorado.
Discussion groups will be used by students during
their research. This will allow students to expand
on new ideas and ask questions. |
Guided research will have students conducting
informal research to learn about this region of
the state.
Internet research will also be utilized by
students. Students will locate information dealing
with the Southwest region of Colorado to help
them create their map.
Presentation
sequence will provide links to additional
resources for the students to access.
Hands-on
activities will provide students the opportunity
to demonstrate and apply their new knowledge.
Students will be able to choose from a variety
of ways to create their map. These ways include:
using a computer program such as Draw, creating
a 3D map, and drawing the map. |
Discussion groups will allow the instructor
to provide feedback to the students. |
Guided research will have students conducting
informal research to learn about this region of
the state.
Internet research will also be utilized by
students. Students will locate information dealing
with the Southwest region of Colorado to help
them create their map.
Explanations
for how to proceed, how to do/use the activities
and use the technologies.
|
|
| |
Technologies: Web site text/graphics,
JavaScript/Flash/Applets, video & audio clips, and
discussion/communication tools. |
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