1 00:00:01,540 --> 00:00:06,600 To begin, please choose one or more learning goals for lesson or short project that you will likely use 2 00:00:06,600 --> 00:00:11,920 with your students in the future. Please take a moment to download and open the Create with LATs 3 00:00:11,920 --> 00:00:19,140 Guide which will help you to keep track of your design decisions. The link appears below this video. 4 00:00:19,140 --> 00:00:25,720 In the Create with LATs Guide, please list the learning goals for your lesson or project at the top of the page. 5 00:00:25,720 --> 00:00:30,860 Please pause the video while you record these in the Guide. 6 00:00:30,860 --> 00:00:36,280 Using the links that appear below this video, finally review the LATs taxonomy that is most relevant 7 00:00:36,280 --> 00:00:41,840 to the content of the lesson or project that you're creating. If there is more than one content area addressed, 8 00:00:41,840 --> 00:00:47,100 you may want to look at additional taxonomies at the same time. As you review 9 00:00:47,100 --> 00:00:52,440 the taxonomies, list all of the LATs that could reasonably be incorporated into a lesson 10 00:00:52,440 --> 00:00:57,680 or project with the learning goals that you specified. Please write these in the first 11 00:00:57,680 --> 00:01:02,977 column of the Create Guide. Please note that you probably won't use all of these LATs 12 00:01:02,977 --> 00:01:08,157 in the final version of this plan. Later, we will ask you to use a column on 13 00:01:08,157 --> 00:01:13,917 the right to build the final version of your lesson or project. 14 00:01:13,917 --> 00:01:21,717 Please pause the video while you list the possible LATs in the first column. 15 00:01:21,717 --> 00:01:26,737 The next step will be to narrow the possible LATs into the ones that will structure the new 16 00:01:26,737 --> 00:01:32,277 lesson or project. Here's an example of how you might decide which LATs to eliminate 17 00:01:32,277 --> 00:01:37,497 and which to keep. Consider for example, a lesson focused 18 00:01:37,497 --> 00:01:42,797 on helping students to identify the goals and key features of the thirteen original American 19 00:01:42,797 --> 00:01:47,997 colonies. Here are several knowledge building activities from the social 20 00:01:47,997 --> 00:01:53,437 studies taxonomy that could help students to meet these learning goals. 21 00:01:53,437 --> 00:01:58,897 One way to select the best LATs for a lesson, project, or unit is to eliminate 22 00:01:58,897 --> 00:02:04,919 those that don't fit as well. To begin, we suggest that you focus on the lesson's content. 23 00:02:04,919 --> 00:02:10,619 Which of the possible LATs that you identified don't match the content focus that well? 24 00:02:10,619 --> 00:02:15,839 For example, because the thirteen original American colonies were founded in the 17th and 18th 25 00:02:15,839 --> 00:02:20,959 centuries, there are no audio recordings created at that time available to use 26 00:02:20,959 --> 00:02:27,179 in the lesson. So, it makes sense to eliminate the "listen to audio" LAT. 27 00:02:27,179 --> 00:02:32,499 Note that the content of this learning goal is conceptualized at an introductory level. Games 28 00:02:32,499 --> 00:02:37,759 and simulations often require more background knowledge that this learning goal represents. 29 00:02:37,759 --> 00:02:42,819 Therefore, the game or simulation LATs would not be appropriate choices for this 30 00:02:42,819 --> 00:02:47,919 particular learning goal. Finally, given the early American history 31 00:02:47,919 --> 00:02:52,999 focus of the learning goal, it makes sense to eliminate the "conduct an interview" LAT, 32 00:02:52,999 --> 00:02:58,935 unless early American historians are available for the students to interview. 33 00:02:58,935 --> 00:03:04,155 The number of possible learning activities on your list can be further reduced by considering 34 00:03:04,155 --> 00:03:09,275 the types of learning that you want your students to experience. If you are seeking to help them 35 00:03:09,275 --> 00:03:14,355 to be more self directed in their learning, you might consider eliminating having them view 36 00:03:14,355 --> 00:03:19,435 a didactic presentation. You might also consider eliminating a compare/contrast 37 00:03:19,435 --> 00:03:24,535 LAT that is similarly teacher directed. 38 00:03:24,535 --> 00:03:29,615 Please pause the video and choose the LATs from your list that will structure your new lesson 39 00:03:29,615 --> 00:03:37,955 or project. Add them to the second column of the Create Guide. 40 00:03:37,955 --> 00:03:43,235 The final step for now is to sequence the LATs that you've chosen. 41 00:03:43,235 --> 00:03:48,535 Please pause the video and then add the LATs to the third column in the sequence that will best 42 00:03:48,535 --> 00:03:53,655 assist your students' learning. 43 00:03:53,655 --> 00:03:58,755 No matter how carefully a lesson or project is planned, it will not work well unless it takes into account relevant contextual factors in the classroom, 44 00:03:58,755 --> 00:04:03,975 school, and beyond. There are so many different contextual factors that experienced teachers incorporate 45 00:04:03,975 --> 00:04:09,855 into their planning that often this process is unconscious. But when using new techniques or tools, 46 00:04:09,855 --> 00:04:14,875 contextual factors need to be considered, at least at first. We've 47 00:04:14,875 --> 00:04:20,595 created several continua and a series of questions that represent some of the most important contextual considerations 48 00:04:20,595 --> 00:04:25,775 that can be used in instructional planning. The first group includes different pedagogical decisions 49 00:04:25,775 --> 00:04:30,795 to consider, including students' prior experience with the learning goals, the amount of time you 50 00:04:30,795 --> 00:04:36,175 can allot to the experience, and student groupings. The second group includes additional 51 00:04:36,175 --> 00:04:41,215 items you may wish to consider, including available resources and relevant district and school-wide 52 00:04:41,215 --> 00:04:48,135 initiatives. These are reproduced on the second page of the LATs Create Guide. 53 00:04:48,135 --> 00:04:53,475 Now, considering the sequence of LATs that describe your new lesson or project, please mark the continua 54 00:04:53,475 --> 00:04:59,715 in response to the questions as needed based on the context of your classroom, school, and community. 55 00:04:59,715 --> 00:05:05,063 Please pause a video while you do this. 56 00:05:05,063 --> 00:05:10,923 Given the potential factors that you just noted, review the sequence of LATs to see if any adjustments to them are necessary. 57 00:05:10,923 --> 00:05:16,123 Please pause the video to make any changes needed. 58 00:05:16,123 --> 00:05:21,763 So, have you been wondering where the technologies are in the short course about curriculum based technology integration? 59 00:05:21,763 --> 00:05:26,763 We didn't forget about them. Now that you've created a new lesson or project and 60 00:05:26,763 --> 00:05:31,923 confirmed its "fit" to your students and your classroom, it's finally time to select appropriate 61 00:05:31,923 --> 00:05:46,700 technologies to assist this learning experience. We'll do this in the next module.