This is a framework for a unit of instruction in writing conventions, specifically focusing on adjectives as one of the eight parts of speech, directed towards students with significant cognitive and other disabilities in grades three through five. It includes an elaborated lesson in using adjectives as modifiers to add details. The specific lesson is enhanced by the use of a wikispace anchored with two videos and including activities grounded in a problem scenario that connects the students to real life situations. The integrated technology included using www.unitedstreaming.com for videos, www.wikispaces.com for students to directly edit into the lesson and to guide them through the problem scenario and a Microsoft Paint software program, which also could have been KidPix or any other drawing program. The lesson highlighted the pedagogical approaches problem-solving, collaborative learning and anchored instruction. An example of the assessment for the unit, with modifications for students with various learning differences is included in the framework.
Unit of Instruction
Benchmark
Project
Part A
Professional Development
Benchmark
Project
Part B
Plan for Meeting Special Needs
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Course Artifacts
Through this project I have learned to use a wiki to enhance learning by developing the collaborative effort of the group working together. Additionally, I have been able to practice applying Anchored Instruction techniques to the lessons I develop for my students to provide connections for them with motivating activities. Due to the cognitive and learning differences of my students, it was also worthwhile for me to learn and practice using modified problem-solving methods of teaching. Grounding the enhanced lesson in a real-world scenario may help address the issue of generalization difficulties that plague my students, as well as, help them understand the usefulness of learning to use adjectives in their speech and writing. Using videos, various types of software, a modified problem within a collaborative wiki along with the use of familiar books and pictures which would have normally been used in these lessons allowed the students to experience the unit through multiple formats of information input and output. The challenge to meet all the students where they are starting from and move them towards better understanding and new knowledge has been more clearly addressed through this unit’s use of multiple technological enhancements and pedagogical approaches that ground the students in real world based activities that are motivating and interesting to them. Professionally this was a very useful learning experience that has helped me grow towards using more types of technology within my lessons, and to develop lessons that ground students so that they better understand how what they are learning in school can apply to them in life.
Part A - Unit of Instruction
ISTE-TF.2.A INDICATOR: Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
Editing symbols, knowledge of spelling and the use of tools to assist with spelling, and the expectation of the use of conventions by teachers and other readers change over time as children are expected to expand their knowledge base in this area. Developmental appropriateness of the use of conventions can also be linked to cognitive ability and levels of maturity, not only to age and grade levels. As my students are challenged by cognitive and communication differences from their same age/grade peers, this area is one where the teaching of conventions can be modified and adapted to provide for their developmental differences while also maintaining the integrity of the lessons. The unit of instruction that I designed was specifically geared to the developmental appropriateness of the lessons for this group of students. Modifications for language, writing and memorization expectations and how the students demonstrated knowledge were included in this lesson. The learning of adjectives, corresponding to the English Language Arts Goal 3.A, specifically 3.A.1 and 3.A.2, in the Early and Late Elementary sections of the Illinois Learning Standards was enhanced by the use of technology in that these lessons were anchored in video segments about adjectives, the activities were grounded in a possible real-life problem scenario on a editable wiki, and written work could be completed by hand, using an Alphasmart device or using a computer directly.
ISTE-TF.3 STANDARD: Teaching, Learning, and the Curriculum -- Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning.
The curriculum plan for this unit on learning adjectives used technological processes to get the most out of students’ efforts, inputs and time put towards learning. The problem-solving strategy, embedding the students’ activities in possible real life scenarios allowed them to better understand why what they were learning was important, as well as, to see the actual application of their learning to a recognizable situation. And, especially for students with significant cognitive disabilities, lessons based on true to life problems may improve generalization of learning to new situations and people. By encouraging the use of multiple output formats during lessons, the use of Alphasmarts, the computer/keyboard and using paper with upraised lines for guidance in writing eliminated resistance by some students who struggle with regular writing, thereby maximizing their involvement in the lessons. Using the paint program for drawing also enhanced student participation.
Part B - Professional Development Activity
ISTE-TF.1 STANDARD: Technology Operations and Concepts -- Educational technology facilitators demonstrate an in-depth understanding of technology operations and concepts.
In order to teach other educators to use wikis in their lessons, I had to first become familiar with the concepts of using a wiki, practice developing professional looking wikis, anticipate possible questions from others, improve my knowledge of troubleshooting within the wiki program I would be using and familiarize myself with all the components of creating, editing, monitoring and enhancing wikis through this program. Because of my preparation, research and practice, I was able to provide a professional development opportunity for both educators and educational associates to teach them how to create, edit, manage and enhance their own wikis for use in creating and teaching future lessons. The creation of my professional development opportunity for this project allowed me to demonstrate my thorough understanding of the creation and management of a wiki through a specific program, as well as, my skill base in using shortcuts, transferring information, saving and using images and managing multiple pages of information in different programs.
