1 00:00:19,330 --> 00:00:30,917 Now that you have used one or more taxonomies to help you to think through and modify other teachers' lesson plans, it's time to begin planning your own technology-enhanced learning experience. 2 00:00:30,917 --> 00:00:39,369 Before you read further, please download the LAT Planning Guide document that is linked within the LAT Short Course Resources document. 3 00:00:39,369 --> 00:00:44,675 The Planning Guide is designed to be a thinking tool, rather than a lesson planning template. 4 00:00:44,675 --> 00:00:50,201 The LAT approach and this Planning Guide are designed to be used with any type of lesson plan. 5 00:00:50,201 --> 00:01:01,869 So, as you engage in the planning process, we encourage you to use whatever lesson plan format either you prefer and/or your instructor recommends. 6 00:01:01,869 --> 00:01:11,680 Since what you are learning here is a curriculum-based planning approach, we encourage you to begin planning by considering the content focus and learning goals for a lesson. 7 00:01:11,680 --> 00:01:15,766 You will build this new lesson during the remainder of your work with this short course. 8 00:01:15,766 --> 00:01:22,825 Ideally, you should select a topic for your lesson that you will be teaching sometime during the current school year. 9 00:01:22,825 --> 00:01:30,940 Defining the lesson’s learning focus clearly will make it easier to be strategic about selecting and sequencing LATs for the lesson. 10 00:01:30,940 --> 00:01:41,088 Please take some time now to choose realistic learning goals for the lesson. The learning goals may be content and/or skill-based. 11 00:01:41,088 --> 00:01:51,095 You can begin to select learning goals with your school’s curriculum scope and sequence, your state’s required curriculum, or with guidance from your mentors. 12 00:01:51,095 --> 00:02:00,244 Recall that in the previous module, you learned that LATs are building blocks of lessons that can be combined and sequenced in different ways. 13 00:02:00,244 --> 00:02:06,432 These different combinations and sequences result in different learning experiences for students. 14 00:02:06,432 --> 00:02:17,253 While considering all possible LATs and technologies for a particular lesson plan can be exciting, it can also be daunting – particularly for novice teachers. 15 00:02:17,253 --> 00:02:28,863 How, then, can you determine which LATs "fit" best in each curriculum-based lesson, project, or unit? 16 00:02:28,863 --> 00:02:35,353 There are, of course, multiple learning activities that can “fit” a particular instructional plan. 17 00:02:35,353 --> 00:02:43,654 Finding “the best fit” involves considering several dimensions of that plan. One key determinant is pedagogical stance. 18 00:02:43,654 --> 00:02:55,020 For example, if you believe strongly that an inquiry orientation to teaching is the optimal approach, this may guide you to a specific set of possible learning activity types. 19 00:02:55,020 --> 00:03:04,854 However, if you are more eclectic in your approach to teaching, there will be more LATs from which to choose for each lesson that you plan. 20 00:03:04,854 --> 00:03:09,161 Another key determinant is the classroom context in which you are working. 21 00:03:09,161 --> 00:03:14,977 Teachers consider the students, the classroom, the school, and the community when planning. 22 00:03:14,977 --> 00:03:21,003 It is important to consider as many contextual aspects in your planning as possible. 23 00:03:21,003 --> 00:03:28,782 Consider also the particular planning models and learning activities introduced in your teaching methods courses. 24 00:03:28,782 --> 00:03:37,779 How can these parameters help you to choose the optimal selection of learning activity types for the lesson that you are planning? 25 00:03:37,779 --> 00:03:44,432 Experienced teachers consider a host of contextual factors as they plan learning experiences for their students. 26 00:03:44,432 --> 00:03:50,655 In this video, Marquita discusses how she considers context in her planning. 27 00:03:50,655 --> 00:03:57,029 Generally, of course, because we live in Virginia, we have to follow the SOLs, or the Standards of Learning. 28 00:03:57,029 --> 00:04:01,150 So of course I use those as my intended learning outcomes. 29 00:04:01,150 --> 00:04:06,979 But I do believe that in order for students to be engaged, you have to gauge their interest. 30 00:04:06,979 --> 00:04:11,820 Of course you have to consider resources, technology, faculty and staff. 31 00:04:11,820 --> 00:04:16,510 So for instance, if you have an aide in the room to help you. 32 00:04:16,510 --> 00:04:22,292 You have to consider community resources, parent involvement, things of that sort. 33 00:04:22,292 --> 00:04:26,646 Time is important. I think every teacher knows that. 34 00:04:26,646 --> 00:04:35,829 Other relevant student needs, so if you have like an English language learner in your classroom, students with exceptionalities or disabilities, 35 00:04:35,829 --> 00:04:43,213 or if you have a gifted student in your classroom, things along those lines, I think, are important to consider. 36 00:04:43,213 --> 00:04:49,053 This graphic illustrates some of the context-related decisions that you will make as you plan your lesson. 37 00:04:49,053 --> 00:04:53,314 This chart is included in the LAT Planning Guide document. 38 00:04:53,314 --> 00:05:02,486 As you review the continua on the chart, indicate a point on each to represent what you know about the contextual conditions for your lesson. 39 00:05:02,486 --> 00:05:14,920 For example, if your students have had little prior experience with a new topic, you should note this with a dot on the continuum closer to the “surface” level than to the “deep” knowledge level. 40 00:05:14,920 --> 00:05:27,250 Similarly, if you think the topic is best approached through small-group work rather than as a whole-class activity, you can note this on the appropriate continuum, also. 41 00:05:27,250 --> 00:05:31,697 Doing this will make choosing learning activities and technologies easier. 42 00:05:31,697 --> 00:05:41,426 You may have limited information about the context for which you are planning at this point, however, so you may not be able to use all of the continua. 43 00:05:41,426 --> 00:05:45,187 You could consult with your mentors about these decisions. 44 00:05:45,187 --> 00:05:51,259 Otherwise, please use your best educated guess to place a dot on each of the continua. 45 00:05:51,259 --> 00:05:56,554 Please complete this chart in the LAT Planning Guide before proceeding to the next segment. 46 00:05:56,554 --> 00:06:06,399 In that module, you will begin to select and sequence the learning activity types for your plan.