1. NTeQ Designing an Integrated Lesson
Done by: Zahra Aleid Presented to: Dr. Alghazo

2. At the this presentation, we will discuss:
Designing an Integrated Lesson with the NTeQ Model
Specifying Objectives
Matching Objectives to Computer Functions
Specifying a Problem
Research and Analysis
Planning the Results Presentation.

3. At the this presentation, we will discuss:
Designing an Integrated Lesson with the NTeQ Model
Activities during Computer Use
Activities before Computer Use
Activities after Computer Use
Supporting Activities
Assessment

4. Beginning cooks need very specific directions
Warming Up
Beginning cooks need very specific directions
Experienced chefs follow basic rules even if they want to modify the recipe to create different dishes.

5. Getting Started Reflecting on What I know !
How do I plan an integrated lesson that will work with my students?
Why do I need objectives to help with my planning and lesson development?
how can I encourage my students to engage in the processing of information?
do I have to use a different lesson plan when I want my students to use computers?
What is the relationship between objectives and computer functions?
Can you use a computer for every objective or lesson?

6. Recap
NTEQ Philosophy
The five basic components of the NTeQ philosophy are the teacher, the student, the computer, the lesson, and the learning environment.

7. As you design a lesson that integrates the use of computers, you need to consider two factors:
Getting Started
The attention span of your students. (How long can they stay focused and interested in solving a problem?)
You should not expect to teach all of your objectives with a computer. (Books, newspapers, magazines, group and individual work)

8. Getting Started
Computers is an all-inclusive teaching machine that a student could learn from throughout the school day. Computers are tools that are used by the students to solve problems rather than to deliver instructions.

9. The NTEQ Model

10. 1. Specify Objectives Begin with a statement of the objectives
Should be based on standards, benchmarks and curriculum materials.

11. 1. Specify the Objectives
Source of Objectives:
Objectives are typically derived from state curriculum standards, which are aligned to national standards developed by organizations such as the National Council of Teachers of Mathematics.
Most teacher editions of textbooks include objectives relevant to the book’s content.
Teachers should refine the objectives for
classroom application of knowledge and skills.

12. Traditional Behavioral Objectives
1. Specify Objectives
Traditional Behavioral Objectives
* “Given a right triangle, the student will correctly calculate the length of the hypotenuse.”
* Recall, identify, calculate, select.
Cognitive Objectives
*Used to describe student learning goals that are not easily specified in a single sentence.
*Interpreting a graph, searching the Internet for information, working effectively in a group, or writing an essay or report.
Objectives Formats

13. 1. Specify Objectives Cognitive objectives consist of two parts:
1. The first part is a general instructional objective stated in broad terms as in the following example:
Explains the meaning of a story.
2. The second part of the cognitive objective includes one or more statements describing specific performances that indicate mastery of the objective as in the following example:
Summarizes the plot
Identifies the characters
Explains the meanings of the characters’ actions

14. 2. Match Computer Functions
Computer functions are tasks that computer software can assist with or perform.

15. 2. Match Computer Functions
Spreadsheet programs can calculate the area of a rectangle when the student enters the length and width.
Draw and paint programs are used to create maps and manipulate images and photographs.
Word processing is used to create tables and sort a list of information in alphabetical order.

16. 2. Match Computer Functions
Some objectives are easy to match:
If the verb in your objective is “analyze”, then you have a match with a function in either a spreadsheet or database.
If the objective is draw or design,
you have a match with a function in a drawing or graphics program.

17. 2. Match Computer Functions
Others require careful planning and thinking Ex. An objective requiring the student to evaluate a story or data might use a spreadsheet or database to aid the analysis, a chart to evaluate the data, and a word processor to generate the report that explains the evaluation.

18. 3. Specify the Problem
Students are given or identify a problem to solve and then learn the needed content as they work to solve the problem.
A good problem is one that
students can relate to and
understand.

19. 3. Specify the Problem
Problems in an integrated lesson are based on real-world events, issues or phenomena.
Examples:
Teaching the frequency distribution in an advanced high school math class
Survey how much their fellow students make an hour at work
The number and types of songs on their iPods
The number of hours of television they match during the week
The length of their text messages …

20. 3. Specify the Problem
When defining the problem, address the following four questions:
Do the students clearly understand the given problem?
Do they know that the goal is?
Do they know what resources are available to solve the problem?
Do they have ownership of the problem?

21. 3. Specify the Problem
When working through a problem, the computer can become a valuable tool for research or for creating an image, document, or interactive presentation.

22. 4. Research and Analysis
Once students have collected the data needed to solve the problem, what do you expect them to do with it? How will they manipulate it?
Example: calculate the mean, create a graph or create a drawing.

23. Providing Instructions
4. Research and Analysis
Problem Data
Collecting Data
Using Existing Data
Test the Data
Providing Instructions
Think Sheet

24. 1. You can provide students with the data.
4. Research and Analysis
Problem Data
There are three sources of data you can use for the lesson:
1. You can provide students with the data.
2. Students can generate their own data through experiments or observations.
3. Students can search for data in a library, on CD-ROMS, or on the Internet.

25. 4. Research and Analysis Collecting Data
You need to determine the type and amount
If the students are conducting a survey or an interview, how many individuals must each student survey?
If they are collecting data from an experiment, how many observations does each student or group need?

26. 4. Research and Analysis Using Existing Data:
When students will use a data set created by you or by others, you need to consider the following:
Are the data in a format that the students can use?
Are students allowed to modify, delete, or add data?
If the students are entering the data, must each one enter all the data or can they divide the work among groups and then merge the files?
Where will the students save their data? Will they use their own disks, the hard drive, or the server?

27. 4. Research and Analysis Test the Data
Conduct the test with actual or random data to make sure your recording form and file template are designed correctly.

28. 4. Research and Analysis Providing Instructions
If the students are advanced in the use of word processing, spreadsheets, or databases, they may be quite capable of entering the data. Less advanced students may need step by step instructions.
Another alternative is to teach all the students how to dot he data manipulation and then provide assistance on an individual basis.

29. Sample Spreadsheet Calculation
4. Research and Analysis
Sample Spreadsheet Calculation
Click in cell C2
Enter the following into the formula field = A2*B2
Press Enter and you will see the results of your calculation

30. 4. Research and Analysis Think Sheet
Generic Think Sheets that can be used for a variety of lessons can include guiding questions, such as which is the largest, which is the smallest, what is the most common, and what is the least common.
Specific lesson Think Sheets can include
probing questions asking the student
about implications, interpretations,
generalizations, and predictions using the
data.

31. 5. Results Presentation
As the students solve the problem, they gain an understanding of relationships and create new knowledge.
Plan how the students will present their knowledge, i.e. written and oral reports, newspapers and magazines, posters, webpages or books.

32. 5. Results Presentation
As you plan the results presentation, you need to develop criteria for what students should include.
A report on a survey the students have conducted might use the following outline:

33. Format for Survey Reports on Students Who Wear Seatbelts
5. Results Presentation
Format for Survey Reports on Students Who Wear Seatbelts
A. What do your findings mean?
B. What are your conclusions?
Discussion
A. What did you find?
Results
A. Who was surveyed?
B. How were they selected?
C. Describe the survey instrument.
Method
A. Why you did the survey.
B. Recent state laws requiring seatbelts.
C. Statement of the problem.
Background information

34. 6. Activities During Computer Use
Thoughtful planning allows more
efficient use of class time, fewer
problems and less frustration.
What activities the student will complete at the computer? i.e. searching the Internet for information, entering data, creating a graph or drawing, or writing a report.

35. 6. Activities During Computer Use
There are two factors to consider when planning computer activities:
First, identify the activities the students will engage in while using a computer. How will the students obtain information to find an answer or to solve the problem?
Second, will the student work individually or in groups?

36. 7.Activities Before Computer Use
If the students are searching for information, you can have the students generate a list of search terms before starting the search.
If they are creating a graph, they need to organize their data.
If they are writing a report, they need to prepare an outline of the report.

37. 7.Activities Before Computer Use
Getting Ready to Do a Search on the Internet
What is your topic?______________________________________________
List at least three terms you can use to search for information on this topic:
__________________________________________________________________
List at least two other terms that mean the same as some of the above:
What are you searching for?
Articles
Pictures
Movies
Sound
Software
Other: ______________________________________________________
For some students, a checklist with space for notes or blanks is helpful for organizing their thoughts and data.

38. 8. Activities After Computer Use
These activities guide students in reaching solutions and describing why the solutions were reached.
Think Sheets provide an
excellent opportunity for
creating links across
disciplines.

39. 9. Supporting Activities
There are three primary types of supporting activities:
Lesson-Related Supporting Activities
Multiple Lesson Supporting Activities
Interdisciplinary Supporting Activites

40. 9. Supporting Activities
Lesson-Related Supporting Activities
It is often helpful to have a variety of activities that are not dependent on completing the computer activities, so that students can work on them at any time.
Example:
If the students are using computers to research a topic and build a graphic organizer, the supporting activities could include researching and reading in several books, creating a poster, developing a presentation and generating debate questions.

41. 9. Supporting Activities
Multiple Lesson Supporting Activities
Provide multiple units for the students that are independent and are not sequential: thus students can work on them at any time.
Example:
If you are teaching a geography class, you might have the students working on units on reading maps, weather, and influences of technology on people and towns.

42. 9. Supporting Activities
Interdisciplinary Supporting Activities
Such activities require a team-teaching approach if the students are not in a self-contained classroom.
Example:
Students might collect data in science class or social studies class, make the calculations in a math class, and prepare the results presentation in a language arts class.

43. 10. Assessment
Given the variety of products and levels of learning, a traditional paper-and-pencil test may not be adequate or appropriate to assess the students’ learning.
You may need to develop alternative
forms of assessment for integrated
lessons.
Ex: portfolios, performance assessment, presentations, and experiments.

44. 10. Assessment At the conclusion of a lesson:
We might use a traditional multiple-choice and short-answer test to assess the students’ understanding of the concepts and principles.
Then we might develop a rubric to assess student portfolios documenting their searches, the completion of the Think Sheets, and their presentations.
We might also include an assessment of the group and individual work behaviors based on both a journal we kept and the students’ personal journals

45. 10. Assessment
Rubrics provide a means of rating student productivity on
Content Standards define the subject knowledge and skills students should reflect.
Performance Standards indicate to what level a student presentation meets the content standard.

46. 10. Assessment
Sample Rubric

47. Thank You for Listening Done by: Zahra Aleid Presented to: Dr. Alghazo