Velazquez Social Studies Blog Project

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Technology in Schools Advanced Project 3 Created & Submitted by: Nicole M. Velazquez

Goal of this Project-Vision Statement: In today’s Social Studies classrooms it is essential that educators possess the tools necessary to create meaningful learning experiences and environments for their students. In many cases it becomes necessary to look beyond the standard curriculum to enhance students’ understanding, promote and develop critical thinking skills, and engage students in meaningful and relevant educational experiences that broaden and deepen their understanding. With increasingly mandated emphasis placed on ELA and Math, Social Studies instruction has decreased in today’s elementary classrooms. The mandates for state testing have forced teachers to focus their instruction towards these subjects thus leaving out Social Studies (Jones & Thomas, 2006). Because of this, the need to create authentic meaningful learning experiences for students during Social Studies instruction becomes increasingly relevant, important and vital. To achieve these goals it becomes essential that educator’s provide opportunities offered through the utilization of Web 2.0 technologies and must do the following: Become familiar with new technologies and knowledge resources, even those that may not seem relevant to their teaching. Incorporate new knowledge resources into existing curriculum and promote self-directed learning for all students Seek out real-world applications of content and integrate those applications in student learning. Give students opportunities to communicate their understanding through a variety of media-print, video, Web 2.0, and more. Promote active collaboration over individualized competition. (Lemke & Coughlin, 2009) For the purpose of this project a Web 2.0 platform has been created to increase student understanding, communication, and collaboration to broaden and deepen student understanding

2 about World War II and more specifically the children of the Holocaust. The primary goal for the implementation of this project is to broaden and deepen student understanding of children and their roles in the Holocaust. Objective: Students will demonstrate understanding of World War II and the Holocaust through teacher-guided, student-guided, and whole group interaction(s) with available technological resources developed for this unit. Goals-Behavioral: Students will be active participants throughout the unit as demonstrated by manipulating materials, developing questions, and learning the “big ideas” associated with the unit as they analyze, synthesize, and integrate information and knowledge. Goals-Process: The instructor will document the effects of the teaching methods utilized, and determine their effectiveness. The instructor will continue to develop new and meaningful learning experiences for students by expanding the use of technology across the curriculum, that will best engage and broaden their understanding. A detailed lesson plan will be developed to outline this process. Goals-Performance: Students will develop questions that demonstrate higher-level thinking, take part in a journal writing activity through the course blog, and complete a final, written assessment of their learning after completion of the unit. Instructional Plan: The following Project-Based Learning lesson is intended to be implemented as part of a unit on World War II and children of the Holocaust. The lesson developed is based on UBD format and is intended to expand students’ knowledge of World War II and the Holocaust, specifically children of the Holocaust. The goal of this unit is to connect students with history in ways that are meaningful and relevant through the expanded use of technology in the classroom

3 alongside other material including but not limited to: artifacts, primary sources, books, and other relevant sources. The imbedded lessons are intended to integrate various components of Social Studies including historical context and geography with English language arts, Science, and Technology. It encompasses five 45 minute sessions. Students will have access to an instructional screen cast, class blog, and voice thread to help expand their knowledge of the topic at hand that enables and promotes students to create, communicate, and collaborate while utilizing various technological tools. Please refer to the following UBD-developed lesson plan to be included in a fifth grade unit on World War II and the Holocaust.

Teacher Name: Mrs. Nicole Velazquez-Web 2.0 Subject: Social Studies/Integrated with Grade Level: Grade 5

ELA Time Required (days; time/day): 5 Sessions/ 45 minutes each session Topic:

 The Holocaust: specifically experiences of children prior to, during, and after the Second World War. Essential Question:  Because no two journey’s taken by children during the Holocaust were the same; how were their experiences similar, how were they different, and how did their experiences shape their lives and the lives of their families prior to, during, and after the Holocaust? Pre-requisites (Prior Knowledge):

 Students will have prior knowledge of World War II and the Holocaust prior to this lesson imbedded in a World War II Unit.  Students will be presented with various learning materials that include but are not limited to: books, internet resources, visual aides, primary source documents, etc.  Students will be utilizing basic computer skills acquired during computer class for this lesson.  To activate prior knowledge the teacher will utilize a K-W-L chart, as well as, engage students in text-to-self (when text can be related to individual experiences), text-to-text (when current text being studied reminds students of prior text studies), and text-to-world (when the text reminds students of something they already know about the world in which they live) activities. STAGE 1 - DESIRED RESULTS A. Content Area Standard(s):

Social Studies:

4 Standard 1-History of the United States and New York Students will: use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Key Idea 4: Students will consider different interpretations of key events and/or issues in history and understand the differences in these accounts. View historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts. Standard 2- History of the United States and New York Students will: use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Key Idea 1: Students will explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop. English/Language Arts: Standard 1- Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information. Key Idea: Students will gather and interpret information from children’s reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such sources as charts, graphs, maps, and diagrams. Standard 2- Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written, and electronically produced texts and performances; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation. Key Idea: Students will read a variety of literature of different genres: picture books; poems; articles and stories from children’s magazines; fables, myths, and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers. Standard 3- Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, students will use oral and written language and form a variety of perspectives, their opinions and judgments on experiences, ideas, information, and issues. Key Idea: Students will recognize that the criterion that one uses to analyze and evaluate anything depends on one’s point of view and purpose for the analysis. Technology Standards: Standard 2-Information Systems Students will access, generate, process, and transfer information using appropriate technologies. Key Idea 1- Students will use information technology to retrieve, process, and communicate

5 information and as a tool to enhance learning. Students will use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound. ISTE Standards: As Quoted from: [email protected] The Teacher Intends to Meet the Following: Standard 1- Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-tofact and virtual environments. Teachers promote, support, and model creative and innovative thinking and inventiveness. Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources. Teachers promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding, thinking, planning, and creative process. Teachers model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-fact and virtual environments. Standard 2-Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S. Standard 3- Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. Teachers collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. Teachers communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. Teachers will model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. Standard 4- Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. Teacher addresses the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources. Teachers promote and model digital etiquette and responsible social interactions related to the use of technology and information. Standard 5-Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. B. Intended Learning Outcome Define what students will know and be able to do and at what level of mastery they should be able to do it. NOTE: Add/subtract rows from below each column heading, Student will know… Student will be able to… Students will know and understand that each Students will be able to analyze, synthesize, child during the Holocaust had a unique and make connections related to experiences experience prior to, during, and after the war. of children during the Holocaust and explain how they came to those conclusions.

6 Students will know how to write reflectively about children’s experiences during the Holocaust. Students will develop ways to convey understanding by means of journal entries, discussion, and presentation. Students will review a wide variety of information and be able to reflect and respond meaningfully to that information. Students will know how to effectively post journal entries on course blog after modeling and instruction.

Students will be able to create journal entries that demonstrate understanding of children’s experiences during the Holocaust. Students will be able to effectively demonstrate understanding through thoughtful entries that utilize the conventions of writing. Students will be able to critically analyze and self-reflect and respond meaningfully to information obtained throughout lesson. Students will post to the course blog and comment on the postings of classmates. Students will write their entries from the point of view of the child they are researching. STAGE 2 - ASSESSMENT EVIDENCE Students will demonstrate their learning/understanding in the following way(s): A. Teacher-Created Assessments: Pre-test: Post-test: Discussion: Teacher-guided as well as Informal: Post-lesson discussion that will be student-guided discussion to assess prior both teacher-guided as well as student-guided. knowledge of what children during the KWL- Fill in the “What We Learned…” section Holocaust experienced. of the KWL chart. Presentation: Teacher generated Formal: Student journal entries will be presentation of photographs and excerpts to formally assessed for content, as well as generate interest as well as informally assess ability to analyze, synthesize, connect, and students’ prior knowledge. make meaningful connections with information KWL- Fill in the “What Students Know…” and that was presented. Journals will also be “What They Want to Learn…”sections of chart evaluated for structure. to be located in the front section of student Course Blog on EDUBlogs: Students will be journals. Course Blog on EDUBlogs: evaluated on their postings to the course blogs Teacher-generated course Blog for students to and be assessed using the following rubric. showcase their entries and experience the Nicole V. Class Rubric point of view of other children during the Holocaust. B. Performance Assessments:  Journal Entries  Guided Discussion  Journal Entries to be posted to course blog created on  http://www.huccabug.edublogs.org  Postings to class Voice Thread: http://voicethread.com/#q.b767183.i4069443

C. Other Assessments (e.g., Peer, Self):  Students will participate in peer-assisted strategies such as peer-editing, peer-assisted instruction, and peer-questioning.  Students will evaluate the entries of other students for accuracy as well as to gather additional ideas and/or information.  Students will respond to postings of other students using appropriate language, reflect, and respond from the point of view of the child they are researching using resources presented in class.

7 D. Assessment Adaptations:  Students who require modifications and/or accommodations will be provided with the tools needed to complete assigned task in accordance with their needs.  Students will participate in peer-assisted strategies to assist others throughout lesson.  Students will be assessed in relation to their ability and in relation to IEP Goals/Expectations.  Students requiring technology modifications will be provided with these by they General Education Teacher, Consultant Teacher, and other support personnel as needed. STAGE 3 - LEARNING PLAN A. Learning Activities 1. Instructional Strategies/Learning Activities: (e.g., demonstration, discussion, small groups, role play, etc.)  Assess student basic understanding of the Holocaust from previous lessons on World War II and the Holocaust.  Engage students in teacher-directed as well as student-directed discussions on the Holocaust; guiding discussion to children of the Holocaust.  Book discussion-read excerpts from various books including: Children in the Holocaust and world War II: Their Secret Diaries, Salvaged Pages; Young Writers’ Diaries of the Holocaust, and I Never Saw Another Butterfly: Children’s Drawings and Poems from Terezin Concentration Camp, to generate student interest in topic.  Form cooperative learning groups and have students review the writings of a particular child and discuss their findings.  Play music from era in background quietly as students work.  Discuss emotions generated as a result of learning activities.  Model for students how journal entries are to be entered using course blog created by the classroom teacher.  Model for students how entries should be written, from what point of view, formatted, and posted. 2. Introducing the Lesson: (capturing students’ attention, activating students’ prior knowledge).  Book discussion-read excerpts from various books including: Children in the Holocaust and world War II: Their Secret Diaries, Salvaged Pages; Young Writers’ Diaries of the Holocaust, and I Never Saw Another Butterfly: Children’s Drawings and Poems from Terezin Concentration Camp, to generate student interest in topic.  Group discussion on what students already know about the Holocaust, World War II, specifically through the eyes of children prior to, during, and after the war. (K section of the KWL chart).  Play music from the era in background quietly as students work.  Entries in the W section of students KWL chart to see what students “Want to Know…” about children and their experiences during the Holocaust.  Provide students with visual representations i.e. pictures of children in concentration camps, in the streets, as well as other portrayals of children during the Holocaust.  Do text-to-self, text-to-text, and text-to-world activities generated using books provided and listed above.  Model for students the class blog created by the teacher using the Smart Board to project for entire class. 3. Instructional Sequence:(Representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.) Complete the following two columns, showing teacher activity in correspondence with

8 student activity. Add/subtract rows as needed. Teacher activity (The teacher is doing….)  KWL Chart

 Teacher-guided discussion on experiences of children during the Holocaust.  Using the Smart Board- show pictures, listen to oral histories and other resources available online.

 Access mobile Mac Lab and model for students how to properly generate journal entries.  Model for students how to gather information from online resources, books, and other available resources to gather information for their journal entries.  Review expectations for writing.

 Assist students in finding a child to research.  Model how students are to analyze and connect information found.

 Model for students how to enter information into the course blog and outline expectations for postings, frequency of postings, and information postings should contain. B. Adaptations to the Instructional Sequence to Differentiate:  Students who require modifications and/or accommodations will be provided with the tools needed to complete assigned task in accordance with their needs.  Students will participate in peerassisted strategies to assist others throughout lesson.  Students will be given instruction in accordance with the IEP Goals. C. Discussion and Assessment of Learning: (Pointing out to students how what they are learning is related to the driving question; assessing students’ learning as a result of the lesson)

Student activity (The student is doing…)  KWL Chart (filling in the “K” and “W” section of chart prior to formal lesson)  Students respond to teacher-led discussion with thoughtful, reflective responses.  Students will pay attention to demonstration and participate in a question and answer period as well as pose questions for further consideration.  Students will be actively generating a model in which to refer to as needed to generate journal entries.  Students will research one student from the Holocaust using online resources, books, and other available resources to complete their journal activity.  Students will write journal entries in accordance with expectations.  Students will be researching a child to create journal entries.  Writing in a way that is reflective and synthesizes information with meaning and accuracy.  Students will begin to post to our course blog using tools given to them by the classroom teacher.

 Students who receive occupational therapy and use voice activated technology can complete their journals in this manner.  Students who require consultant services will work with these providers to ensure completion of task at hand.

9  Teacher:  Have students work in cooperative learning groups to discuss findings related to children’s experiences during the Holocaust. (1)  Group discussion on experiences of children prior to, during, and after the war. (2)  Have students discuss how they felt as a result of this lesson. (3)  Compare and contrast experiences of children today in different places around the world. (4)  Discuss cause and effect relationships that exist as a result of the Holocaust and its importance in History. (5)  Student:  Discussion will be based upon the child the student researched, their journal entries, their emotions and feelings related to what they learned, and what others around them experienced as a result of this lesson. (1)  Engage students in a discussion through guided questioning. Have a variety of students respond to questioning to demonstrate differences in experiences. (2)  Encourage students to make connections to the differences that exist in their own lives. (3)  Students will engage in a group discussion about experiences of children in the world today here and in other places throughout the world. (4) D. Closure: 1. Overall Closure Plans:  Wrap-up journal entries to course blog and prepare for presentations of student journal entries.  Discuss the role of the Holocaust and its far-reaching, lasting impacts on the world in which we live.  Discuss that although there are many stories of survival that occurred during the Holocaust, and as wonderful as they are to hear, they should not be viewed as the norm. Discuss with students statistics of the Holocaust.  Conclude with student input on lesson and take input to reflect and respond for future lessons. 2. Extensions for Early Finishers:  Have students choose another child to research and create journal entries for.  Have students assist other students (if able) with completing their journal activity.  Have students assist others in gathering research needed to complete journal activities.  Have students write a comparative analysis of children’s lives prior to, during, and after World War II.  Have students write about the cause and effect relationships that exist in history as a result of the Holocaust. 3. Alternate strategies for struggling students or those who learn differently:  If students are struggling with task at hand provide alternative means to completing task at hand. Have students create a series of visual representations, write a song, or complete another agreed upon form of representation.  Provide students with extended time if needed or if their IEP requires it.  Have students assist others utilizing peer-assisted strategies.  Discuss project with various support personnel so that they may assist students during consultant time with project.

10 E. Procedures: (both already established procedures to be used, and procedures to be taught for this lesson)  Students will follow previously learned procedures for reading and writing.  Model for students how to locate information for journal activity. Demonstrate finding information in books, internet resources, etc.  Use graphic organizers to assist with organization as students locate information. Model for students.  Use graphic organizers to model for students how to complete journal entries. Model for students.  Model for students the various ways to present information to class. LESSON DEVELOPMENT RESOURCES A. Technology Tools and Materials: (classroom set-up, preparations, resources, etc.)  Computer/ Portable Mac Lab  Smart Board  Create a “Book Nook” with various books on World War II and the Holocaust. For example: Children in the Holocaust and world War II: Their Secret Diaries, Salvaged Pages; Young Writers’ Diaries of the Holocaust, and I Never Saw Another Butterfly: Children’s Drawings and Poems from Terezin Concentration Camp, The Art of Jewish Children, Germany 1936-1941: Innocence of Persecution, The Diary of Anne Frank, Night, etc.  Create a journal format for children to follow.  DVD Player/Radio/Music  Have available other primary and secondary sources for children to assist with their research/journal compilation.  Access to the Internet: http://www.adl.org/children_holocaust/children_main1.asp, http://www.ushmm.org/wlc/media_oi.php?lang=en&ModuleId=10005142&MediaId=267, http://www.ushmm.org/research/library/bibliography/?lang=en&content=children, http://www.graceproducts.com/fmnc/main.htm, http://www.ushmm.org/research/collections/.  Step-by-Step Instructional Screen Cast: http://www.screencast-omatic.com/watch/cQXOe4h2m  Access to course blog: http://www.huccabug.edublogs.org, and Voice Thread: http://voicethread.com/#q.b767183.i4069443, B. Parent/Community Resources:  Robert H. Jackson Center  The Chautauqua Cattaraugus Library System  Room parents/Community volunteers  Provide parents with a letter explaining project  Falconer Central School Acceptable Use of Technology Policy http://www.falconerschools.org/11221091213826153/lib/11221091213826153/MS.pd f C. Contact Information: Nicole M. Velazquez [email protected] [email protected]

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The Teacher’s Role: The role of the classroom teacher for this process is that of facilitator, guide, mentor, and assistant.

It becomes the responsibility of the instructor to model appropriate practice,

expectations, and expected outcomes of this unit on children of the Holocaust by modeling integrated technology tools and outlining expectations for usage. Even when effective Social Studies curriculum is implemented in the classroom, teaching strategies are often limited to reading text, answering questions, or to providing definitions to vocabulary words. Various studies have proven the effectiveness of instruction which includes project-based and inquiry learning in addition to guided and model-centered instruction (Bailey, Shaw, and Hollifield, 2006). An engaging and relevant form of incorporating the referenced effective evidence-based Social Studies instruction is through the use of relevant Web 2.0 tools to further enhance and develop student understanding of the topic at hand. It becomes essential that the classroom teacher possesses the tools necessary to create such meaningful learning experiences for their students in today’s Social Studies classrooms. To engage students with the curriculum, it becomes the teacher’s role and responsibility to create, promote, and follow through with the integration of technology in the classroom. The Student’s Role: Students will be provided with the tools needed to encourage and promote engagement with curriculum through the implementation of Web 2.0 tools intended to broaden, enhance, engage, and connect them to content in meaningful and relevant ways. Students will be active participants and engage with content through the utilization of a classroom blog with included journaling activities, relevant resource listings, as well as other relevant resources, and collaboration utilizing Voice Thread technology. Students are expected to be active participants and model appropriate behaviors throughout this process. To broaden learning experiences during Social Studies students are expected to engage in an environment intended and designed to connect students to history in ways that go beyond the text.

12 Students will work individually on this project, however they will be responding to others postings, responses, reactions, etc. Students will be researching individual children and their experiences during the Holocaust and blogging about these experiences from the point of view of the child they are researching. Essentially students are taking on an “alter-ego” and are expected to role-play with each other (collaborate) through their journal entries on the course created blog, discuss experiences of others on the course blog and through Voice Thread (communicate), and engage with all available tools to do so (create). Through teacher-guided instruction students will then compare and contrast their research findings through presentation of journal entries and guided-discussion. Students will be expected to model developmentally appropriate behavior at all times when working with technology, when responding to the posts of others, and at all other times. Technology’s Role: As previously mentioned it is essential that authentic learning experiences are provided for students in today’s classrooms. To achieve these goals it becomes essential that educator’s provide opportunities offered through the utilization of Web 2.0 technologies and must do the following: Become familiar with new technologies and knowledge resources, even those that may not seem relevant to their teaching. Incorporate new knowledge resources into existing curriculum and promote self-directed learning for all students. Seek out real-world applications of content and integrate those applications in student learning. Give students opportunities to communicate their understanding through a variety of media-print, video, Web 2.0, and more. Promote active collaboration over individualized competition. (Lemke & Coughlin, 2009) To promote and establish the use of technology integration the following will be utilized as part of a fifth grade unit on World War II, specifically the roles of children during the Holocaust. Classroom Blog located at http://www.huccabug.edublogs.org (create, communicate, collaborate)

13 Instructional medium intended to model and offer a platform for differentiating instruction through the use of a Screen Cast located at:

http://www.screencast-o-

matic.com/watch/cQXOe4h2m (communicate) Voice Thread technology intended to provide a platform for students to express findings of research, communicate their findings, and to collaborate with fellow students located at: http://voicethread.com/#q.b767183.i4069443

Grouping of Students: Students will be working individually on this project. However, students who require additional assistance will receive that assistance from the classroom teacher, teacher’s assistant, or consultant teacher. The classroom these lessons will be utilized in is a fifth grade inclusion classroom. Students will be provided with the tools necessary to research and locate information on a child who lived during the Holocaust. Students will be able to choose the child they are going to research, notify the classroom teacher of their decision, and gather information on that child. Students are expected to work individually but respond collectively when posting journal entries to the classroom blog as well as to Voice Thread.

Assessment of Outcomes: Teacher-Created Assessments: Pre-test: Discussion: Teacher-guided as well as student-guided discussion to assess prior knowledge of what children during the Holocaust experienced. Presentation: Teacher generated presentation of photographs and excerpts to generate interest as well as informally assess students’ prior knowledge. KWL- Fill in the “What Students Know…” and “What They Want to Learn…”sections of chart to be located in the front section of student journals. Course Blog on EDUBlogs: Teacher-generated course Blog for students to showcase their entries and experience the point of view of other children during the Holocaust.

Post-test: Informal: Post-lesson discussion that will be both teacher-guided as well as student-guided. KWL- Fill in the “What We Learned…” section of the KWL chart. Formal: Student journal entries will be formally assessed for content, as well as ability to analyze, synthesize, connect, and make meaningful connections with information that was presented. Journals will also be evaluated for structure. Course Blog on EDUBlogs: Students will be evaluated on their postings to the course blogs and be assessed using the following rubric. Nicole V. Class Rubric

14 B. Performance Assessments:  Journal Entries  Guided Discussion  Journal Entries to be posted to course blog created on  http://www.huccabug.edublogs.org  Postings to class Voice Thread: http://voicethread.com/#q.b767183.i4069443

C. Other Assessments (e.g., Peer, Self):  Students will participate in peer-assisted strategies such as peer-editing, peer-assisted instruction, and peer-questioning.  Students will evaluate the entries of other students for accuracy as well as to gather additional ideas and/or information.  Students will respond to postings of other students using appropriate language, reflect, and respond from the point of view of the child they are researching using resources presented in class.  Students will compare and contrast their research findings peer-to-peer, peer-to-whole group, and peer-to-teacher. D. Assessment Adaptations:  Students who require modifications and/or accommodations will be provided with the tools needed to complete assigned task in accordance with their needs.  Students will participate in peer-assisted strategies to assist others throughout lesson.  Students will be assessed in relation to their ability and in relation to IEP Goals/Expectations.  Students requiring technology modifications will be provided with these by they General Education Teacher, Consultant Teacher, and other support personnel as needed.

Range of Student Skills & Range of Student Readiness: In an inclusive setting, the range of student skill and readiness range from independent to frustration level. Because of this, if students are struggling with task at hand, alternative means to completing task at hand will be provided. For example, students can create a series of visual representations, write a song, or complete another agreed upon form of representation utilizing Web 2.0 technology and cloud tools that the student is more familiar with. Another viable option is to provide students with extended time if needed or if their IEP requires it to complete assigned tasks.

The instructor will also have students assist others utilizing peer-assisted

strategies. Students will also be encouraged to discuss the project with various support personnel so that they may assist students during consultant time with project. Students who require modifications and/or accommodations will be provided with support services in their target area of need to complete assigned task in accordance with these needs throughout the course of the

15 unit.

In addition: Students will be given instruction in accordance with the IEP Goals.

Students who receive occupational therapy and use voice activated as well as other forms of assistive technology can complete their journals in this manner. Students who require consultant services will work with these providers to ensure completion of task at hand.

Staffing Needs: The classroom that this unit and subsequent lessons will be utilized in is a fifth grade inclusion classroom. Because of this, various support personnel will be available to further assist students with completion of task at hand. Included are the classroom teacher, the classroom teacher’s assistant, and consultant teacher. Various other push-in services occur throughout the day and lessons can be coordinated with their presence. These include: speech and occupational therapy personnel. Also needed will be the assistance of the technology representative in the school to ensure that the classroom teacher and students have access to needed technology to effectively carry out the plan of instruction. Other personnel may be utilized and these include but are not limited to: school librarian, public librarians, and visitors from various community resources.

Project 3 Part B-Reflection: To broaden students’ learning experiences during Social Studies, and across the curriculum for that matter, it becomes necessary to create an environment that connects students to history in ways that go beyond the text. Most Social Studies textbooks devote at least a few pages of text to pictures, art, architecture, and other forms of material culture that characterize a particular time and place in history; however nothing compares for the experience of viewing history and connecting to history as only Web 2.0 tools can provide. The value of technology integration into lessons across the curriculum engages students in meaningful and relevant ways and enables students to interact with resources many of them didn’t think necessary to their educational journey. I strongly believe that if we tap into students existing knowledge and interest in technology, more long-lasting connections to content and interest can be established. The following information comes from a study conducted by the United States Department of Education that stated the following:

16 “When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress.” (Singh & Means).

I strongly believe this information provides the rationale for providing authentic learning experiences that go beyond teaching to the text and for expanding technology integration in today’s classroom. Growth related to this class and the topics discussed have provided me with the basic tools necessary to expand my use of technology in the classroom, advocate for more access to various mediums of technology, and with ideas to further differentiate my instruction. I strongly believe that if students have a personal interest in their education, longer lasting connections can be fostered and made in relation to content and understanding. I plan to seek out various professional development opportunities that will provide me with the tools needed to expand my existing knowledge and I am willing, eager, and enthusiastic about expanding my knowledge in the arena of technology and Web 2.0 tools and their integration into existing and future lessons. I would also like to further expand my knowledge of various disruptive technologies, specifically iPod tools, their value in the classroom, research the effects of transference and its effect on increasing fluency for specified students, podcasting, and the impact of audio on thinking and learning with students with various learning disabilities. Various other forms of assistive technologies exist, and I would like to expand my knowledge of these tools as well. I will continue to self-educate as much as possible to expand my use and promotion of my classroom blog to increase its effectiveness by seeking student and other professional evaluation of the lesson I intend to carry out and for its future potential. I strongly believe that I can also learn a great deal from the students I serve. They are living moment to moment in a world that is evolving technologically right before their eyes. I

17 believe they are willing and eager to keep up with the ever-changing role technology plays in their own lives, and I would appreciate their willingness to bring that knowledge into the classroom.

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References

Bailey, G., Shaw, E.L., & Hollifield, D. (2006). The devaluation of social studies in the elementary grades. Journal of Social Studies Research, 30(2), 18-23.

Jones, R.C., & Thomas, T.G. (2006). Leave no discipline behind. International Reading Association, 60(1), 58-64. Lemke, C., & Coughlin, E. (2009). The change agents: Technology is empowering 21st century students in four key ways [electronic version]. Educational Leadership, 1, 54-59.

Department of Education: Office of Educational Research and Improvement. Technology and education reform. Singh, R., & Means, B. Retrieved November 22, 2009, from http://www.ed.gov/pubs/EdReformStudies/EdTech/overview.html

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Student Work Samples:

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Please visit the following for full student work samples: http://www.huccabug.edublogs.org http://voicethread.com/#q.b767183.i4069443 http://www.screencast-o-matic.com/watch/cQXOe4h2m http://docs.google.com/Doc?docid=0AVthkCfHDmieZGY3Mnd6OXZfMWRjbXJqc2Nk&hl=e n