8 Nifty Tools to Keep In Your Toolbox

         Technology, according to Merriam-Webster it has two definitions: 

1. the use of science in industry, engineering, etc., to invent useful things or to solve problems. 

2. a machine, piece of equipment, method, etc., that is created by technology. 

     But what does technology mean for education? In this age of digital advancement, it could very well be the next revolution. Online learning, paperless tests, grading and presentations; this is just the tip of the iceberg for right now. I wonder what it'll look like in the future. Will we be able to have online classrooms across all grade levels in the future? Perhaps so, but for now, I have reviewed a few educational tools that I have either used or am curious about in an education setting. Below, I have reviewed eight educational tools. Each tool is graded based on the number of pandas I gave it: 

 

I liked this app; would recommend

Good overall; needs improvement

I did not like this app; would not recommend 

Summary

A learning management system (LMS) that is free and open to users all over the world. It has become one of the most valuable tools to me as a student, as it makes tracking all my assignments, projects and due dates earlier. However, its a shame that many teacher do not take advantage of it.

Features

• School calendar (events, due dates for assignments and projects etc.,)
• Group forum discussion
• Post and submit assignments
• View recent activities
• Connects to personal email (which allows notifications from moodle to be emailed to personal email)
• Messaging system between participants and instructors 
• Access to assignment, attendance grades and current grades
• Downloadable links to files, handouts, and PDF's

Pros

• Organized interface 
• Easy to use
• Password protected
• Allows for editing of submissions
• Pop up notifications about any changes in assignments or forums
• Can be used as an online classroom

Cons

• Must have class pin in order to be added into class (I have seen people whom have had trouble being put into the class and having trouble accessing the information on moodle)
• Information on the page is only accessible during the semester, afterwards, it is gone.

Score:

Summary

A browser I utilized and one that has come to practically dominate my life, since it is easily connected to all my other application in google. I also like how customizable it is to my preferences and needs. Although I like this browser a lot, I am a little weary of its information leakages as compared to DuckDuckGo, still I cannot deny that it is one of the largest browsers for a reason.

Features

• Customizable
• Allows for easy syncing between all accounts and apps associated with Google
• Safe browsing and sandboxing for teachers and students to protect against malicious websites,viruses, and phishing attacks
• Translation features
• Plethora of useful tools, extensions and add ons.

Pros

• Includes apps designed for education
• Speed
• Incognito searches
• Keyboard shortcuts for restoring tabs, opening new windows, etc.,
• More personalized

Cons

• Adding multiple add ons may cause Chrome to slow down
• Tracks your history, data, and personal information

Score:

Summary

Along with Chrome, Google Apps has also come to dominate my life. It's kind of  hard for it not to. Everything you need all in one place that is not only organized but also easily syncable to all of your other applications? How about also having storage features that can allow you and other colleagues to edit work in real time? If you can't tell already, I really enjoy using Google related products because of its convenience.

Features

• Extensive search engine
• Storage with Google Drive
• Syncing between all other apps and devices
• Allows for creation and editing of documents in real time
• Password protected
• Connect with mutual friends and colleagues easily 

Pros

• Organized and easy to use 
• Everything you need is all in one place, and with it available on multiple platforms, you'll never be disconnected
• An undo feature that allows you to 'unsend' an email
• Can control who can see and edit documents

Con's

• Google account required to use
• On mobile devices, you must download some features separately
• Since information is easier to sync together, this increases the risk of your accounts and sensitive information being compromised. 

Score:

Summary

A neat little collaborative story telling tool I really enjoyed using. However, with its limited customizable features (the layout of the pages itself limited to where I could place images, as well as a limited amount of size for text) heavily detracted some points for me. Overall, very beautiful and easy to use.

Features

• A huge database of professional artwork created by professional artists
• Google Chrome integration 

Pro's

• Aligns with Common Core Standards
• World wide community
• No email required
• Available on multiple platforms and devices; easy to share 
• Free
• Teachers can make private classrooms for their students to use; the sites collects no data on the students

Con's

• Limited customization; limits the users/student's creativity
• Children cannot add their own art
• May be a little confusing to use at time, because there is a lack of technical support and explanation 

Score:

Summary

A visual step up from PowerPoint, and dare I say even Prezi. Although its visually and aurally appealing, its limited options in the free version is what made me give it only two pandas. I'm sure however that will change whens its creators and collaborators add more functions, animations and tunes.

Features

• Newest addition to PowToon includes voiceover and music capabilities in different languages
• A large library of images and animated gestures

Pro's

• For a casual user, it's free
• Includes 11 styles, 10 basic times up of which can be made into a 5 minute presentation
• Both visually and aurally pleasing; can keep a class engaged 
• Fair amount of customization
• Ready to use templates

Con's

• You need to pay in order to upgrade
• Manipulating text and images can become tedious with all the available options
• Interface can seem cluttered at times
• Presentations aren't saved automatically; cannot save an offline version
• Dependent on the internet (presentations may load slowly depending on speed of internet and band with)

Score:

Summary

A cool little search engine that has potential to be one of the bigger search engines, however from my own personal usage and reviews from others, there's still some features that I feel like are missing. I'm all for having browser not being able to track me, however, I think I'd miss my personalized search results.

Features

• Instant answers - By not trying to personalize your searches, you get to the information you want quicker and more filtered
• A feature that allows for direct searches
• Safesearch

Pro's

• Does not collect nor share your personal information = great privacy and security 
• Can check if other websites are down with a simple search prompt
• Generates strong passwords for you
• Highly customizable 
• Is now available on Safari and Firefox; which makes it easier to make it your default search engine
• Supports other up and coming businesses, projects, and organizations like girldevelopit.com; a project aimed in creating opportunities for women interested in developing and designing software.

Con's

• May have less information than what other competitors have
• Less known than other search engines; its up against some pretty powerful competitors 

Score:

Summary

When I read the reviews and the features it offered, I was almost immediately sold. I would love to try this application out as soon as I am a teacher, and from its reviews so far, it looks fairly amazing. As you can tell, I'm a big fan of having all of my information all in one nice and neat little organized interface.

Features

• Manages classes easily; add or remove students from different class periods
• Create seating charts and a student card 
• Take notes on student behavior
• Record student grades
• Import and export data in regards to students
• Comprehensive reports on classes and students
• Easy to use emailing system between educator and student/parent or guardian
• Gradebook Tool

Pro's

• Data from reports and students can be stored as backup on Dropbox
• Reports can be shared as PDF files
• Allows for comprehensive notes on every student and their summary
• You can take a picture of the student and place them on a virtual seating chart, which makes learning names and faces easier
• Keeps your classes and students nice and organized
• Free
• Student card - contains students and parent information, behaviour and attendance records

Con's

•  Collects information on students and by extension on their parents or guardians as well
• There is a risk in safety when using this app because the app collects information on students
• Based in the US, which means that it only utilizes the US standards of grading

Score:

Summary

An app I have yet to use, but am highly interested in. My calendar in my Ipad is nice and all, but if I can manage my assignments based on class period and time as well, I'm all for it.  However, the risk of losing my whole schedule without having any sort of backup was enough to take off a whole panda.

Features

• Online planner that helps organize and remind students of their assignments
• Creates an organized schedule for you

Pro's

• Free
• Eliminates paper planners
• Reminds you when assignments are due
• Teachers.io - a free app that teachers can utilize to make announcements and share information. When you join their class, all of their due dates, files and announcements sync to your myHomework planner
• Works even if there is no internet or wifi available
• Offers rewards to students (sponsored by kiip)
• Available on all platforms (Apple, Android etc.,)

Con's

• Must pay for upgraded accounts
• Offers no backup services

Score:

Staying Safe As a Digital Citizen

Digital safety, something a lot of people take for granted. With our ad blockers, anti-virus programs, and firewalls, we assume that we are safe, immune to all the creepy crawlies, worms Trojan horses, etc., but the fact of the matter is that, as we become more tech savvy and further delve into a technologically driven society, so are other people; people whom intend to destroy everything you have worked for and or to erase you from existence.

            In an online article published by the Huffington Post in 2010, one statistic states that 55% of Americans use the internet daily, and in about a month, they spend nearly 60 hours online doing various activities such as participating in social media, online gaming, and other activities relating to school and or business. As such avid users of the internet, as a society, we have created a whole other culture, complete with commodities such as online shopping, banking, education, and in some countries, even online medical treatment is available, via robots and other methods. And as such, we have inadvertently created a new term for the people whom roam and almost live in the cyber world; Netizens. As defined by the online version of Merriam-Webster, a netizen is a person who actively uses the internet especially in a proper and responsible way.

        So what is the big deal about being responsible and staying safe while online? Well, for one, even if all the necessary precautions have been taken (firewalls, ad blockers, malware detectors, spyware detectors, anti-virus applications etc.,), the threat of being victimized on the internet is still 100% real. As we surf the internet, we leave tracking cookies, most of which are harmless, However, in the cases of online pharming/phishing people, also often called hackers, can obtain information about you based on the types of sites you visit. For example, credit card information, one of the most important aspects of your online identity. If compromised, the hacker could easily destroy your life either by ruining your credit and or taking your identity and making fraudulent charges you name. Another reason to consider when approaching online safet,y is that whatever you say and or do, whether intentional or not, can be and will most likely be used against you. Online bullying has become one of the most widespread problems in regards to online safety. According to a statistic taken from the i-SAFE foundation, over 25% of adolescents and teens have been bullied repeatedly through their phones and or over the internet.

(Cyberbullying PSA; Imagine if it was one of your loved ones)

(Be a friend and reach out)

            So in order to combat some of these problems, as a class we were tasked to create presentations about digital safety. As a cohesive unit, every presentation was great and informative; however a change I would make, especially when it is taught to students, would be to include texual harassment and sexting in the cyber bulling portion of the digital safety presentation. This way, it can be seen as one continuous topic that flows easily. As a lesson, as done in the class, I would prefer the students to do presentations themselves, because it gives them a chance to identify and analyze the most important information in regards to their specific topic. However, for activities I’d like to take some part in this in order to ensure that the students remain on topic, especially since elementary students have a tendency to stray from their material.

In terms of the tools that we used for our presentation on Copy Right and Fair Use, we used the tools we were already mildly familiar with and not Wiggio, although from the looks of it, we should have. Overall, I’m satisfied with the presentation we produced, and especially proud of that little storybook I created. But overall, I’m fairly satisfied with what I have learned from all the presentations, and hopefully future presentations will be even better.

References

Smith, C. (n.d.). Internet Usage Statistics: How We Spend Our Time Online (INFOGRPAHIC). Retrieved November 28,2015, from http://www.huffingtonpost.com/2010/06/22/internet-usuage-statistics_n_620946.html

Would you have surgery at the hands of robot? – CNN.com. (n.d.). Retrieved November 28, 2015, from http://edition.cnn.com/2013/08/02/tech/da-vinci-robot-surgery/

Bullying Statistics. (n.d.) Retrieved November 28, 2015, from http://www.bullyingstatistics.org/content/cyber-bullying-statistics.html

Making Sure of Your Lesson: Assure Lesson Planning and Revision

Making Sure of Your Lesson: Assure Lesson Planning and Revision

Plans, schedules, guidelines; it is what our lives are centered on and around, whether we realize or not. From the moment we are born, whether it is from our parents or a higher being, plans have been made for us; however that is not to say that they are set in stone, because as conscious and functioning human beings, we ourselves are capable of making decisions and plans for not only ourselves, but for other beings as well. As an instructor, it is imperative that making plans, specifically lesson plans, is something that can be accomplished and followed with the utmost attention to detail and procedure.

As a means of simulating this future experience, we were tasked to create a lesson plan modeled after the ASSURE lesson plan model. This lesson plan ensures that students not only understand what they are doing, but it also ensure that they absorb and are able to recall what that have learned. A perk of this model is that it is easy to understand and to follow for both students and instructors, because of its systematic nature. For this particular assignments, students had to identify the sugar, salt and fat content of three different cereal brands, analyze the information they gathered, and then be able to create a visual representation of not only their data, but their understanding of the data. An important detail to note however, was that someone else would be teaching and instructing my lesson plan and students. Based  on how the lesson goees, if there was ever a need to create another lesson plan in my absence, I would try to ensure that each group has a shift in members in order to increase diversity and interaction among my students, especially for those whom suffer from disabilities. 

Another slight change I would make to the lesson plan would include more hands on activities among the students themselves. Although we live in such a technology dominated society, I'd like to incorporate a little more physical activity to keep the children awake and focused. Short exercises I'd include would be simple things like standing up and stretching and or even just running in place. In an online article by Edutopia, John Ratey, a clinical associate professor of psychiatry at Harvard Medical School says, "... learning functions are all about brain cells actually changing, growing, and working together", of which can be achieved by physical activity. However, in order to make more concrete changes, I would really need to check over the evaluations and feedback from both the substitute instructors and my students, Without their input, improvements and progression would not occur.

As hinted in the lesson plan, students would be assigned homework involving finding the nutritional information of three additional cereals and compare it with those of their group mates. In continuance with the topic of health, students would then be lectured about healthy diets and meal planning in reference to what they learned about nutrition and reading food labels. After this lecture, class work would consist of looking at the nutritional labels of everyday food items, such as snacks like chips, popular beverages like soda and tea, as well as the nutritional label and information of popular fast food choices at their respective restaurants.

Additional material that would have been needed would be the nutritional information and labels of various everyday food items, either voluntary brought to class by the students, or if in the case that there is not enough material, additional online (handouts, pdf and links to the fast food restaurant themselves) material would be provided. After completing the lecture and a small class activity, as an additional lecturer, I would request an invitation for a doctor and or nutritionist to speak to the students about the importance of good health, because according on an online pamphlet published by the Department of Public Health and Social Services, heart diseases, stroke, cancer and diabetes are some of the biggest killers on island, something easily preventable if the rights precautions are taken.

To conclude the topic, in place of a test, I’d prefer my students to give a presentation about what they have learned to their peers; their whole grade level and its teachers. If they can convey and get across the meaning and point of their lecture in a clear and concise manner, then I have done my job for this particular topic.

 References 

Department of Public Health and Social Service and the Non-Communicable Disease Consortium. (2013). Guam Non-communicable Disease Strategic Plan 2014 - 2018. [Brochure]. Mangilao, Guam

A Fit Body Means a Fit Mind. (n.d). Retrieved from http://www.edutopia.org/exercise-fitness-brain-benefits-learnings

Assistive Technology: The Future of Learning

As one of the forefront figures of education in a student's’ life, teachers take on the duty of not only ensuring that students learn and obtain the knowledge they need, but to also ensure that all students have the same opportunities, regardless of any shortcomings or any extra needed assistance or support. Special needs students are everywhere, and the likelihood of having a special needs student in the class is now expected. In the past, special needs students were usually separated from the rest of the class and more or less left to a corner, however, after congress enacted IDEA in 1975, special needs students finally received the help they rightfully deserved, and because of it, they were slowly integrated back into the class classroom.

So what exactly is a special needs student? According to the online article, “What are Special Educational Needs?” the term ‘special educational needs’ refers to children who have learning difficulties or disabilities that make it harder for them to learn as compared to other students the same age. So if given a specials needs student, how does one go about teaching and interacting with a special needs student? The answer is simple; through any means of communication that is possible, hard work, patience and cooperation. In the beginning of the video, Assistive Technology: Enabling Dreams, Susanna Sweeney-Martini, a young college student at Washington University explains just how pivotal the role of assistive technology plays in her life. Without it, “I could not exist as I am today…” (The George Lucas Foundation, 2005).

Like Susanna, thousands of other students in the U.S suffer from disabilities. According to the U.S Department of Education Website, 12.1 percent of the nations’ K- 12 students have disabilities. This entails that now more than ever, assistive technology is essential for these students to be an active participant in the class. So in terms of adapting and modifying a lesson plan to suit the needs of the special needs students, it is important to start off by getting to the know the student. Using the ASSURE model, the first step would be to analyze the student. What is she or he capable of? What problems or difficulties might arise for the student? By getting to know the special needs student beforehand, a teacher saves time and shows initiative and interest in caring for the academic needs of the student. The second step is making or modifying a lesson plan is to state the objectives. Plan and state specifically what you want and expect of the student. Even if they have a disability, that should not stop them from learning, no matter how little that may be. Once that is established, manageable goals should be created, and along with it, have a plan of reward or support from other classmates to encourage the continuing effort to learn. The third step is a combination of selecting the appropriate materials and media and utilizing them in a manner in which the special needs student is able to use them.

For example, if there was a student who is hard of seeing, in his or hers best interest, it would be advisable to have a separate laptop or similar device for them to have, whereupon the lesson is projected or shown in a manner that is easier for the student to understand (e.g., bigger font, pictures instead of words and in the most severe cases, an audio version of the lesson). The fourth step is where upon the student takes an active part in the lesson. If the lesson has been planned and or revised accordingly, then the student should not have too many problems during the lesson. The last step, evaluating and revising is where the teacher is successful or not either with planning or modifying the lesson in the first place. It is important to know that evaluating a special needs student is and should be different from evaluating non special needs children. As a teacher, different methods to ensure that special needs students have learned as much as they could is needed. An example would be an oral exam in place of a written exam for a student with physical difficulties. If they student has learned and managed to retain what they have learned, then for that particular lesson, the challenge has been conquered and the teacher can consider that lesson a success.

Throughout the Assistive Technology: Enabling Dreams video, many assistive tools were presented; specialized wheelchairs, speech recognition and generated programs, and musical instrument aides. Yet, despite these technologies being available, in particular to Guam I still feel like the government and Department of Education does neither have nor place a high enough concern for special needs students. Having heard and seen the experiences of my older sister, whom has a learning disability and one of my closest friends, who suffers from Fibromyalgia, a physical disability, I can say that for them, it feels like the education system does not care for them as much as they should.

In my sisters’ case, the school did not provide any assistive technology for her; rather they just supplemented her with extra classes only after my mother berated the administration. However, instead of an extra math class as requested by my mother, they put her into a computer programming class, of which was especially difficult for her because of her dyslexia. In my best friend’s situation, she was given a laptop customized to her needs as well as having the emails of all her teachers stored into the laptop. However after that, the school did not do much else. She eventually stopped attending school for awhile, and aside from a few phone calls, nothing else happened.  So what is the importance of these particular cases; time span. My sister and my friend are approximately ten years apart, and although they could just be isolated cases, the matter of them still happening is concerning.

In these cases, it is apparent that some of Guam’s educator and educational institutes do show a lack of regard of special needs students, which is frustrating. It would be almost common sense by now with what all assistive technology is and can do in today’s society, that even specials needs students can actively participate in regular class lesson plans, but that is not fully true nor realized today. Admittedly, it is not right to place the blame on any one specific figure or individual, rather, it is a culmination of factors that contribute to lack of knowledge and need for assistive technology. However, as a technologically dominated generation, I think it should be normal now to have various assistive technologies in every single classroom, regardless of grade level.

Reference

The George Lucas Educational Foundation. (2005). Assistive-Technology: Enabling Dreams [video file]. Retrieved from http://www.edutopia.org/assistive-technology-enabling-dreams-video

What are special educational needs? (n.d.). Retrieved from http://www.nidirect.gov.uk/what-are-special-educational-needs

How many students with disabilities are in our school(s)? (n.d.). Retrieved from http://www.data-first.org/data/how-many-students-with-disabilities-are-in-our-schools/

ASSURE Multimedia Lesson Plan

ASSURE Multimedia Lesson Plan: Knowing What You Eat

ASSURE Model Instructional Plan

Lesson Title: Knowing What You Eat

Grade Level: Grade 5

Lesson Length: 60 minutes 

Analyze Learners

Learners’ general characteristics: This lesson is designed for Grade 5 students. The class is composed of 20 students with ages ranging from 9 to 10-years-old. The class is also multi-cultural a There are two (2) special needs students; one with a mental disability with whom has a one-to-one aide present with him (in the case that the aide is not present and or steps out, his classmates are familiar with how to interact with him), while the other student is afflicted with mild autism. As a note, he may need a little more encouragement and inclusion in order to engage in the class, but is otherwise still responsive and receptive of new information. Entry characteristics: The students in this class are familiar with accessing the internet through a computer and have basic knowledge of Microsoft products (Word, PowerPoint, and Excel) and are able to create bar graphs. They also have prior knowledge regarding nutrition labels from a previous lesson. Overall, the class is good in terms of behavior. They are attentive and eager to learn, however as they have this class right after recess, they make take a few minutes to settle down and focus on their tasks. During the lesson, I encourage you to walk around and check on the students.

State Objectives

Objectives:  In this lesson plan, the following Common Core standards for English are addressed in: ü  CCSS.ELA-LITERACY.L.5.2.D  Use underlining, quotation marks, or italics to indicate the titles of works. ü  CCSS.ELA-LITERACY.L.5.4.C  Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of keywords and phrases. ü  CCSS.ELA-LITERACY.SL.5.1.A Come to discussions prepared, having read or studies required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. ü  CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. ü  CCSS.ELA-LITERACY.SL.5.2 Summarize a written text aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ü  CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant descriptive details to support main ideas or themes, speak clearly at an understandable pace. ü  CCSS.ELA-LITERACY.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. By the end of this lesson students will be able to:            a.       Identify and describe the various parts of a nutritional label (with the addition of handout, if necessary).            b.      Identify the salt, total fat and sugar content of three (3) cereal brands that I have listed, as well as three (3) that they chosen themselves and utilize that information by putting the data into a digital spreadsheet (Google Sheets) and organizing it accordingly.           c.        Students will then be able to analyze and explain their data (through the compare and contrast strategy) and then create a visual representation.                   d.      As reinforcement of the lesson and overall topic; students will be able to create a simple meal plan, share and compare it through digital media (Google Sheets, Web Conferencing etc.,).

Select Methods, Media and Material

Methods: -          Cooperative Learning Groups -          Instructor Demonstration Materials: -          Nutrition labels of three (3) cereals with accompanying image 1.      Cinnamon Toast Crunch 2.      Frosted Flakes 3.      Lucky Charms -          Nutrition Label Review Sheet -          Knowing What You Eat Handout v  (In the event of that copies of the handout aren’t made or if the link in the students emails do not work, the substitute may access the file here and project it on screen and or have the students access the files themselves). Ø  ASSURE Lesson Plan: Knowing What You Eat Cereal Nutrition Handout Ø   ASSURE Lesson Plan: Nutrition Label Review Sheet Ø  ASSURE Lesson Plan: Homework -          Student Computers/Laptops -          Instructor Computer/Laptop and Projector -          Speakers (if needed) -          Internet Access Media: -          YouTube: How to Read a Nutrition Facts Label -          Online Math Tool: Conversion Calculator -          Online Math Tool: Create a Multi Bar Chart  -          Reference Material: How to Understand and Use the Nutrition Facts Label

Utilize Media and Materials

Preparation: -          It is imperative to read over this lesson plan in order to understand and keep up with the students. Please make sure you are somewhat familiar with the tools and technology utilized within this lesson. -          Arrange the desks into groups of four (4), allowing accommodation for the special needs students. o   The student with autism prefers not to be in crowded areas, so placing him in a group where the desks are in a more open area or near the teacher’s desk is highly advisable. -          Have all laptops charged and ready for use. Ensure that all programs on the laptop itself are up to date. -          Ensure that all copies of the handout are made, but if something arises, I have provided a link to the document itself. It can be projected; however sending it to the students themselves is advisable and much easier. If this is the case, please contact me as soon as possible for a list of student emails, and or request the list from the secretary. Materials: -          For the first part of the  group activity, nutrition labels of three (3) cereals with accompanying image 1.      Cinnamon Toast Crunch 2.      Frosted Flakes 3.      Lucky Charms -          Internet Access: In order for students to access the review sheet, other additional resources and to create their visual representation, internet access is needed. o   For the second part of the activity, students will utilize the internet to find three (3) more additional cereals of their choice and will be instructed to follow the same procedures as they did in the first part of the group activity, -          Student and Teacher Computer/Laptop and Projector: Both the students and instructor will utilize computers and or laptops in order to access the lesson, rubrics and any other additional material needed. Students will also use the computers/laptop to collect data and information and to create a visual representation of their findings. The instructor on the other hand will use his/her computer/laptop to project the video and any other media relevant to the lesson, and to demonstrate how to use the bar graph making tool. (He/she may also use Google Docs to take attendance and monitor the student’s participation during the lesson). -          Speakers (if needed): For the YouTube video -          Handout: o   Cereal Nutrition Handout

Require Learner Participation

All students are expected to actively participate remain on task during the lesson and the group activity Methods: 1.      Assuming that the class is in their groups and that their laptops and projector is already set up prior to the students entering the class, the teacher will first introduce the video to the class. This will serve as a memory refresher from last class. ~ Approximately 5 – 7 minutes 2.      After this is completed, students will be then instructed to go into their Gmail accounts where upon they will find their assignment and a review worksheet. The worksheet should take no longer than 10 minutes to finish. This review sheet is to be done individually and when completed students should be instructed to email them to me. ~ Approximately 5 – 10 Minutes 3.      When this done, the students will be instructed to begin working on their group activity. They must identify the sodium, sugar and total fat content of the three (3) cereals listed and of three (3) that they have chosen themselves. ~ Approximately 10 – 15 minutes 4.      After compiling this data and entering them into a digital spreadsheet (Google Sheets), students will then be instructed to make a visual representation of their data. The data should be made into a multi-bar graph that will be projected on screen as the group presents their data. If there are any problems regarding the usage of the graphing tool, the instructor is expected to know how to use the tool itself and offer guidance to the students. ~ Approximately 20 – 25 minutes 5.      For the remainder of class, the teacher will close the lesson and have the students summarize what they have learned. The instructor will also explain the homework that is to be given.

Evaluate and Revise

Student Performance: -          Will be graded in accordance to rubric for student involvement and participation during group activity and presentation. Additional grading will be done after students complete their homework. Refer below for the grading rubrics on the multi-bar graph, visual presentation and the homework. Media: -           Was the provided media useful and easy enough for the students to use? -          Were the media tools appropriate for the grade level? -          Did the media tools work properly? Were there any situations I did not consider? Instructor Performance: -          Did the lesson go as planned? Were there any issues with the material or access to computers/laptops? -          Was enough time allotted for each section of the lesson? -          Were the objectives met by the end of the less? -          What areas could the instructor improve upon?

Rubric for grading Multi-Bar Graph

Category	1 point	2 point(s)	3 point(s)	Total
Title	There is no title present.	There is a title present; however it does not pertain to the lesson/activity nor is it placed properly.	There is a title present and it pertains to the lesson and activity. It is also located in the proper place; centered at the top.
Label	Labels are not present	Labels are present but are very vague and not very descriptive. Some information may be missing.	Labels are present, clear and concise. All information is relevant to topic and is in the appropriate areas.

Rubric for grading Visual Presentation

Category	2 points	4 points	6 points	Total
Visuals/Presentation	There is little to no visuals and overall the presentation was lack luster; much improvement is needed. It seems only one or two students actually did work and participate.	There are some visuals present with good moments and some points of interest, but overall presentation needs some improvement. Some students did not participate,	There are eye catching visuals and overall presentation is great. All students participated in the process and presentation of the visual presentation.
Organization	Overall organization is poor and information is poorly put together.	Overall organization is good; however there are some discrepancies with the order of presentation.	Overall organization is great. There are little to no errors in organization of the graph and data.
Data	Data is poorly put together and is barely accurate and coherent. There are many spelling and grammatical errors; and following the presentation is next to impossible.	Most of the data is accurate and coherent, however there are some errors in spelling and grammar; presentation is hard to understand and to follow.	Data is accurate and coherent; easily understood and easy to follow. There are little to no spelling and or grammar errors.
Vocal Range and Quality	Students did not attempt at all to be loud, clear and concise. Vocal projection and volume are poor and there are many noticeable vocal pauses.	Students attempted to be load, clear and concise. Vocal projection and volume was okay, but there were a few noticeable vocal pauses.	Vocal projection and volume is load and clear. Speech is concise and there are no noticeable vocal pauses (ah, um, er). Students seem well versed and know what they are presenting.

Rubric for grading Homework

Category	5 points	10 points	15 points	Total
Understanding	Student did not attempt to do homework, but it is incomplete. Answers are in other forms, (bullet form etc.,) but not in full sentences.	Student demonstrates some understanding of the week’s lesson. Student answers in full sentences, but there are some spelling and grammar errors. Student may occasionally go off topic.	Student demonstrates full understanding of the weeks’ lesson as displayed in the homework. Student answers in full and concise sentences that are relevant to topic.
Content	The content of student’s answer has little to no support and lacks a direction as to where his/her was going.	The content of the student’s answer is mostly relevant to the topic; is missing key supportive elements.	The content of the student’s answer is relevant to the topic and is supported with evidence.
Grammar	There are many spelling and or grammar errors present. Student’s grammatical structure is not on grade level and very flawed.	There are a few spelling and or grammar errors. Students’ grammatical structure is slightly flawed but otherwise okay.	There are little to no spelling or grammar errors present. Grammatical structure is also of grade level.