PLO 3- Supporting the Needs of All Learners

Flipped Classroom Model is the model that would be utilized for this lesson. Students would be given the material first in a classroom environment to assist with differentiated instruction. The powerpoint below discusses Flipped Learning and how it is effective.

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  Learning Objectives

Students will examine one of the main characters of their choice from "A Christmas Memory" by Truman Capote.

Students will correlate specific text references from their character analysis to connect with Capote's personal life and his writing.

For this activity I will utilize the practice activity of guided analysis along with the discovery activity of a case study on Truman Capote’s “A Christmas Memory”. The first part of the activity will involve a character analysis. Guided analysis activities in e-learning are important because they guide learners through the process of analyzing complex situations or material while weeding out pertinent information and gaining further understanding of the subject (Horton, 2012).  The guided analysis of “A Christmas Memory” characters should initiate conversation and in-depth analysis of all the characters present thus giving students greater understanding behind the creation of those characters. Technology that will be incorporated into this activity will be a blog that will allow students to communicate and share ideas and resources that they have found useful in the character analysis. Next students will perform a case study by researching Truman Capote’s life and finding connections between his upbringing and “The Christmas Memory”. A discovery activity such as a case study is good for teaching multifaceted material and allow learners to observer, connect and analyze the material in a more abstract way (Horton, 2012). Students will be provided with a video about Capote to get them thinking about what they'd like to research about him. Students will be able to present their study through a paper, mind-map, PowerPoint or video presentation. These two types of \activities are useful in continuing the further understanding of the knowledge that the student has already acquired and is conducive to David Ausubel’s Theory of Learning. Ausubel's focus was on meaningful learning where a person obtained new information to previously learned content thus forming new connections while also staying with the learner well after the lesson (Hannum, 2005). Ausubel’s theory would then suggest that this lesson will last even beyond that of just reading “A Christmas Memory” because they benefit from the knowledge of the text by adding it to further material and understanding, making for a more substantial and meaningful lesson.

 References

Capote, T. (1956).“A Christmas Memory” retrieved from:     http://faculty.weber.edu/Jyoung/English%206710/A%20Christmas%20Memory.pdf

Hannum, 2005. Learning Theory Fundamental. Retrieved from:     Fhttp://classroom.ashford.edu/re/DotNextLaunch.asp?courseid=10711022&userid=10824    501&sessionid=b1ea640ecf&tabid=YekmwdwoZQDL1h4B/1veS/ARQb6eXG/8Fw+vkT    di4wYUi+jg46Zqpscm+J51VUOHddbiE0uR4r7cPHAZehsGBw==&sessionFirstAuthSto    re=true&macid=UbonXKwtXoiI/ZGeqEI1AeNKkgbq2UsypBcgDpsuHplwpkj1kzfqMb3    TPG1GJZi9pkd9pUrkNMivV9gsZA13g2WzY8D1BD8RNXsNncevrwJD3eI/XieZzApP    4o/vsxlS2KpnREih3JUBGX9oehtzqDae1So686YzG4MhOYR08DQYHIEqlKGZHtnF1P    UK6f0ZUzYNlip01ht++W4/fn6GBmAZ9UszC8wxlluqjl7IIiKsUU8RqUpna2IhoCZZtUJf

Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.

Isman, A., Caglar, M., Dabaj, F., & Ersozlu, H. (2005). A New Model for the World of     Instructional Design: A New Model. Online Submission retrieved from Ashford University Library EBSCO

PBS American Masters website
http://www.pbs.org/wnet/americanmasters/database/capote_t.html


 

PLO 4- Digital Learning Objects

The article titled “Digital Learning Objects” written by Laurel Anne Clyde discussed technology in the education and what digital objects are. Digital objects include simulations, communication tools, assessment activities and learning management tools that move education toward student-centered learning (Clyde, 2004). These digital objects can be used for instructional strategies and/or organization of learning tools and lessons. The learning objects that assist in education are rapidly growing and come with both pros and cons. Pros include the ability to cater lessons to learner, allow teachers to go at a faster pace with reusable formats, and many of these applications are at no cost to the districts (Clyde, 2004). Having the ability to adapt to learners with free products not only keeps the costs down but allows for differentiated instruction. Another positive aspect of digital objects is their ability to support student inquiry and project-based learning. For example, classrooms using digital objects can support scaffolded learning, interchangeability components and increase individualization (Clyde, 2004). The con of digital objects was that they are often created as decorative, such as a clipart concept that do not enhance learning just simply dress it up. To combat that challenge educators must select learning objects that create a learning experience such as "content-bearing objects," interactive systems, sets of problems and feedback systems and combine them in a way that they will be utilized to the instructor and students’ best advantage (Clyde, 2004). Another challenge is that not all applications work with all types computers. Learning objects are available individually or through learning communities and can enhance teaching and learning when chosen with the student and learning objectives in mind.

    This article was insightful to me in my education and also for my future career aspirations. As I work my way toward the end of my degree, I have learned about multiple intelligences and various technology applications. What is useful is that I need to be sure that when I’m choosing technologies for assignments to present or lessons to write, that I’m incorporating ones that will support the assignment rather than just have fluff. I also took from this article that there are a wide variety of learning communities that share applications and ideas for them. As for my future in teaching, I now understand that there is more that goes into teaching with technology and choosing the proper applications. There must be consideration for the students and learning objective when selecting technology for the classroom.

References

Clyde, L. A. (2004). Digital Learning Objects. Teacher Librarian, 31(4), 55-57.