MOVING ACROSS THE CONTINUUM
The Classroom of the Future
& Active Learning
THE LESSON
The goal of this workshop is to introduce the technology in LARC 117 and show you examples of how active learning can be incorporated into your lessons. This lesson begins with a prompt for the whole classroom. Then, faculty are split into their groups (this is already done based on which table they sit at). Then, each person within the group is asked to take on a role.
The prompt:
Tuition is set to increase for the 2019 school year by 5% at Lindenwood. You have been asked to assess the costs of tuition at higher education institutions and develop a report to present to the president. Your report can include new incentive programs for employees and students, a comparative look at other universities in the area, ways to curb lavish spending, and anything else you deem relevant. Your goal is to collect information and present a recommended plan to the president.
The Lesson Plan
The Directions:
After discussing this with your group, each person within each group should assume the responsibility of one of these items.
1. Use memes.com (or another meme website) to create a meme relevant to your position, idea, plan, etc.
2. Pretending you are a news journalist, create a short video(20 seconds to 1 minute) giving details about the issue, what the proposed plan is, what administrators at LU are saying about the issue/plan, etc.
3.Short presentation using any presentation tool on your mobile device or laptop.
4.Use Canvas- Assume your plan goes through to the President and he approves, craft a statement highlighting the main points of your plan that will be sent out to the university through the Public Relations office. Add this to the “Higher Education Budget Proposal” Discussion in Canvas. When adding your statement, be sure to add which pod you are in and who your teammates are.
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Objectives
Understand how the technology operates
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02
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Evaluate active learning opportunities
Create new lessons based on the technology
Apply the technology into your own lessons
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The lessons have been set up as if the person presenting the workshop information is in the beginning, developing, proficient, and transformative stages. Each stage uses the Classroom of the Future the way an instructor who is in these stages would present the lesson within the respective stages.
Disclaimer
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Scenario 1: Beginning
Student (faculty) Roles
z
Faculty will use the information presented about the technology to navigate their roles. They will use computers to collect any data or research information. They will primarily be relying on verbal and writing on boards to present their findings.
Instructional Activities
Teacher will provide examples from past courses and will write or show them on the whiteboard.
Teacher (workshop leader) Roles
The workshop leader will introduce the whiteboards at each table and the dry erase board at the head of the classroom.
Resources
Workshop resource page will be passed out, with the roles and expectations.
Description: The prompt will remain the same from the original lesson. The changes will come from the roles for each group.
1. Create a motto or tagline relevant to your position, idea, plan, etc. Share it verbally.
2. Pretending you are a news journalist, prepare a statement giving details about the issue, what the proposed plan is, what administrators at LU are saying about the issue/plan, etc. Share this verbally.
3. Share your ideas for your plan. Share it by creating by bullet pointing your plan on the whiteboards at your table.
4. Assume your plan goes through to the President and he approves, craft a statement highlighting the main points of your plan that will be sent out to the university through the Public Relations office. Write it on the main board.
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Scenario 2:
Developing
Student (faculty) Roles
z
Faculty will use the information presented about the technology to navigate their roles. They will use computers to collect any data or research information.
Instructional Activities
Students have the ability to choose the presentation they would like to use. Students are directed to use the online library databases and other research methods to collect information.
Teacher (workshop leader) Roles
This role will need to introduce the interactive whiteboard and show how to turn on the main computer and use the electronic whiteboard.
Resources
Workshop leader will provide a list of potential presentation tools that students can use. The instructor has used these tools before and can provide support if necessary.
Description: The prompt will remain the same from the original lesson. The changes will come from the roles for each group. The presentation will be shown on the main screen only and students will work using their computers.
Each group will create a presentation using the tool of their choosing and will present on the following information:
1. Create a motto or tagline relevant to your position, idea, plan, etc.
2. Pretending you are a news journalist, prepare a statement giving details about the issue, what the proposed plan is, what administrators at LU are saying about the issue/plan, etc.
3. Share your ideas for your plan.
4. Assume your plan goes through to the President and he approves, craft a statement highlighting the main points of your plan that will be sent out to the university through the Public Relations office.
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Scenario 3:
Proficient
Student (faculty) Roles
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Faculty will create a presentation and use any online tools to collect data and information. They will organize their ideas and research into their presentation.
Instructional Activities
Teacher will allow students to be creative in their responses, but will remind them to be weary of citations and to give the sources for their information.
Teacher (workshop leader) Roles
The workshop leader will know and lead the classroom into using the multiple screens within the room.
Resources
Workshop resource page will be passed out, with the roles and expectations.
Description: The prompt will remain the same from the original lesson. The changes will come from the roles for each group. Content will be worked on as a group and will be presented using a presentation tool and will be shared using Solstice and the screens will be duplicated.
1. Use memes.com (or another meme website) to create a meme relevant to your position, idea, plan, etc.
2. Pretending you are a news journalist, create a short video(20 seconds to 1 minute) giving details about the issue, what the proposed plan is, what administrators at LU are saying about the issue/plan, etc.
3. Short presentation using any presentation tool on your mobile device or laptop.
4. Use Canvas- Assume your plan goes through to the President and he approves, craft a statement highlighting the main points of your plan that will be sent out to the university through the Public Relations office. Add this to the “Higher Education Budget Proposal” Discussion in Canvas. When adding your statement, be sure to add which pod you are in and who your teammates are.
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Scenario 4: Transformative
Student (faculty) Roles
Faculty interact with the other students in their group as well as the instructor to develop a plan. The plan
Instructional Activities
Workshop leader created a prompt that has real world consequences while students are responsible to developing real-life suggestions.
Teacher (workshop leader) Roles
Workshop leader will be knowledgeable in the interactive whiteboard, Solstice Client, for the classroom as well as the pods.
Resources
Classroom technology withi n LARC 117 allow students to effectively engage in group work, but also encourages critical thinking on an individual level.
Description: The prompt will remain the same from the original lesson. The changes will come from the roles for each group. Each role below will be assigned to an individual student within the group.Once your group has decided on a plan of action, each role will be executed by one student each. At the end of the class, each group will present and the group with the best idea will be awarded 5 extra credit points.
1. Use memes.com (or another meme website) to create a meme relevant to your position, idea, plan, etc.
2. Pretending you are a news journalist, create a short video(20 seconds to 1 minute) giving details about the issue, what the proposed plan is, what administrators at LU are saying about the issue/plan, etc.
3. Short presentation using any presentation tool on your mobile device or laptop.
4. Use Canvas- Assume your plan goes through to the President and he approves, craft a statement highlighting the main points of your plan that will be sent out to the university through the Public Relations office. Add this to the “Higher Education Budget Proposal” Discussion in Canvas. When adding your statement, be sure to add which pod you are in and who your teammates are.
FOR LISTENING
The 4-stages seem to suggest that less use of technology results in a lesser classroom experience. Although, in my particular example, this is true in the sense that the whole point is learning how to use the classroom technology to engage in active learning, I am curious to know what k-12 or even college instructors feel about this. In my role, it is always my job to be thinking about how technology can be integrated while still keeping the integrity of the classroom content.
I also had some trouble distinguishing between beginner and developing; as well as the proficient and transformative stages. They both appeared to be very similar.
REFLECTION
