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Joseph Schmidt - IDLessonPlan - Oil in Southwest Asia
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Goal-directed Instructional Design Plan - Oil and Southwest Asia

Author - Joseph Schmidt

  1. A problem or a need – there must be a problem of practice or an educational need that should be addressed during the lesson.

Students need to know the basics of how oil is created. This helps to understand why it is relatively rare, and why that makes regions that have the resource particularly important to the global community and economy.

  1. A real-world performance – how the learning objective fit into a real-world activity or need.

In their lives, students use oil and oil based products (gasoline, plastics, etc.) all day long. Understanding this commodity helps to explain the fluctuating prices of other goods. Students also will encounter news, and perhaps have personal exposure to oil rich regions such as southwest asia in their lives.

  1. An instructional objective – the objectives are based on the final outcome, activity or test. These objectives will each be different for the four types of knowledge; performing skills, recalling facts, identifying examples of concepts, and applying principles.
  1. Students will be able to identify and define key terms: crude oil, nonrenewable resource, renewable resource, oil reserves
  2. Students will be able to draw a diagram showing the processes and land forms involved in the creation of oil
  3. Students will be able to discuss how oil impacts the southwest asian region

  1. A set of essential content – the basic ideas and skills that will allow the learner to complete the task or understand the content.

Work completed on classwebsite: http://williamstonmsgeography.wikispaces.com/)

Students will read a small section of reading from the class website (Available as both a text and a audio track to follow along with) regarding basic terminology, the process by which oil is created, and the wealth generated by oil in southwest asia; during which time they will answer questions in their workbook (hard copy or electronic option for students with writing/sight impairments). Then, they will view a short video clip embedding on site (DIRECT LINK: http://www.youtube.com/watch?v=0kHRbns-8so&feature=player_embedded) reviewing the concept of oil creation, after which they will use a drawing widget (Drawing Tool by Arcagility) to create their own representative diagram. Finally, students will discuss the learning within the lesson discussion board using teacher prompts.

  1. An evaluation consisting of a test or observation – an assessment, observation or product showing that the objectives can be accomplished in the real-world setting.

Students will be given feedback on their diagram, and on their participation in the discussion forum. Students may use the class website to compare their workbook answers with sample answers provided by the teacher. They must make a separate appointment with teacher for additional workbook support.

  1. A method to help participants learn – the method to deliver the content; a lesson.

This lesson will be provided to students through the class website on wikispaces. The teacher will project the lesson on the front board as well throughout to model the process for students. The lesson will be provided as a link on the site for students to view outside of the classroom.

  • Motivation:
  • Meaningfullness – content and activities must have meaning for the learner

Students will be able to understand the fluctuating price of gasoline and other petroleum-based products, and make sense of why SEA countries are consistently discussed in the news.

  • Pleasant consequences – the effects that achieving the goal will have on the learner

Student will have created multidimensional artifacts of their learning (written, art, and discussion)

  • Novelty – an attention-getting, humorous or curious manner that relates to the useful information in your lesson

Students started class with a warm up asking them how having a lot of oil might impact their own lives, and were prompting to make a list of ways their lives would be changed (a couple of teacher generated answers were provided prior to give students an example). This is a good catch for getting them prepared to think about how others lives may have actually been changed, and why it is they were blessed with the resource.

  • Socialization - a strong motivator for student learning

Students will have the opportunity to discuss the learning with their peers in the discussion forum. If needed, students will be partnered with someone else if they struggle using the computer or writing)

  • Audience – For what audience are you designing this lesson? Consider the following:
  • Age

13-14 years old

  • Skill level (including technology skills)

Middle school students, technology skills varied

  • Prerequisite knowledge (including technology background)

Middle school students, just completed learning on water stress in SEA. technology skills varied (all have worked on class website)

  • Technology Needs – the computers, software, programs (such as Angel or other CMS’s) printers, equipment, Internet access, time in the computer lab will be needed to successfully complete your technology-rich lesson.
  • Signed up for school computer lab
  • Mozilla Firefox (internet browser)
  • Wikispaces (class website)
  • High Speed Internet
  • Hard copies of text and workbook
  • Audio Track for reading

REVIEW/EXPLAINATION OF CHANGES: I didn't make drastic changes to the lesson, but rather subtle ones to add additional support for those who might have needed it. Overall, I felt I adhered to the three UDL principals (representation, expression, engagement) fairly well, but nothing is ever perfect. The learning for my lesson was orginally represented in many different ways: students read text online, students responded to questions in a workbook, students viewed a video as a class, students discussed their findings in an online forum but on their own, and finally students created their own visual representations using an online widget. I felt like most of those things were good, but I had not considered students who had difficulty reading, having online discussions, or would struggle to perfect their answered strictly though vocal review. To remedy this I allowed students to complete their reading by listening to a audio version, work with a partner to complete their online discussion if needed, and to review their answers using a provided class copy. Now, the learning is represented through auditory, visual, and written form. Students express themselves in writing, vocally, and through art. And hopefully with the factors of student interests and connection will be highly engaged in meaningful learning.

There will still be some barriers for students with more severe needs, but thankfully such a lesson will free me to roam more and assist students on a more individualized basis. Additionally, some students could have aids, which also changes the lesson. Finally, in certain situations the actual requirement for response could be altered. Overall, I feel this lesson shows strong consideration for UDL. 

Michigan State University, Educational Technology Programs

http://edutech.msu.edu