Educator Instruction Manual

This manual will asist you in carrying out all of the lessons within this unit plan:

 

Instructor's Manual

 

Technology Integration Project

Madeline Henderson

December 12, 2019

 

A Written Project Presented to the Faculty of the Teachers College of 

Western Governors University

 

Introduction

After a year working closely with students in the 10th grade, I have noticed that many of them struggle when it comes time to research independently. The issue does not lie in their ability to read informational sources, but rather in their ability to find appropriate sources to read. I believe students need to undergo multiple lessons and practice sessions on where and how to find reliable and informational resources for their studies. All the data collected through a needs analysis has clearly shown me that tenth grade students are not being exposed to research based assignments and skills enough across their curriculum. The students do not have the prerequisite skills such as source analysis and ability to locate reliable sources. Students will need to receive scaffolded support in order to gain these skills. Ideally these supports would be provided cross curricular, as well as imported aid from librarians and other support staff. Students will also need to learn how to apply these skills in individual academic assessments such as research projects, essays, Socratic seminars, and speeches.

Goal of Instruction

Through instruction based on this unit plan tenth grade students will be able to individually find sources that are accurate, reliable, and current for any necessary type of information reliant assignment. They will be able to use these in multiple assessment situations and be cognizant of the reliability accuracy and rigor of their chosen sources. Students will be able to use these skills under multiple conditions, beginning with and most prominently using online databases provided by the school in order to complete their required research tasks. These skills will then follow them through their high school career and everyday work or academic life.

Intended Audience

The learners for which this unit is being designed for can range from 8th-12th grade students with little to no research background. Specifically the intended audience is a 10th grade world history classroom, but elements can be adapted to fit other subjects and grade levels. 

Time Frame

This lesson is designed to fit a 7 day period with a 2 day summative project at the end, but can be adjusted to allow for more practice time if the student’s require so. 

Delivery Approach

This unit uses various approaches to instruction, but mainly student involved lecture, discussion, demonstration, practice time, and group work. Each lesson will consist of multiple of these methods in order to maintain an effective classroom and avoid complacency of students. 

Instructional Sequence

This unit consists of four main tasks for students to complete. The tasks will be visited in the following order, and are only to be considered complete when all students are able to complete the objective.

Task 1: When asked, using notes from class and an assigned computer students will be able to walk through (verbally and physically) the steps to find and log on to the three different databases available to them. 

Task 2: When given a list of sources students will be able to describe and define primary source, secondary source, and tertiary source including at least one example for each.

Task 3: Students will be taught search engine techniques from the school’s library aid and then use them to find 3 appropriate sources when presented with 2 different topics.

Task 4: When given a topic students will be able to locate 4 different sources (at least 2 different types) for their individual topic that both relate to and support their chosen claim

Materials Needed

The following materials are required to complete the unit plan to its full potential:

Technology Resources:

Physical Resource:

  • Chromebook or Computer for each student

  • Paper (lined)

  • Pencil or pen

  • Overhead Projector

  • Paper Copies of Research and Resources Infographic

  • Headphones with an Aux Jack

  • Source Packet

  • Summative Assessment Explanation

*All necessary resources can be found at the following web address: http://historywithhendo.educatorpages.com/

Overview

Below is a table outlining the plan of instruction to help educators assist in the goal described above. The table outlines the time needed for each task, the task itself, and the objectives needed to be met for each. It also outlines learning theories and instructional strategies for each lesson. Finally it details the resources and assessment for each task. 

Time

Tasks

Performance Objectives

Learning Theories

and

Instructional Strategies

Resources

Assessment

Day 1: 

60 Min

 

Day 2: 

60 Min

Task 1: Explain the process of finding databases available to them through the school’s website

When asked, using notes from class and an assigned computer students will be able to walk through (verbally and physically) the steps to find and log on to the three different databases available to them. 

LT:

Behaviorism: Learners must know and demonstrate simple computer steps such as how to locate the school’s website before they can begin to effectively locate the databases provided to them. This task involves outward movements to prove student ability to complete the task needed to build into the next.

 

IS: Teacher will do a verbal and visual walkthrough of the task. Then students will perform the task themselves with access to notes and hands on help

 

Computer (Chromebook) with access to the internet

 

Login Information for EBSCO, National Archives, and World Digital Library

Formative: Each student will follow a verbal prompt to show either the teacher or the aid that they can access the databases

 

Summative: Appendix A

Day 3: 

60 Min

 

Day 4: 

60 Min

Task 2: Understand the different types of resources provided by databases and identify their place in research

When given a list of sources students will be able to describe and define primary source, secondary source, and tertiary source including at least one example for each.

LT:

Constructivism: Students will be building on their previous experiences and knowledge of the terms primary, secondary, and tertiary in order to relate them to sourcing techniques. 

 

IS:

Teacher will instruct by showing students the purpose of sources through verbal explanation, then students will work with groups to put their knowledge into action

Computer (Chromebook) with access to the internet

 

Copy of Source Packet: Includes 3 primary sources, 3 secondary sources, and 2 tertiary sources

Formative:

Students will be given a Claim or question that relates to the sources they have read. They must pick 3 sources to help support that claim and argue why those 3 sources are the best ones to do so.

 

Summative: Appendix A

Day 5: 

60 Min

 

Day 6: 

60 Min

Task 3: Demonstrate ability to use search engine techniques to find appropriate resources

Students will be taught search engine techniques from the school’s library aid and then use them to find 3 appropriate sources when presented with 2 different topics.

LT:

Behaviorism: Students will be outwardly practicing locating sources and using search techniques to discover what works and what doesn’t. The process follows their behavior and encourages mistakes to lead them to the appropriate end result

 

IS:

Teacher will explain the lesson, lead small group conversations, and students will once again do supervised practice

 

Computer (Chromebook) with access to the internet

 

Login Information for EBSCO, National Archives, and World Digital Library

 

Notes from previous lesson on types of sources

Formative:

Each student will turn in an exit slip stating which source they found to be the most useful for the topic and why. They will use the discussion with their peers for help

 

Summative: Appendix A

Day 7: 

60 Min

Task 4: Discover and analyze sources to support a chosen research topic

When given a topic students will be able to locate 4 different sources (at least 2 different types) for their individual topic that both relate to and support their chosen claim

LT:

Cognitivism: For this task students will be connecting all of their previous lessons from the unit to create a well developed ability to find, sort, and understand the different types of sources as they relate to a chosen topic. This requires an internal thought process of focus and relationship skills. 

 

IS:

This lesson particularly focuses on stimulating the recall of previous learning, presenting the content, providing guidance, and encouraging learner performance. It puts their previous knowledge of the skills to work.

Computer (Chromebook) with access to the internet

 

Login Information for EBSCO, National Archives, and World Digital Library

 

Notes from previous lesson on types of sources

Formative:

Students will turn in 4 analyzed sources following a format that proves that these sources support their chosen claim of who should replace Columbus Day. The sources will be at least two different types and come from the search engines at their disposal

 

Summative: Appendix A



 

Database Drama:  Task 1 

Performance Objective: When asked, using notes from class and an assigned computer students will be able to walk through (verbally and physically) the steps to find and log on to the three different databases available to them.

Resources or Materials Needed: 

  • Computer (Chromebook) with access to the internet

  • Canva Infographic

  • Screencastify Link

  • PearDeck Slideshow

Time: 2 60 Minute Lessons (Split will Vary on Class and Instructor)

Step 1: Pre-Instructional Activities:

  • Write the following list on the board for students to read as they enter the class 

    • Your chromebook

    • Your student login and password

    • A copy of the printed infographic off of the table

Step 2: Content Presentation: 

  • Present using PearDeck how students would find the different databases available to them. 

Step 3: Learner Participation: 

  • During the presentation the slideshow will prompt you to ask students questions reviewing what they just learned. For each database students will use the PearDeck draggable feature to decide what type of resource they are looking at. 

  • Encourage students after each question to share with their neighbor how they got their answer, then have the pairs share with the class.

Step 4: Assessment: 

  •  Prompt students to answer the final peardeck question and then to close out of their browsers.  One by one each go around and analyze the students process of pulling up the different databases.

    • Tip: Some students may arrive at the same solution in different ways. This task is just about students being able to accomplish the goal, no matter how they have adjusted to do so.

    • While students are waiting for you to assess them have them practice pulling up the database multiple times, as well as watching their classmates pull up the database and grading each other.

Step 5: Follow-Through Activities: 

  • The next day, ask students to pull up a database at the beginning of the next class using their memory, the infographic, or (worst case) the screencastify walk-through that the teacher recorded.


 

Primary, Secondary, and Tertiary: Oh My!:  Task 2 

Performance Objective: Understand the different types of resources provided by databases and identify their place in research

Resources or Materials Needed: 

  • Computer (Chromebook) with access to the internet

  • Copy of Source Packet: Includes 3 primary sources, 4 secondary sources, and 1 tertiary source

  • Canva Infographic

  • PearDeck Interactive Slideshow

Time: 2 60 Minute Lessons (Split will Vary on Class and Instructor)

Step 1: Pre-Instructional Activities: 

  • As students enter the room hand each student a 1, 2, or 3. 

  • When class begins ask what are some different ways we can categorize ourselves based on the numbers 1, 2, and 3. (Students will come up with ideas such as 1st, 2nd, and 3rd and Gold, Silver, Broze, and Primary, Secondary, and Tertiary)

    • Facilitate this discussion, but allow them time to think. Some answers may take longer to arrive at.

  • Have students brainstorm examples of the use of “primary” “secondary” and “tertiary”

  • Facilitate a class discussion on examples from previous brainstorm, then present the example of primary and secondary school.

  • After hearing examples reiterate the meaning or definition of each word.

  • Finally ask students what they think these words mean in relation to sources, research, and databases.

Step 2: Content Presentation: 

  • Present, Using PearDeck slideshow (1 by 1) the three different types of sources with examples. While going through them discuss in which instance each of these sources would be most useful, how these sources come to be, why you would choose it over another. For each of these discussion students will answer the question individually with the program and then the class will discuss the answers afterward. 

  • After the slideshow prompt students to look over the Canva Infographic together and review the parts that came from this lesson

Step 3: Learner Participation: 

  •  Give students a packet with 8 sources. They will work in groups of two or three to determine what type of source they each are as well as interpret the reasoning for each. 

Step 4: Assessment: 

  • Give students a Claim or question that relates to the sources they have read. They must pick 3 sources to help support that claim and argue why those 3 sources are the best ones to do so. 

Step 5: Follow-Through Activities: 

  •  As a homework assignment, ask students to find an example of one of the sources in their lives outside of school and bring it in (either the real thing, a photo, or a copy). 

  • This will help reinforce that sources exist in their everyday life and student’s should realize just how common they are.

Lesson Plan Summary: 

Constructivism is the backbone of this lesson because it asks students to actively participate in the learning process. The information is first distributed to them by asking them to pull from prior knowledge, and then the bulk of the lesson consists of a student activity where they must connect their old knowledge of these words to their new knowledge of them in research context.

This learning theory is supported throughout the lesson by Gange’s 9 Events of Instruction. The process of this lesson follows these steps in a basic format by gaining attention and then using previous student knowledge to relate the lesson to their lives. It then continues to teach them, let them practice as a group then individuals, and then assesses them on their knowledge of sources. Finally the lesson asks students to go out into their lives to help transfer the knowledge from their classroom activity into the real world.

 

Back It Up - Source Spotting:  Task 3

Performance Objective: Demonstrate ability to use search engine techniques to find appropriate resources.

Resources or Materials Needed: 

  • Computer (Chromebook) with access to the internet

  • Login Information for EBSCO, National Archives, and World Digital Library

  • Canva Infographic

  • PearDeck Interactive Slideshow

Time:  2 60 Minute Lessons (Split will Vary on Class and Instructor)

Step 1: Pre-Instructional Activities: 

  •  Before class write a topic on the board (Ex. New Apple Product or Cure for Cancer). Tell students they have 5 minutes to use a search engine to find a reliable and accurate article on that topic (in 5 minutes).

  • Lead a discussion asking who found an article and who didn’t. For those who did what did you type into the search bar? How far did they have to scroll to find it?

Step 2: Content Presentation:

  •  Present, Using PearDeck slideshow,  research strategies related to search engines. Specifically how to spot a bad source. 

  • Demonstrate that when using these techniques how to find answers to the questions with an example website (something easy such as AKC.org) on the projector. 

  • Remind students of the search engines they have access to and have them recall what each is good for by playing the screencastify walkthrough

Step 3: Learner Participation: 

  •  Using the Pear Deck slideshow prompts set the presentation to student paced and have them analyze the four example websites based on the new information.

    • Ask the class to discuss which websites were obvious and which ones were harder to decide

  • Next, give students a topic (Something small like “Is Smoking Bad?”). Place the students in small groups and encourage them to find 3 different sources using their new search engine skills about the topic. 

    • As a class discuss which of these sources are good, which could use some work, and which are no good.

  • Next give students a different topic, alone (This time use “Cats vs. Dogs”). After they have each found three sources tell them they need to compare in their same small groups and choose which source is the best for the topic and why.

Step 4: Assessment: 

  •  Have each student turn in an exit slip stating which source they found to be the most useful for the topic and why. They will use the discussion with their peers for help. 

Step 5: Follow-Through Activities: 

  •  Students will use these tactics in their summative assessment at the end of the unit. This will help reinforce the information as well as show how these tactics can be useful in research.

Lesson Plan Summary: 

This lesson follows Gange’s 9 Events of Instruction. The process of this lesson follows these steps in a basic format by gaining attention and then using previous student knowledge to relate the lesson to their lives and common use of search engines. It then continues to teach them, let them practice as a group then individuals, and then assesses them on their knowledge of search engines. Finally the lesson asks students to use this knowledge from their classroom activity in a real research assignment.

The learning theory behind these instructional techniques used in this lesson is Behaviorism. Students will be outwardly practicing locating sources and using search techniques to discover what works and what doesn’t. The process follows their behavior and encourages mistakes to lead them to the appropriate end result.


 

Put It All Together:  Task 4

Performance Objective:  Discover and analyze sources to support a chosen research topic 

Resources or Materials Needed:  

  • Computer (Chromebook) with access to the internet

  • Login Information for EBSCO, National Archives, and World Digital Library

  • Screencastify

  • Canva Infographic on types of sources, research strategies, and source analysis

  • Summative Assessment Explanation and Rubric

Time: 2 60 Minute Lessons (Split will Vary on Class and Instructor)

Step 1: Pre-Instructional Activities: 

  •  Review the types of sources, where to find them, and how to use them to back up a topic as a class and by reminding students how to find the screencastify walkthrough. As well as having them pull out their canva infographic with everything they need. 

Step 2: Content Presentation:

  •  Introduce the purpose of the student’s papers for this assessment. Student’s will be choosing a public figure (dead or alive) to use as a model for a new holiday to replace Columbus Day. (You will use the Assessment Rubric and Introduction for this)

  • Share resources to help student’s support the type of their paper that helps prove why Columbus Day needs to be replaced. 

Step 3: Learner Participation: 

  •  Give students the rest of the class period as well as the next to do independent research using their new knowledge of sources and search engines. 

Step 4: Assessment: 

  •  Students will turn in 3 sources following a format that proves that these sources support their chosen claim of who should replace Columbus Day. The sources will need to be at least two different types and come from the search engines at their disposal. 

Step 5: Follow-Through Activities: 

  •  Later the students will use these sources to outline a full essay to help reinforce the usefulness of valid, well thought out, sources. You will introduce this after all of their sources have been approved

Lesson Plan Summary: 

This lesson is the beginning of a summative assessment for the unit. It uses Gagne’s 9 Events of Instruction when compiled with two other lessons in the Unit Plan. This lesson particularly focuses on stimulating the recall of previous learning, presenting the content, providing guidance, and encouraging learner performance. It puts their previous knowledge of the skills to work. 

The learning theory that helps support this lesson is cognitivism. For this task students will be connecting all of their previous lessons from the unit to create a well developed ability to find, sort, and understand the different types of sources as they relate to a chosen topic. This requires an internal thought process of focus and relationship skills. Behaviorism is also visited, but without the use of cognitivism students would not be seeing the full picture or understanding the purpose of the lesson for their future endeavours. 

In this manual the following resources are linked based on their appearence in the lesson plans:

PearDeck Interactive Slideshow

Research and Resources Infographic

Primary Source Packet

Screencastify Video

Columbus Sourcing Assignment