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All lessons, projects, and units are structured by combining and sequencing learning activities.

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Now that you have identified the essential attributes of the three lessons that you selected, let's think through how they are structured and how they make use of digital and nondigital technologies.

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Begin by reviewing the lessons’ learning goals.

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Then determine the degree to which you think that the learning activities that comprise them might assist students in meeting the goals.

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Are there other possibilities for learning activities that you think might work well in your classroom?  If so, what would they be?

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or to better vary the ways in which students are asked to engage with what is being learned in the lesson?

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For example, might there be a way to make the lesson more student-centered, to add key pedagogical strategies from your curriculum area,

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Following is an example of how a teacher could substitute other learning activity possibilities for those in an existing lesson plan.

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To help you to understand this example, please pause to download the appropriate sample lesson plan from the LAT Resources document.

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Then read through the lesson plan so that you are familiar with how it is structured.

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In this 9th grade Biology lesson, students explore the question, “How does physical evidence support or refute the evolution of thumbs?”

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Specifically, students work to understand that adaptations may occur in populations of organisms over a period of time and explore how evidence explains natural selection and adaptations.

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Students begin the lesson by completing a portion of a graphic organizer with information they remember from a previous lesson.

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They also identify three things they hope to learn.

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The students then participate in a simulation in which they monitor a series of adaptations as a population of animals reproduces and evolves.

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They then watch a brief video that summarizes and demonstrates the process of natural selection.

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As they watch the video, they try to answer the questions they noted at the beginning of the lesson.

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Using what they have learned, they then engage in a more complex simulation.

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Finally, they discuss and complete the graphic organizers they began earlier in the lesson.

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Recall that the learning goals for this lesson were for students to understand that adaptations may occur and to explore how evidence explains natural selection and adaptations.

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The learning activities seem to fit well with the first learning goal – understanding how adaptations develop over time.

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The activities less clearly support students as they work toward the second learning goal – exploring how evidence explains natural selection.

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While this may be addressed in the worksheets that accompany the simulations,

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the teacher might consider a more didactic learning activity to more clearly explain the connections or additional evidence-based reading and discussion.

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Now, take a look at the particular technologies referenced in the lesson plan.

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To what degree do you think these technologies connect with, support, and/or enhance the learning activities?

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Are there other technologies that you think could be used in ways that better match the lesson’s learning goals?

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How might some of these changes shift the nature and learning outcomes of the lesson?

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In the natural selection lesson described earlier, the designer utilizes primarily non-digital technologies, including paper-based graphic organizers and simulation activities.

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The video clip included supports the goal focused upon students understanding how adaptations occur.

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To better help them explore how evidence explains natural selection and adaptations, an interactive Web-based simulation may be considered.

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To be effective in helping students to meet this learning goal, that simulation should enable them to manipulate different variables that may impact the natural selection process.

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Listen as Marquita explains some of the educational technologies that she uses in her teaching most often.

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She also explains how the learning experiences change or are enhanced because of the ways in which the technologies are used.

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We were getting iPads in my school system, so we started to use a lot of applications.

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And the ones that I found myself using the most were things like Evernote, Edmodo, Nearpod.

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I really enjoyed Nearpod because it was a very interactive system.

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So I would create Powerpoints and include items in the Powerpoint that would allow students to do manipulative-type activities.

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So they could move items and things like that.

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I also used a lot of blogging in my classroom.

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So students would put up their ideas and engage in discussions back and forth.

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I also had a class website, and that was more for parents, so parents could see what I was doing in the classroom and then they could engage with me through that.

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So they could contact me and they could also see homework assignments and things like that.

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I also used a lot of other websites that I can’t quite remember the name of, but it was like, online cartoon creators, posterboard creators, postcards.

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I think one of them was called Glogster.com was something I used.

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I used an online collage creator. I was very active in technology.

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I think probably creating something, so, producing something that was unique, and that required them to come up with something that was different.

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So they had to use their knowledge—they had to create something that was based on the knowledge that they learned in class.

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Please take a moment to think about connections among the learning goals, learning activities, and technologies incorporated in the lesson plans that you are analyzing.

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Please consider adding your questions and/or realizations in the Discussion area that your instructor has established.

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Please also feel free to respond to others’ comments.