Ideal+Learning+Environment

=Masters in Instructional Technology Outcomes= My Ideal Learning Environment Project and Technology Integration demonstrates proficiency of two technology outcomes:

1. Employs the central concepts, tools of inquiry, and structures of the discipline of instructional technology and create an environment conducive to effective integration of technology into the school curriculum.

2. Articulates, applies, and adapts theoretical constructs of effective learning, technology integration, and assessment. = =

=Ideal Learning Environment Budget:= = = = = = = = = = = =media type="custom" key="24491308"= = =

=Ideal Real World Lesson Plan=


 * Subject: Digital Storytelling (5-6 days) ||
 * Understanding Goals:

Literary Elements, Storytelling || Standard: 1.3.2.C: Identify literary elements (characters, setting, and plot) in selected readings 1.9.2.A: Use media and technology resources for directed and independent learning activities 1.6.K.B: Speak clearly enough to be understood by all audiences using appropriate volume || How can I tell a story? || Objective: Students will create a digital storyboard to tell a story using the literary elements (characters, setting, plot). Students will utilize a variety of media to create a digital storyboard (camera, iMovie, Voice Thread). || -Review Literary Elements (character, setting, plot) -Students work together to create a story (choosing the characters, setting and plot) -Students jog down ideas in a graphic organizer (see attached)
 * Essential question:
 * MI:
 * Visual **
 * Auditory **
 * Kinesthetic ** || Learning activities:
 * __ Day 1: __**

-Students will collaborate to create a picture story board (very general to organize ideas). - They will begin creating their detailed pictures of each scene and writing their dialogue on the back of the picture.
 * __ Day 2: __**

-Students will continue to create all their pictures and dialogue until their story is complete.
 * __ Day 3: __**

-Students will take a picture of each scene. -They will upload the pictures to iPhoto. -They will then place them into iMovie (with which they are familiar with) - They will audio record their voices onto each scene.
 * __ Day 4: __**

-Students will put final touches on their iMovie story boards (including: title and credit slides, music, transitions). || 1. **teacher observations** 2. oral response 3. teacher questions 4. **student demonstration** 5. **written assignment** 6. **student participation** 7. quiz || Summative Assessment 1. Checklist ||^  || Digital, storytelling, audio, image, record ||^  || Art materials (paper, crayons, paint, scissors, etc), computer, internet with voice thread, iMovie, camera ||^  || 1. **modified pace** 2. modified output 3. modified input 4. **modified time** 5. Other ||^  || 1. went well 2. ran out of time-continue 3. lesson took new direction-teachable moment 4. concept not grasped-reteach necessary. ||^  || =Download the entire lesson plan, including lesson plan, graphic organizer, storyboard, and summative checklist.= ==
 * __ Day 5: __**
 * Formative Assessment
 * Vocabulary:
 * Materials:
 * ** Accommodations: **
 * ** Reflections: **

=Ideal Classroom Environment:= media type="custom" key="24538394"

=Instructor Philosophy:= There are many ways in which learning occurs. The three main modalities of learning are visual, auditory, or kinesthetic. Some learners may have one way in which they learn best, while others need multiple modalities to successfully learn. The learning of all students is met when all three modalities can be put together using a project-based learning approach (Wikipedia, 2013). By combining visual, auditory, and kinesthetic inputs, all students will be capable of learning. John Dewey, Maria Mostessori, and David Kolb are examples of great educators who exemplify the constructivist theory of education. Constructivism is based on students constructing their own knowledge by hands-on, experimental learning, in which they use their prior knowledge to build upon new knowledge (Wikipedia, 2013). This approach puts students in charge of their own education by solving real world problems through a project or problem-based learning approach. Teacher are no longer the givers of knowledge, they now become the advisors or mentors to help guide students to answers instead of giving them the answer (Wolk, 2010).

This approach incorporates all three modalities, and is the best approach for successful learning. Students are given a real world problem that needs to be solved. The students then work together to research the problem they must solve by reading articles, watching videos, and talking to professionals. Once they have the knowledge they need, they begin using their critical thinki ng and problem solving skills to come up with a solution. Once they have a viable and realistic solution, they must organize their information into a presentation tools and present their work (Wolk, 2010). Technology is a remarkable asset to problem-based learning. Students have the required information at their fingertips with researching the Internet, watching videos, reading blogs, etc. Technology allows students many ways in which they can organize their research through presentation software such as PowerPoint, Ke ynote, Slide Share, Powtoon, Voki, iMovie and many more. It also allows them opportunities to collaborate on the project, even though they may not be together in the same room. There are many collaboration tools available today, such as, Google docs and Wikispaces. Technology is used to enhance learning by providing information, encouraging collaboration, and to effectively communicate solutions (Wolk, 2010).

An ideal classroom would be set up for collaboration (Wikipedia, 2013). One side of the room would consist of round tables for students to work in groups with ease ls for them to share ideas. There would be a computer station with multiple laptops that can be moved to all parts of the classroom. Flip cameras and iPads would be need to help assist students. There would also be a teacher worktable with a Smart board for students to e ither present or work with their advisors (the teacher) during the learning process. This would also be a place for the teacher to present the problem to the students. The problem-based approach take up a lot of planning time, therefore, the teacher will have a corner of the room in which to keep all her planning and working materials and computer. There will be a quiet reading/thinking space with many books, plants, and comfortable chairs and beanbag chairs. There will also be a play area where students can use their imagination and express creativity through art or building with all art supplies and Lego type building materials. In order for students to test experiments or hypotheses they will need a refrigerator and microwave. The walls of the classroom would be whiteboards to help students further collaborate and present their ideas and solutions (Wolk, 2010).

A classroom like this is designed for collaboration. This would be the perfect place for students to construct their own knowledge; utilize visual and auditory stimuli, build social and problem solving skills, build a community of learners, and effectively communicate solutions to real world problems. These are the skills necessary to become successful, life long learners (Wolk, 2010).

References: (2009). Who is the best teacher?. //Gifted Education International//, 25(1), 48-55.

Wikipedia. (2013, 11 21). //Constructivism//. Retrieved from http://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education).

Wolk, R. (2010). Education: The case for making. //Educational Leadership//, (April), 16-21. Retrieved from www.ascd.org.