SarahS3

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days?)

=Character Education: current practices= Day 1 Facet - Application Texts/Articles: From the list of texts on the syllabus. Visual - when doing "Mirage" one partner will have to look very closely at a drawing and the second partner will have to "visualize" in order to copy onto their paper without actually seeing the drawing Verbal - discussion Aural - participants will need to listen to their partner so they can interpret what they say to writing Physical - movement (sitting with different partners for Mirage, Think-Pair-Share, & Paired Interview) Logical - Mirage - how to describe a figure so another who can't see it, can draw it Social - Pair and Share of Think-Pair-Share; commenting on others Paired Interview Solitary - after reading the summary, write outline for research
 * W -** Participants will relate readings to character education goals for their classroom. Guiding Principles - An Integrative and Informed Thinker, A Clear and Effective Communicator
 * H -** Mirage - how to interpret what you "see" and person listening needs to be able to understand/needs clarity. There are partners - partner 1 has a card with an figure drawn on it and it isn't seen by partner 2. Partner 1 needs to describe the figure to partner 2 without showing partner 2 the figure, and partner 2 needs to draw the figure. After figure is drawn, swith roles and facilitator gives a different card that neither partners have seen. Throughout the activity "take away" parts of LEADSTAR (Listen to the entire message, Eye contact, Avoid distractions, Don't interrupt, Speak loudly and clearly, Ask questions, Repeat the message)
 * E -** Participants will be exposed to the current practices, research, theories, philosophies of character education. Educators will make a connection to their classroom goals and school vision using their experience of attending The Leadership School with their students or personal experience that relates to the relevance of character education.
 * R -** Think-Pair-Share - character education topics to be explored in research
 * E -** Paired Interview - after participants create a list of character education topics, participants partner up with a classmate and do a 60-30-15 second interview. Partipants are to share with their partner what topics they want to explore. Then each person writes what they hear their partner say (a summary) so the partner can then use that as a way to begin researching. The participant then posts to their technology tool what their partner wrote, and begins the outline process for their research. (Instructor evaluates the effort put into the "interviewing notes.")
 * T -**
 * O -** Participants will be able to outline a direction for their research that connects to classroom goals and school vision. This will then be posted to a technology tool where others will post comments. Completed by July 3 - this time frame will allow for participants to comment and to start finding sources for research.

=Technology Tool= Day 1 Facet - Explanation Visual - Instructor will project the tool onto a big screen when introducing. Aural - participants can put work on their technology tool that others have to listen to instead of looking at or reading Verbal - participants will use written word to communicate Physical - (if sitting in front of a computer can become a physical activity, then someone will get rich from the "method"). Participants will be adding experiential learning initiatives to their technology tool (and they are most likely physical) and will need to describe the actions that are needed in that activity. Logical - How the participant designs the tool - ease of navigation, appropriate graphics Social - making comments in others' tools Solitary - make it their own; this will be used after the course is over for own practices, to share with other - due one week after the last class.
 * W -** Participants will rely on technology to present, post, and reflect on course work. Participants may take this tool back to their instruction - this course is creating a model of how to use a technology tool to display student work. GPs - A Self-Directed and Life-Long Learner, A Clear and Effective Communicator
 * H -** Navigate through instructor's technology tool for the course's agenda, syllabus, assignments. Create own page in that technology tool starting with a "snap shot" of themselves.
 * E -** Participants will know how to use a technology tool fluently, be asked to design their own technology tool (same format as instructor's), be encouraged to elavate their current technology skills with that tool. If participants have questions, they will be encouraged to ask other course participants.
 * R -** Always updating, adding course work, reflection on others tools.
 * E -** Instructor will view the tool daily and provide appropriate feedback - look at content, answer or pose questions, and evaluate work
 * T -**
 * O -** Participants will be able to access and design technology tool with course materials. This technology tool will be completed in October

=Character Education Research= Day 1 Facet - Interpretation Research Resources: (to be listed, websites, organizations, professors) school's vision broken down into themes - fill in research that supports above and update on technology tool (others may add resources) Goals clear = research source clear Vision clear = research souce clear Visual - graphic organizer - Research Outline Verbal - discussion of research direction with whole group and individuals Logical - connecting goals and vision Social - resource recommodations from peers Solitary - researching! Aural - listening to ways of organizing/"juggling" research Physical - Group Juggle - into a digital presentation - have research done by July 13 so can start synthesizing into experiential learning activities, RRR Framework, and curricululm design
 * W -** Participants will find research that is relevant to classroom goals and school's vision. Instructor will guide participants through examples. GPs - A Creative and Practical Problem Solver, An Integrative and Informed Thinker, A Self-Directed and Life-Long Learner, A Responsible and Involved Citizen
 * H -** Group Juggle - lots of information out there, how to "juggle" it all when it's coming at you through you searches. Use "wuzzles" (soft squishy objects that you toss) to represent know information about character education (this is essentially the K in a KWL chart)
 * E -** Participants will know what to look for in research by investigating the source and being sure it's reliable. Research direction will be supported by what was read in and then discussed in previous texts - so the direction has been somewhat "steared."
 * R -** Research Guideline - classroom goals listed
 * E -** At least 5 resources
 * T -**
 * O -** Participants will be able to transfer this research into character education curriculum design and application (Day 5)

=Rigor, Relevance, Relationships Framework= Days 2 - 4 Facet - Perspective Visual - showing it on the big screen to define it; showing it on the big screen with the skills curriculum inserted Aural - listen to presentations of skills curriculum; listen to explanation of framework Verbal - discussion in small groups (generic classroom goals, how to fit skills curriculum into framework) Physical - Scrabble Logical - research and goals when putting skills curriculum into framework Social - group work (Scrabble and skills curriculum) Solitary - will only last for seconds throughout this "lesson" - when thinking of topics to share with small group in Scrabble
 * W -** Participants will understand that when designing a curriculum, rigor, relevance, relationships (RRR) will have it be "solid." - "What we really want students to know." GPs - A Collaborative and Quality Worker, An Integrative and Informed Thinker, A Clear and Effective Communicator
 * H -** Scrabble (TLS version) - round 1 - topics that educators teach, round 2 - what educators assess for, round 3 - what qualities we want in our students (these rounds show the "progession" of the RRR quadrants - based on International Center for Leadership in Education RRR tool). Participants start with round 1 - make list, circle 3 top choices, go get letters from inside a hula hoop layed on the floor, about 4 minutes a round, add up value of words spelled completely - get total of all words, add up value of letters not use or words not spelled completely, find difference, share grand total and list of words, go to round 2 and repeat.
 * E -** Participants will know what the RRR framewok is, that it's current research supported by State of Maine's Commissioner of Education Susan Gendron. Participants will practice using the framework with TLS's communication skills curriculum.
 * R -** Participants will test the communication skills curriculum against the framework based on participants' experience in the classroom and the research they have been doing on character education. Doing this in small groups, group members will begin this process by creating goals for a generic classroom. (Day 3)
 * E -** A collaborative product that is a revised communication skills curriculum with research support and justification based on generic classroom goals. This product could potentially be used at TLS - for real. (Day 4)
 * T -**
 * O -** Participants will post work to technology tool. One day's work - Day 2.

=Experiential Education initiatives - focus on communication, team building, leadership, and decisions= Day 2 - 5 Facet - Self-Knowledge Students learn best from experiential learning according to research conducted through the Association for Experiential Education. GPs - all
 * W -** Participants will understand that using experiential education initiatives as a metaphors for character education content learning supports this quote by Jim Cain - Active learning activities opens the door for meaningful conversations (not exact quote - will update).
 * H** - The Initiatives! A selection of initiatives (many of them throughout the week) that TLS uses and that come from sources such as Project Adventure. These initiative will include, warm-ups, ice breakers, deinhibitizers, group games, group challenges, and perhaps a little bit of competition.
 * E -** Participants will know what the metaphors of the experiential activities are by being an active learner. Resources - TLS, Project Adventure
 * R -** apply initiatives to character education curriculum - due July 24
 * E -** Select 6 initiatives and explain how each would be used in the classroom.
 * T -** all will be covered - I know this isn't the best answer but that is what makes experiential education so great - it covers all the learning styles!!
 * O -** Participants will be able to integrate initiatives into their character education curriculum and expand upon 6 newly learned initiatives. By July 24, participants should have initiatives outlined in curricula.

=Designing your Character Education Curriculum= Day 5 Facet - Empathy Visual - digital presentation Verbal - explanation of curriculum in presentation Aural - listening to feedback Logical - sequencing curriculum Solitary - at times, the hard thoughts put into the design Social - interact with peers for ideas (face to face, technology tool)
 * W -** Participants will understand that the design will include the RRR framework ideals, experietial education initiatives, MLR's Guiding Principles and structure so it can be used at the beginning of the school year. GPs - all
 * H -** Eyes, Mouth, Body - many parts working together to reach a goal. 3 part team - one person is the eyes, one the mouth, and one the body. If eyes, can't talk or move. If mouth, can see or move. If body, can see or talk. There is a rope placed on the floor, on one side of the rope the eyes and mouth stand and the body to start, and on the other there are "obstacles" and a wuzzle specific for that team. The eyes and mouth need to work together to communicate with the body so the body can cross over the rope, go pick up the wuzzle and bring it back to his/her team.
 * E -** Participants will know how to design a curriculum with a character education focus and includes experiential learning methods based on completed course initiatives.
 * R -** Participants give a digital presentation - Day 6
 * E -** Follow a rubric (to be designed)
 * T -** Educators will need to understand all learning styles in order to address the needs of all students.
 * O -** Participants are able to present to course participants (Day 5), to colleagues (by mid Sept/before curriculum is taught), and implement curriculum (before late October). A movie will be produced showing the implementation.

2004 ASCD and Grant Wiggins and Jay McTighe