1 00:00:00,840 --> 00:00:05,980 To begin, choose a favorite lesson or short project to work with. It can be the same one that you chose 2 00:00:05,980 --> 00:00:11,020 in Module 3 or a new one. Please take a moment to download and open the Refresh 3 00:00:11,020 --> 00:00:16,020 with LATs Guide, which will help you to keep track of your design decisions. The link 4 00:00:16,020 --> 00:00:21,600 appears below this video. In the Refresh with LATs Guide, 5 00:00:21,600 --> 00:00:26,900 please list the learning goal(s) for your lesson or project at the top of the page. Please pause 6 00:00:26,900 --> 00:00:32,000 the video while you record these in the Guide. 7 00:00:32,000 --> 00:00:37,120 Using the links that appear below this video, find and review the LAT Taxonomy that is most relevant to the content 8 00:00:37,120 --> 00:00:42,180 of the lesson or project that you're refreshing. If there's more than one content area addressed, you 9 00:00:42,180 --> 00:00:47,320 may want to look at additional taxonomies at the same time. As you review the taxonomies, 10 00:00:47,320 --> 00:00:52,420 find and list all of the LATs that are currently incorporated into your lesson or project in 11 00:00:52,420 --> 00:00:57,937 the order that they occur in the left-hand column of the Refresh Guide. 12 00:00:57,937 --> 00:01:04,457 Later, we will ask you to use a column on the right to build the refreshed version of your lesson or project. 13 00:01:04,457 --> 00:01:11,477 Please pause the video while you list the existing LATs in the left-hand column. 14 00:01:11,477 --> 00:01:17,277 To begin the refresh process, identify one-third to one-half of the existing LATs 15 00:01:17,277 --> 00:01:22,277 that can be changed to other LATs. Highlight these in the Refresh Guide. 16 00:01:22,277 --> 00:01:27,437 Pause video why you do this. 17 00:01:27,437 --> 00:01:32,937 The next step in the refresh process is to revisit the taxonomy to find other LATs that could substitute 18 00:01:32,937 --> 00:01:38,457 for the ones that you highlighted. We'll share an example. 19 00:01:38,457 --> 00:01:43,457 Here's the middle school science lesson on introducing students to plate tectonics. Let's 20 00:01:43,457 --> 00:01:48,797 take a look at how the teacher structured the project. Afterwards, we'll consider how to refresh 21 00:01:48,797 --> 00:01:53,997 the learning experience with different LATs. Please watch the video and note the learning 22 00:01:53,997 --> 00:01:59,977 activities you see. 23 00:01:59,977 --> 00:02:05,017 [Speaking to students]: "All right. Today's lesson is on plate tectonics." Google Earth is a perfect tool 24 00:02:05,017 --> 00:02:10,197 to make plate tectonics real for these students. But first I need to build a little background and make 25 00:02:10,197 --> 00:02:16,337 sure that they have the correct terminology and descriptions. [Speaking to students]: "Now, the Earth as it spins 26 00:02:16,337 --> 00:02:21,557 at thousands of miles an hour, is a quiet sleeping giant. And then out of 27 00:02:21,557 --> 00:02:27,057 nowhere BOOM!, things start moving and shaking and bouncing 28 00:02:27,057 --> 00:02:32,237 and melting and..." With the important stuff covered, we visit a webpage that has a great illustration 29 00:02:32,237 --> 00:02:37,577 of the concepts we are about to address. I have them copy this illustration into their note books. 30 00:02:37,577 --> 00:02:42,797 Then, we go to Google Earth and take a close look at the oceanic crust and continental crust 31 00:02:42,797 --> 00:02:47,997 of tectonic plates. I encourage the students to write down thoughts, ideas, 32 00:02:47,997 --> 00:02:53,057 and observations as we look at the images. This is going to help them as they move into the 33 00:02:53,057 --> 00:02:58,193 next part of the lesson. The students then begin to work in pairs and visit a great site that has 34 00:02:58,193 --> 00:03:03,333 actual animations of the Earth's movement. I asked the students to view the animations and 35 00:03:03,333 --> 00:03:08,793 read the descriptions. Using their research, they prepare a short presentation for the whole class 36 00:03:08,793 --> 00:03:13,813 and, at the end of the lesson, the students should have a complete grasp the concept of plate tectonics 37 00:03:13,813 --> 00:03:22,613 and the ground-breaking potential of technology." 38 00:03:22,613 --> 00:03:27,653 Here are the learning activities that we saw in this video. Attend to presentation, 39 00:03:27,653 --> 00:03:33,333 take notes, observe, explore a topic, and present. 40 00:03:33,333 --> 00:03:38,733 If the teacher wanted to take more of an inquiry approach to students' learning about plate tectonics, 41 00:03:38,733 --> 00:03:43,933 he could change several of the LATs listed here. First, he could eliminate 42 00:03:43,933 --> 00:03:49,413 the initial presentation and instead students can participate in an online simulation 43 00:03:49,413 --> 00:03:54,805 of plate movement. This would also eliminate the need for the Observe LAT. 44 00:03:54,805 --> 00:04:00,105 In this refreshed version of the lesson, when students Explore the Topic, they can extend their learning 45 00:04:00,105 --> 00:04:05,265 from the simulation by reading and viewing both digital and paper-based information resources 46 00:04:05,265 --> 00:04:10,685 about plate tectonics. To end the refreshed lesson, students could build a physical 47 00:04:10,685 --> 00:04:16,425 or virtual model to demonstrate their understanding that they built. 48 00:04:16,425 --> 00:04:22,845 Now it's time for YOU to find and make substitutions for the LATs that you highlighted earlier. 49 00:04:22,845 --> 00:04:28,225 Please record the possible substitutions in the second column of the Refresh Guide. 50 00:04:28,225 --> 00:04:33,525 Please pause this video while you do so. 51 00:04:33,525 --> 00:04:39,145 Finally, it's time to decide which LAT substitutions makes sense and sequence them accordingly. 52 00:04:39,145 --> 00:04:44,685 Note that when LATs are substituted, sometimes the sequence needs to be adjusted. 53 00:04:44,685 --> 00:04:49,805 Please pause the video again and record the refresh sequence of LATs in the third 54 00:04:49,805 --> 00:04:55,807 column, including the ones that you decided to substitute. 55 00:04:55,807 --> 00:05:00,967 No matter how carefully a lesson or project is planned, it will not work well unless it takes into account relevant and 56 00:05:00,967 --> 00:05:06,127 contextual factors in the classroom, school, and beyond. There are so many different 57 00:05:06,127 --> 00:05:11,167 contextual factors that experienced teachers incorporate into their planning that often this process is 58 00:05:11,167 --> 00:05:16,767 unconscious. But when using new techniques or tools, contextual factors need to be considered, at least first. 59 00:05:16,767 --> 00:05:21,847 We've created several continua and 60 00:05:21,847 --> 00:05:26,927 a series of questions that represent some of the most important contextual considerations that can be used in 61 00:05:26,927 --> 00:05:31,927 instructional planning. The first group includes different pedagogical decisions to 62 00:05:31,927 --> 00:05:37,307 consider, including students' prior experience with the learning goals. the amount of time you can allot to 63 00:05:37,307 --> 00:05:42,407 the experience, and student groupings. The second group includes additional 64 00:05:42,407 --> 00:05:47,527 items you may wish to consider, including available resources and relevant district and school-wide 65 00:05:47,527 --> 00:05:53,719 initiatives. These are reproduced on the second page of the LATs Refresh Guide. 66 00:05:53,719 --> 00:05:58,899 Now, considering the new sequence of LATs that describe your refreshed lesson or project, please mark 67 00:05:58,899 --> 00:06:04,079 the continua and respond to the prompts as needed based on the contexts of your classroom, school, 68 00:06:04,079 --> 00:06:09,739 and community. Please pause the video while you do this. 69 00:06:09,739 --> 00:06:14,779 Given the contextual factors that you have just noted, review the refresh sequence of LATs to 70 00:06:14,779 --> 00:06:19,959 see if any adjustments to them are necessary. Please pause the video to make any 71 00:06:19,959 --> 00:06:25,339 changes needed. 72 00:06:25,339 --> 00:06:30,539 So, have you been wondering where the technologies are in this short course about curriculum-based technology integration? We didn't 73 00:06:30,539 --> 00:06:36,139 forget about them. Now that you have refreshed a specific lesson or project and confirmed 74 00:06:36,139 --> 00:06:41,507 its "fit" to your students and your classroom, it's finally time to select the appropriate technologies 75 00:06:41,507 --> 00:06:46,733 to assist this learning experience. We'll do this in the next module.