Pat+Gallo+Virtual+Classroom+Project+Template

=Pat Gallo=

**Directions:** Your goal is to create a powerful lesson that uses technology as a tool for learning and includes all the ideas we've learned about. Before you start creating your lesson, please jump to the bottom of this page to take a look at the peer review section. This should help guide you as you design it. When your lesson is reviewed, your peers will take a look at. The Big Question: What do you want to **teach** and how can technology help you teach it better?
 * ===Stages of Tech Adoption===
 * ===Universal Design for Learning===
 * ===Use of Digital Tools===
 * Click on Cool Tools in the sidebar of this wiki to find plenty of digital tools to support learning.
 * Note: This is a work in progress so it is not as "pretty" as I'd like yet. Don't hesitate to email me with questions or if you are looking for suggestions.
 * ===NETS / 4C's===

Looking for sample lessons to get you thinking? Click here to view a page of 21st Century Learning Sample, sorted by tool. There's a lot there. Tell me what you are looking for and I can jumpstart this process.

When you have completed your your lesson, please subit the form below for peer review:

Submit Lesson for Peer Review

Objective:
Consider using [|Bloom's Digital Taxonomy] or NETS to write your objectives. Great Poster - would like one for my classroom. I like the suggestion made by the teacher that he uses these verbs as he writes and displays the daily objectives of lessons.



For the Research QR students will be asked to design and produce a QR on a specific research topic that they have applied Qwiki and Twurdy to in order to produce a UDL that is valuable to their classmates.

**Overview:**
Provide a brief synopsis in plain English: Instead of posting a long list of website addresses students will embed the list of websites addresses that they have created for research on a biology topic. The websites will be evaluated by them through the use of the tech tools like Qwiki and Twurdy to develop a UDL for their peers. The implementation of the tech tools to complete the assignment also will provide a UDL lesson allowing for differentiation.

**Tool or technology:**
Tools and technology used for this lesson would be: media center, computers, net books, cell phones, media center specialist, classroom teacher and the following web sites and video tutorials for application to their project design -

About Quiki media type="youtube" key="oD9MeoeMpEc" height="390" width="640"

Differentiate with Twurdy media type="youtube" key="S66Q_HXVKeQ?rel=0" height="349" width="560" [|What is a QR Code and Why Would You Need One?]

media type="youtube" key="hvGfCJZEIpw?rel=0" height="349" width="560"

media type="youtube" key="iRrhbsZ9BS8?rel=0" height="349" width="425"

**Procedure:**
List the steps**.** Be sure to specify whole group, small group, independent, etc. Students would work in cooperative small groups (STAD cooperative learning grouping method will be used [|Project based cooperative learning]) ([|Cooperative Learning]t) o create a research QR for cell biology. Groups will be comprised of students working at various levels so that there is peer exchange - teaching and learning occurring as the assignment is completed.These QR's will be used to create a quick reference of peer review resources and articles to refer to and utilize as we work on various assignments.

Students will use the Quiki to find URL's that can be embedded into the QR to present information in a visual format and Twurdy will be used to check the readability of sites and articles they find and would like to embed as URL's in the QR. Students will be urged to make the same information/materials available to their classmates at more than one reading level for topic as well as in text and visual formats..

!. Students will be put into cooperative groups using STAD method 2. Students will choose their cell biology topic that they want to build resources for 3. Students will review what a QR is and how it works 3. Students will find 6 sources to include in their QR 4. Students will decide which 3 of the resources will be presented in visual format and which three will be text. They will use Quiki to choose the visual sites. They will use Twurdy to evaluate three text sites and choose three of varying reading levels to include in their QR. 5. We will create a QR library of resources for the class. 6. Groups will use the QR's to evaluate other groups submissions. They will reflect and comment on the process as well as the result. Future - 7. Students will be encouraged to package various class work into QR's when ever they can.

**Examples:**
Publish a link to a sample you create

**Evaluation:**
Consider engaging students in the evaluation piece. Instead of asking students to stand in front of the room and share their project with the whole class, perhaps they could be given a specific task related to evaluation/learning from work. (i.e. Comments on a Voicethread are more powerful when you ask them to comment about something other than how the image looks. Review your evaluation piece and ask students to look at final projects with more of a focus.

Resources:
Provide links to additional information or resources needed to complete this lesson.

**NETS S:**

 * For your convenience, a template is available.**
 * Create a new page
 * Start with the template NETS S
 * Fill in the information for your lesson
 * Delete the standards you aren't covering in your lesson or highlight the standards you are covering.
 * Link your new NETS page to the section titled NETS below.

NETS S (link your page here)

Peer Review
Designers:use this guide below to make sure your lesson has all the necessary pieces. Reviewers: Please sign your name next to comments and suggestions.

We will be reviewing each activities created by other class members and providing positive feedback in order to create the best digital activities possible. Please expect feedback and suggestions, then plan to modify.

1. Stages of Technology Adoption
In what stage of technology adoption is this activity? Give evidence to support your answer.

If this lesson is at the Adaptation Level or below, what suggestions can you give to help it move to a higher level? = =

2. Universal Design for Learning[[image:udl.jpg width="175" height="97" align="right"]]
Is this activity designed to meet the needs of all learners?

What modifications have been made to help all students succeed?

Provide examples of how universal design is included in this activity.

Are there multiple ways for students to learn and express what they learned?

3.Digital Tools to Facilitate Instruction[[image:cooltools_logo.JPG align="right"]]
Are the digital tools user-friendly and appropriate for students of this age?

Are the tools seamlessly integrated so they support student learning?

Do the tools support UDL?

Can you suggest additional tools that might improve this lesson?

4.NETS and the 4C's[[image:4cs.JPG width="302" height="131" align="right"]]
How are the **4 C's** included in this lesson?


 * NETS** have been identified by the designer of the lesson. Please take a look and then make suggestions for possibly including more or less. Take another look.