Module+5


 * Chantel's:**

I thought it would be really hard for people to understand my checklist without a basic lesson plan. I am including a small part of the lesson plan. 2. Go over essential questions and the ‘Hooks, Wheels, and Ladders’ assignment. W 3. Throughout activities we will be adding key vocabulary to our list as they are presented throughout the lesson. E 4. Throughout activities we will be adding tags to our tags list as they are presented throughout the lesson. E 5. Discuss the parts of a two-column fixed layout. E 6. Discuss div containers and show an example of where containers create positioning. E 7. Using the file ‘fixed.htm’ demonstrate how to insert div containers to create the parts of the two-column layout. E 8. Have the students insert div containers into their files. E 9. Demonstrate creating styles for the parts of the layout including header, footer, navigation sidebar, and main. E 10. Have the student insert styles for the parts of the layout. E 11. Review parts of two column and divs. R 12. Have the students create the ‘Jewelry Store’ project. Have students self assess this project from example. E-2, R 13. Have students self assess with questions I give them and then discuss. R 14. Discuss and show the parts of a three-column fixed layout. E 15. Using the file ‘spa.htm’ demonstrate how to insert div containers to create the parts of the three-column layout. E 16. Have the students insert div containers into their files. E 17. Demonstrate creating styles for the parts of the layout including header, footer, navigation, left, middle, and right. E 18. Have the student insert styles for the parts of the layout. E 19. Discussion and demonstration of flow, overflow, and how to fix flow problems (including faux columns and modifying column widths.) Also discuss when to use a class or id selector. E 20. Discuss liquid widths and demonstrate how to use them on ‘fix’ and ‘spa’. Have the students change the fixed widths to liquid widths. E 21. Have the students create ‘Business Communications’ project. Have students self assess this project with example shown. E-2, R 22. Have students self assess with questions I give them and then discuss. R 23. Show examples of different websites. Have a discussion on the best layout for each example (Box model, table, two-column, three-column, fixed (fluid) or liquid widths, and absolute positioning or floats.) E 24. Review how to choose the best layout, liquid vs fixed widths, and how to control flow. R 25. Give quiz on terms and which layout would be best. E-2 26. Show the students how to create and use a print style CSS page. Have the students create a print style sheet. E 27. Have the students create ‘Hooks, Wheels, and Ladders’. Give feedback.E-2, T || Positioning web page Author: Chantel Reddish 6/13/11 To improve the whole problem I would take several examples and show the consequences to putting in wrong code. I do believe this happens are we make mistakes or I show them what happens during the skills if we put in different numbers, but not during the whole problem. On each skill more portrayals with coaching needs to occur. This could happen with more examples that lead with less coaching on each example. The whole problem covers this very well, but not each individual skill. The problem with this is time. Creating web pages takes a considerable amount of time and therefore more examples would not allow the class to complete all the standards. The entire course or the three main sections (which positioning is one section) would do well on this checklist but not each individual skill. Finally, this class needs more identifying actions for each skill.
 * ** Stage 3 – Plan Learning Experiences ** ||
 * 1. Ask an opening question to hook the students and keep their attention. (“We have just finished our scavenger hunt web page. What kind of things did you want to accomplish but did not have the skills to create? “) Write the list on the board and discuss that all of the statements fall under positioning. H
 * || Tell || Show || G || M || > || S || Do 1 || Do 2 || C || F || > || P || Score ||
 * Problem: Positioning a web page ||
 * Step (S) ||  ||   ||   ||   ||   ||   ||   || 12,21,27 || + || + || 3 ||   || 4 ||
 * Conditions ( C ) || 24 || 24 || + || + || 3 ||  || 23, 25 || 23 || + || + || 3 ||   || 10 ||
 * Consequence (Q) ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || 0 ||
 * Component Skill 1 = two-column layout fixed ||
 * Conditon || 3 ,5,6,19 || 4,5,6,19 || + || + || 1 ||  || 13 ||   ||   || + || 1 ||   || 6 ||
 * Step || 7,9,19 || 7,9,19 || + || + || 1 ||  ||   || 8,10,12 || + || + || 4 ||   || 8 ||
 * Component Skill 2 = three column layout fixed ||
 * Conditon || 3,14,19 || 4,19 || + || + || 1 ||  ||   ||   ||   ||   ||   ||   || 4 ||
 * Step || 15,17,19 || 15,17,19 || + || + || 1 ||  ||   || 16,18 ||   || + || 2 ||   || 6 ||
 * Component Skill 3 = two and three column layout fluid ||
 * Conditon || 3,19,20 || 4,19,20 || + || + || 1 ||  ||   ||   ||   ||   ||   ||   || 4 ||
 * Step || 19,20 || 19,20 || + || + || 1 ||  ||   || 20 ||   || + || 1 ||   || 6 ||
 * Component Skill 4 = print style sheet ||
 * Conditon || 3,26 || 4,26 || + || + || 1 ||  ||   ||   ||   ||   ||   ||   || 4 ||
 * Step || 26 || 26 || + || + || 1 ||  ||   || 26 ||   || + || 1 ||   || 6 ||
 * Total Score || 53% ||
 * Comments: ||

I think in the initial problem, we don't have to put anything in the Tell section. Great Job Chantel!

Very well done. Presenting your lesson plan and then providing the checklist was a good way to implement this assignment. I'm sure you are aware that your lesson plan above describes instructional events but are not the actual instructional events. It is for this reason that in the second part of this course I'm having everyone design a prototype self-instructional lesson because that forces us to show the actual instructional event rather than to merely describe or identify the event. While you could evaluate your course using this lesson plan it would be difficult for someone else to evaluate your plan. For example, 5 and 6 are both labeled show, which I suspect they are, but as a reviewer I can't see if they are really show or not because you merely tell me what you will do rather than doing it. I'm not suggesting that you should have translated your whole lesson into a self-instructional piece but merely pointing out that it is difficult to evaluate a description of a lesson plan rather than the actual instruction itself. We'll say more about this in our discussion today. dm

Chantel- nice job! I like they way you shared your lesson plan. It was simple and nice! Perhaps you could include more group work. I saw you mentioned once peer discussion but is there something more they can do to help teach each other the steps they have to go through?

I'm a little late in my critiquing... sorry. It looks good Chantel. Very thorough. I agree with the above statement of maybe including some more group work. I've realized that in my classes peer discussion and work are very beneficial. Maybe somewhere in the lesson they could compare their projects? Or simply just explain to another student why they did their assignment a specific way. Just and idea. Great work! -JaNae

**Julie's**
1) I picked a book I would like to find. 2) I used the online book catalog to find the books location. 3) I successfully found the correct book. || What-Happens || Kind-Of || 2) Make sure you have a scrap paper and a pencil or pen. 3) If it is for leisure, make a list of books you may possibly want to read. 4) If it is for class assignments make a list of the different criteria that has to be met? For example, are there a certain number of pages required? Does the book have to be by a British Author? 5) Using a piece of notepaper, write down the possible books you may want to read so you can write the books you find and their call numbers next to them. || How-To Kind-of || Kind-Of || 2) Choose Keyword Search 3) Find a book that is close to what you are looking to. 4) Click on it to open its description. 5) Look at the number of pages, its description, whether it’s available or not, and decide of this may be a book you want to find in the library. 6) Locate the books Call Number in the description. 7) Write down the book name and call number on your list. || How-To || 1) Locate the relevant “Area Code” as it pertains to the call number on the book. 2) Using the appropriate number sequence or alphabetical order after the “Area Code” find your book in the library. || Parts-Of Kinds-Of How-To || What Happens || How To ||
 * Here is the lesson I used in Module 3...I added numbers to help with second section, the checklist. I hope I did the percentages and points possible right.**
 * 1 || Show-Q || Show students a book of Where’s Waldo. Tell them you have finished this one and want to find a different one in the library. Using the library Smartboard and projection system, look up the book Where’ s Waldo while the students watch, walk over and get the book from the appropriate section and come back. || Kind-Of ||
 * 2 || Show-C || Using the Projection System and Library have students watch as you successfully implement the following three conditions.
 * 3 || Show-S || 1) While students watch look up Where’s Waldo on the online catalog. With them watching, choose keyword search, find the correct book, and point at the call number. Then walk over to the shelves and find the next Waldo book. || How-To ||
 * 4 || Tell-C || The first thing you need to do in order to find a book in this library, is to decide what kind of book you are looking for and make a list of possible choices. || How-To
 * 5 || Show-C || Show a list of books or book ideas on the projection system such as History of Pirates, a Harry Potter Book, and a Mind’s Eye Book. || Kind-Of ||
 * 6 || Tell-S || 1) First you have to decide the purpose of your reading.
 * 7 || Show-S || Have students help you make a list of for fun books in the library. Type the list so it is displayed on the overhead projection system. || How-To
 * 8 || Tell-C || Tell the students we are going to look up the first book on the list on the card catalog in order to find its description. || How-To ||
 * 9 || Show-C || Type in Magic Eye into the catalog search bar and hit keyword. Locate the book, click it, and look at the information provided. || How-To ||
 * 10 || Tell-S || 1) Type in the subject or book title you want to look up.
 * 11 || Show-S || Have students watch as you execute the steps above on their computers as you look up the next book on the list, “Ripley’s Believe it or Not”. || How-To ||
 * 12 || Tell-C || Successfully Find the Correct Book || How-To ||
 * 13 || Show-C || Walk over and locate a copy of “Ripley’s Believe it or Not” || How-To ||
 * 14 || Tell-S || Explain the different areas of the library and the distinguishing features of each. Teach students about the different “area codes” of the library. Have a student stand at the different sections of the library. Have students watch as you look up the appropriate call number for Magic Eye Gallery. 760 MAG. Use the following two skills to locate your book in the library from the call number.
 * 15 || Do1-S || Tell the students the first one back with the book Magic Eye Gallery gets a candy bar. || How-To ||
 * 16 || Do1-C || Did the students return with the correct book? Have the students determine why or why not? So many of the students get the wrong area code on this example. Instead of looking at the area code 760 which tells them non-fiction they run to the last half of the area code MAG magazines. || Kind Of
 * 17 || Do2-S || Play Jeopardy with the students. Have them locate different books in the library using clues from the game (you have to lay down ground rules in the beginning, like if anyone gets hurt, game is over so be careful) Give money to the winners and auction off pops at the end. || Kind Of
 * 18 || Do2-C || Students as a group successfully find books in the library and monitor their individual progress based on each question. || What Happens ||
 * 19 || Do2-S || Students use the library system to find an appropriate book for their book report. || How To ||
 * 20 || Do2-C || Teacher approves their book for their book report. || What Happens ||

19 || + || + || 22 || - || 10/11 || 20 || + || + || 22 || - || 10/11 || 20 || + || + || 22 || - || 9/11 || 12 || 2,9, 13 || + || + || 3 || X || 15 || X || + || + || 22 (game) || X || 9/9 || 14 || 3,11, 14 || + || + || 3 || X || 16 || 18, 20 || + || + || 22 || X || 10/10 || 20 || + || + || 3+ || X || 9/10 || 48/57=84 % Component skills Total Score = 86% ||
 * || Tell || Show || G || M || > || S || Do 1  ||  Do 2  || C || F || > || P || Score ||
 * **Problem:** ||
 * Step (S) || X || 14 || + || + || 3 || + || 15 || 17,
 * Conditions ( C ) || X || 3 || + || + || 3 || + || 16 || 18,
 * Consequence (Q) || X || 2 || + || + || 2 || + || 16 || 18,
 * ** Component Skill 1 = Pick a book you want to find. ** ||
 * Condition || 4 || 2,5 || + || + || 2 || X ||  || X || + || + || 1 (book report) || X || 6/9 ||
 * Step || 6 || 3,7 || + || + || 2 || X ||  ||   || + || + || 1 || X || 6/10 ||
 * ** Component Skill 2 = Use the online book catalog to find the books location. ** ||
 * Condition || 8,
 * Step || 10,
 * ** Component Skill 3 =Successfully find the correct book. ** ||
 * Condition || 12 || 2,13 || + || + || 2 || X || 15 || X || + || + || 3+ (depends on game participation) || X || 8/9 ||
 * Step || 14 || 3 || + || + || 2 || X || 16 || 18,
 * Total Score || 29/33=88% Problem
 * Comments: For the whole problem, the step and condition is shown on three different occasions. However the consequence is only shown twice because the third example has students successfully find the book. I should have shown the problem through one last time. The Jeopardy game gives over 20 opportunities for students to find the correct books, however this is a group exercise so not every student is going to find the correct book every time. I don’t know how to grade the < with group work like this. I really think putting them in groups for the game would help this problem and encourage more collaboration. After doing this I realize I need to change the first condition from pick a book you want to find, to determine which book you want or need to locate. If I had worded this differently there would have been much more evidence of Component 1 ﻿I liked your outline of the instructional events in the first section of this report. It was then easy to find these events in the checklist form. I have a similar comment to the one above on the difference between describing an instructional event and showing the actual instructional event. For this exercise the above is fine but as previously commented it is not really possible for an outsinde person to evaluate a description of a lesson using this checklist. You could do it because you know what you were going to actually do. I hope that you found this exercise of value in looking at your instruction in detail. ||

Julie-such a great lesson! I love how you integrated technology! It was hard to find something to critique, since your lesson was so wonderful. Perhaps, you could offer some kind of reward for students who come in a month later and can still demonstrate how to find a book correctly.

Julie- it really looks like you understand how the layout is suppose to be. Nice work. -JaNae

**__Janet’s e __3 ****__Instruction __****: ** Sheet one is my checklist and sheet two is my lesson.

Well I made a nice excel spreadsheet with fun graphs on it but they didn't copy here :( boo! I really did not understand this check list. I guess I need to use more problems that apply the concepts I'm teaching (or show the consequences). I need to include real world examples and not just graphs to demonstrate slope and y-intercept.
 * || Tell || Show || G || M || > || S || Do 1 || Do 2 || C || F || > || P || Score ||
 * Problem: Understand the Slope-Intercept form of a line ||
 * Step (S) ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Conditions ( C ) ||  || 2 || + || + || 2 ||   ||   || 11 ||   ||   ||   ||   ||   ||
 * Consequence (Q) ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Component Skill 1 = Understand slope ||
 * Conditon || 1,3 || 4 || + || + || 2 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Step ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Component Skill 2 = Understand the y-intercept ||
 * Conditon || 1,5 || 6 || + || + || 1 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Step ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Component Skill 3 = Understand the independent variable "x" ||
 * Conditon || 1,7 || 8 || + || + || 1 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Step ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Component Skill 4 = Understand the dependent variable "y" ||
 * Conditon || 1,9 || 10 || + || + || 1 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Step ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Total Score ||  ||
 * Comments: ||

I'm always looking for a challenge. I made a dummy spreadsheet and inserted it here. When I click on this link it uploads the spreadsheet. I did this by going to the File menu item on this wiki. Did you try this as a way to insert your spreadsheets. You could also use the message function in the spreadsheet to make comments, notes, etc.

Hi Janet! You are so awesome for sharing the spreadsheet you created with the class, setting up the WIKI and everything else... I was thinking about your lesson, and knowing how math is taught I am sure you do many of the things on the checklist. Students have opportunities to solve multiple math problems relevant to your presentation during a class. If I understand the lesson correctly, this would totally work for the second > ... I would be happy to help you, where your in Guatemala I could Skype. Let me know. Thanks Julie! You ROCK!!! I think after our wimba class session, I understood it better. If I need help later I'd love to skype but for now I think I'm fine. Thanks for offering. :)

It is hard to evaluate your checklist because of the missing data in the charts. Can you be more specific about your difficulty with the checklist? What don't you understand? I think that you are on the right track. You identify the instructional events as you have. Then you apply the questions of the checklist to these instructional events to see if the elements are present or not. Can you ask me a more specific question?

Look at the work of your partners above -- Chantel and Julie. They seemed to grasp the idea. Chantel and Juilie can you help Janet? Perhaps you can share what you learned with her to help her with her misunderstandings. Thank you. dm

Janet- late critique... sorry! It looks like you are missing some data. Make sure to get that info in to your chart. -JaNae ...

JaNae's:

I also shared some of my lesson plan and put steps so that it could correlate with my course critique checklist.
 * 1) Anticipatory set: compare the Lost Boys of Peter Pan with the Lost Boys of Sudan. Share the story of civil war in Sudan and how it has affected these boys.
 * 2) Discuss what refugees are and share with the class the film //__God Grew Tired of us__//, a film about the Lost Boys of Sudan. The film will play into the activities and projects later in the lesson.
 * 3) Introduce key vocabulary into the lesson. Explain to students that these words are very important to know so that they can understand different aspects of the activities in the lesson.
 * 4) Students will quiz each other on vocabulary.
 * 5) Show __From Southern Sudan to Northeastern United States__ video clip.
 * 6) Students will discuss and answer questions dealing with this video clip in groups. (What are the questions?)
 * 7) Class will discuss questions from video clip.
 * 8) Introduce more key vocabulary and review already introduced vocabulary.
 * 9) Students will quiz each other on all vocabulary.
 * 10) Show __Sense of Place and Community, Cultural differences and Responsibility and Leadership__ video clip.
 * 11) Students will get into small groups and discuss key cultures seen in the movie and reflect on how life with the Sudanese people is similar and difference than their own lives.
 * 12) Class will develop charts showing the similar and differences of life in Utah compared to life in Africa.
 * 13) Class will discuss the concepts of service learning and civic engagement and share with the rest of the class their ideas about how the video, their own lives are connected with service learning and civic engagement.
 * 14) Explain to students that they will use their knowledge and understanding of migration, culture clash, and community building in a real-world context by identifying a refugee or immigrant group within the local community or region.
 * 15) Students will research out their refugee/immigrant group.
 * 16) As a class we will discuss and share our different groups we have found and how these specific refugee/immigrant groups could use help from the community.
 * 17) Using the on-line project planning tool, __Project Plan-it!__ or __Youth Service America__ students develop a plan for raising awareness about or helping an immigrant or refugee group.
 * 18) Students will have to register to use these free on-line planning tools. I will show the process of how to do this.
 * 19) Students will prepare posters or power point presentations describing their project plan.
 * 20) Presentations will be made by students to community councils, PTA, or school boards to help in awareness.
 * 21) If possible the final step in this school course is to implement the students awareness projects into the community.


 * || Tell || Show || G || M || > || S || Do 1  ||  Do 2  || C || F || > || P || Score ||
 * **Problem: Culture Clash and Community Building** ||
 * Step (S) ||  || ? ||   ||   ||   ||   ||   || 12,15,19,21 || + || + ||   ||   || 3 ||
 * Conditions ( C ) ||  ||   || + || + ||   ||   ||   ||   || + || + || 2 ||   || 5 ||
 * Consequence (Q) ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || 0 ||
 * ** Component Skill 1 = Must know Vocabulary! ** ||
 * Conditon ||  ||   || + || + || 1 ||   ||   ||   || + ||   ||   ||   || 4 ||
 * Step ||  ||   || + || + || 1 ||   ||   || 3,4,8,9 || + ||   ||   ||   || 5 ||
 * ** Component Skill 2 = Lost Boys of Sudan. Refugees/immigrants ** ||
 * Condition || 1 || 2,5,10 || + || + || 1 ||  ||   ||   ||   ||   ||   ||   || 5 ||
 * Step ||  ||   || + || + || 1 ||   ||   ||   || + || + ||   ||   || 5 ||
 * ** Component Skill 3 = Refugees and immigrants in our own state. ** ||
 * Conditon || 13 || 14 || + || + || 1 ||  ||   ||   ||   ||   ||   ||   || 5 ||
 * Step ||  ||   || + || + || 1 ||   ||   || 12,15 || + || + ||   ||   || 6 ||
 * ** Component Skill 4 = Awareness, helping through service learning and civic responsibility. ** ||
 * Conditon ||  || 17 || + || + || 1 ||   ||   ||   ||   ||   ||   ||   || 4 ||
 * Step ||  ||   || + || + || 1 ||   ||   || 17,19,20,21 || + || + ||   ||   || 6 ||
 * Total Score || 48 ||
 * Comments: I realized looking at my critique list that I need to have more examples. I show examples in my class a lot but for some reason in this course layout I didn’t have any. I think it would be very important to add that to my lesson. [I agree. The red ? suggests that you might need to show an example of each of the projects you assign for 12, 15, 19.] I think when I have students find different refugees/immigrant groups I will show some examples of various ones so they can get an idea of what I mean .[Good idea!] Many of my students might get them confused with choosing just culture groups instead of specific groups that are immigrants or refugees. Also, including more feedback to my students when they have competed or are working on certain parts of the course. For example I could do feedback on how they are doing on their vocabulary and when they are in their group discussions. Going around and participating in some of the groups discussions would be great feedback. I do a lot of peer interaction in this course but those boxes were shaded out so I’m not sure what that means. I was going to put pluses in those boxes put since they were shaded out I didn’t. My Tell section is obviously struggling. I think I need to just make sure I have all the steps in my course planning. I know you don't have to have all the steps on the checklist be evident in a course lesson plan but I think I could work on showing more examples like I said and giving feedback. Those are two that I want to work on. To be completely honest I think I do have many of these things in my lesson but I’m just now sure how to plug them into this critique list. I'll admit it’s a bit on the confusing side. I’m still trying to figure it out. [Hopefully it is starting to help you. I think your list of numbered instructional events is a good way to check if the prescribed instructional events are present. See my comments above about descriptions of instructional events versus actual instructional events.] dm

I think you have a great start, and after looking at some of your lessons I am sure you are doing a lot of the things. It was really hard for me to figure it out.. I had to map chapters and read them twice it took a couple of days. So you're not the only one that struggled. But after doing this, I think I have it figured out and it makes sense. I would be happy to set up a time and help you figure it out if you like. Email me and I will send you my phone number. I think step 14 could be turned into a good Do1 activity. You could use a few examples to have students determine examples and non examples of migration, culture clash, and community building. || JaNae-Nice work using the video clips and on-line tools. You are so awesome at that! I do have one question about #19...is that a group assignment or an individual assignment? If it's a group project, how do you assure individual accountability?