Planning with ASSURE #2

Planning with ASSURE #2 “The ASSURE lesson plan model puts heavy emphasis on active engagement in learning activities. It is meant for the individual instructor to use when planning classroom use of media and technology. It is also intended to assure effective instruction (Bridges, 2002).” While I use the ASSURE method for planning, I take a lot of time trying to complete it. I am cautious to be sure not to leave any information that would be useful in a lesson plan. And by breaking it down section by section, what the ASSURE method does, it helps guide me what information needs to be present. Planning with ASSURE is very time consuming, but it helps to ensure that your lesson in class will go smoothly. With this second lesson plan assignment, I had to use two technology tools. Incorporating technology into a lesson plan was very difficult for me. While planning my lesson plan, I had so many ideas, but I am only now becoming familiar with many of the technology tools, so I had some difficulty using them. By using the ASSURE method of lesson planning, it helped by guiding me step-by-step on what I needed to add. Because this is my second time using the ASSURE method and by constantly editing my lesson plan, I have become very familiar with what information needed to be on the lesson plan. Furthermore, with this second lesson plan and adding technology tools, although it was very difficult for me, I think it really helped me in the end. I now am more familiar with the ASSURE method, and I now know how to incorporate technology into my lessons. Reference: Bridges, Sonja. (2002). An ASSURE Lesson Plan. Retrieved November 20, 2008, from FCAT Tips for Students, Teachers, and Parents Web site: http://www.nova.edu/~bsonja/index.htm

My Assessment of Technology Tools

This is the address to my weebly page of technology tools assessments http://jjjbenaventeassessment.weebly.com/

Online Educational Game

Pacman- Online Educational Game Bringing Technology to the Classroom Student-centered learning allows instructional activities to focus on the needs of the student. Students' abilities, needs, interests and learning styles become the focus of how the units are presented to the class. This method of instruction is beneficial to student learning because it allows the student to explore the concept on their own. This promotes an atmosphere that allows each student to access the curriculum in the general education classroom regardless of their level of English proficiency, disability or learning style. An online educational game is a good example of a student-centered activity that allows hands-on student interaction. The online game, Pacman, focuses on spelling skills and transportation-related words. Though not flawless, this game's method of repetition and fast-paced interactive style allow for a fun reinforcement activity to support the lesson during free-time. Pacman is geared towards first grade students learning how to spell different words. The game would be best used as a spelling assignment on transportation. After the spelling lesson has been introduced, the students will learn how to play the game and a volunteer will help demonstrate it by challenging the teacher . the game will be set up as a challenge with two computers and projectors. The teacher will have students take turns playing the game. This type of activity is beneficial to students because it allows student-to-student interacting, experience with technology in the classroom and provides a different method of learning for the students. Pacman allows students to continue learning their spelling words, increasing their recall of the words, especially before an assessment. This activity transforms free-time from just playing into actual fun learning! This activity will also allow the teacher to observe the students; how they interact with one another, their strengths and needs and it will allow the teacher to evaluate the learning activity and plan for future lessons. Aileen Alfonso, Jeanalyn Benavente, Shawnette Celes, Gabbie Fejeran, Laura Jiblits

COPYRIGHT video

The NEED for assitive technology

While watching the video on “Enabling Dreams,” I could not help but think about all the people who have disabilities, yet are unable to receive the technological help that they need. There are many students that have a disability but are still able to be independent, if given the resources; unfortunately they are unable to because of the lack of technology in the schools and classrooms, lack of funding, and the public’s lack of knowledge on how important technology is. I am also a believer that if you give a child with a disability the technology that they would need to be independent or just to communicate with the people that surround them, then a whole new world opens up for them, and their limits are endless. I also think that it is very important for children with a disability to be introduced to the technology that they need as soon as possible, because like the video states: the early it is introduced, the better because then students would be able to concentrate on the content, instead of learning how to use their new tools. Technology makes life easier for many people, but for a person with a disability technology is vital for them to live their life.

Planning with ASSURE

Planning with Assure I had my first experience with lesson planning for a classroom. Although I have no experience with being a teacher for a class, the “ASSURE” model for lesson planning, has given me a tiny glimpse of how difficult it is. When I first started my assignment, I thought to myself that it would be really easy, after all how hard would it be, I would just have to write down the instructions on how to teach a lesson. After about two days working on my draft, I felt the need to keep editing and putting the “finishing touches” to my lesson plan. Finally, I admitted to myself, this is not easy stuff! Although I found it quite hard to construct a lesson plan, using the ASSURE model really helped guide me along the way. The ASSURE model allowed me to step-by-step plan every important factor, that I thought was necessary for a substitute to know. The “A-Analyze learner,” section allowed me to briefly introduce my class to the substitute, without the substitute actually having to be face-to-face or in the classroom at that moment. And this would give the substitute a heads up on what to expect. By analyzing the learners, it would also allow a teacher to notes down any children with disabilities, which the substitute would have to be aware of. After all, not all disabilities can be seen. Furthermore, the ASSURE model allowed me to realize how much activity actually takes place in the classroom. I imagined myself in the classroom and thought about how and what type of information would I need to allow for a smooth yet educating day, without the actual teacher. So, by listing all the steps needed to help the students function as if the teacher was still there was a reason why I really liked planning with ASSURE. It allowed me to think of things such as, ‘evaluating and revising’ the students. While I was working on my assignment I browsed the internet and learned that “You are not a bad teacher if a lesson does not work. You are a bad teacher if you don't reflect upon your lessons and work on revising elements of the lesson until your students become successful learners (Heinich, 1999).” Being able to learn from your lesson plans, is one of the features that I like about the ASSURE model, it allows me to have a section where there is room for evaluating and revising my lesson plan. On the other hand, what I did not like about this lesson planning, is that it took about a whole week for me to complete it. I did not like the time it took because if I am a teacher and I suddenly had an emergency, then I would not have enough time to use the ASSURE model. In conclusion, except for the amount of time it takes to use the ASSURE model, I really liked the model because of its details. I would consider using it for my future in teaching. Lesson planning has given me a small idea of what it takes to be in a classroom and how much information a substitute would need in order for a class to be “smooth sailing”. Reference: Heinich, Molenda, Russell, Smaldino. (1999). The ASSURE Model. Retrieved September 18, 2008, from Instructional Media and Technologies for Learning Web site: http://www.unca.edu/education/edtech/techcourse/assure.htm