My ACTS lesson

After completing the Perfect President activity, we discussed how it fit into all aspects of the design principle ACTS.  At that time, I was thinking about what I was currently doing in the classroom that had all the components of a good lesson.  What crossed my mind first was a lesson I created to help my students with their Science Research Project.

Authentic Problem:  In order for students to produce an acceptable idea for their project, they need to have background knowledge on a subject.  It also needs to be something they are interested in, so I task them with reading a current event (on several occasions) in the science field of their choice. 

         

Exit Strategy:  They will use the knowledge gained for a project topic.

         

Clear Outcome:  On their own time, students will find and read an article.  They will then answer predetermined questions given as a template.  During class, students will get in groups and share what they learned with their peers.  A few will be selected to share with the class. 

Thinking skills:  They need to know how to answer the template questions.  As a class, we read an article I selected as an example.  I showed them how to find the important information in the article and clarified the purpose of each question.   

Software:  First I taught them how to find current events online and gave them appropriate sites to visit.  I also showed them how to access the template online and how to save it so they can manipulate the document.

Week 2 Reflection

When I think of a designer, my mind pictures someone in the arts like a fashion or interior designer; a person who creates something.  I would not typically use that as a term to describe me.  Though after class, I’ve learned that I am always designing…..lessons.  I now recall learning certain elements critical to lesson design in my education classes.  I know a good lesson needs a clear purpose and that students need basic skills going into it.  I know that checking for understanding is important as well as allowing time for students practice.   Finally a review or wrap up ends the lesson.  The more of those components I incorporate while designing allows a greater opportunity for student learning.  I have poorly designed a density demonstration without a clear purpose before.  My students know that Coke sinks and Diet Coke floats, but had no idea why it was important.  I have done that demonstration differently every year and still have not come up with results I'm satisfied with.  Hopefully I can use the basic design knowledge I'll learn in this class to finally change that lesson into something that works.

Last class we began discussing the design principles and process for designing learning opportunities for students that integrate technologies into the learning process.  I’m looking forward to continue this topic next week.

The Design Principle is SSCC

·         Searching – (a skill that needs to be taught)

·         Sort – (finding information that is relevant and valid)

·         Create

·         Communicate

The Design Process is ACTS

·         Authentic Problem – (can be ‘real-like’)

·         Clear Outcome – (what’s the goal and why are we doing it?)

·         Thinking Skills – (needed before the lesson)

·         Software Skills – (need to teach how to use correctly)

Week 1 Reflection

Tonight, I’ve learned about the practical aspects of this class like the activities and assignments we will complete. I know not to procrastinate or I will only be hurting myself. I will participate and complete all assignments on time.

Also, I have learned about GMU’s servers and know how they play host to the programs I want to run. I will use patriotweb.gmu.edu to get all my academic information. To send and receive email I will use the mail.gmu.edu server. I set up a public folder on the mason.gmu.edu server for shared information.


I learned everyone’s name because I connected them with something familiar to me. I know that it is a memory technique call Association. I will demonstrate principles like association, repetition, categorizing, and rhythm in class to show my students ways to remember.


I’ve learned that technology comes from the word technique. I know that the affordances of technology focus on the ways it supports certain tasks. I will design my lessons conscious of which technology will best suit the goal of the lesson.