Final Project
You have been approached by a building administrator in Happy Hollow Elementary School to create a professional development workshop. The building administrator has found that some of the faculty need training in instructional techniques used in the classroom. You will produce a slide presentation of seven to ten slides, exclusive of the title, reference, and lesson plan slides, as a culminating project for the course. The idea is to create a professional development training opportunity for your colleagues. The slides should highlight concepts you have learned throughout the course as well as the process you used as you completed the Gagnon and Collay (2005) template each week.
Select any one of the lesson plans you developed from Units , 5, incorporating the feedback from your instructor and peers. Choose one topic on any subject area of your expertise.
- On one slide, display the lesson plan.
- On one slide, explain why you will use the learning approach (e.g., constructivist, behaviorist) mentioned in the selected lesson plan for your topic.
- On one to two slides, evaluate the differences in the instructional strategy from your lesson plan compared to at least two other instructional strategies studied in the course. Provide relevant examples.
- On one to two slides, describe the different techniques that you will use for effectively organizing group work to maximize benefits to diverse learners.
- On one slide, explain the benefits of using a constructivist approach in the classroom based on what you have learned throughout this course.
Make sure you include the learning outcomes of your training workshop. What do you want your colleagues to know when they complete the workshop?
Follow APA guidelines and incorporate the readings and assignments into this presentation. Use distinct headings for each slide. Include meaningful ideas from each unit that you will incorporate into your teaching methods and philosophy.
Your slides should be attractively designed. Incorporate dual-coding theory. Use the notes section of the slides to elaborate on bullet points.
You will be assessed using the rubric : downloaded file
Part B: Lesson plan: download file with assignement Part A and Part B Written Assignment Unit 5 (4).docx
Timeframe: 50-minute session
Element
Details
Level and Subject
Middle School, integrating History and Science.
Title
Exploring Innovations During the Industrial Revolution
Situation
Students will examine how industrial revolution impacted on society and technology by making the case of steam engine. This lesson marks the general social aspect of technology growth, should students relate modern day technology to social and technological change.
Learning Objectives
1. Discuss the features of the Industrial Revolution as influenced by the invention of the steam engine.
2. American colonies were trading with British firms through Rhode Island and Conn.
Explain that Rhode Island and Conn pioneered the steam engine and subsequently or simultaneously gave America its first industrial revolution introduction.
3. Analyze the course material into a writing composed of a reflective essay on the overall significance of technological development in society.
Groups
In this simulation, the class will be divided into twos group, where one student will be a historian, will be researching on when the steam engine was developed and the other one will be scientist researching on when steam engine was invented and how it worked. This division makes it easy for everyone to work together and also to ensure that each student contributes his own point of view in the final project.
Bridge
The lesson will start with a 10-minute video that covers the Industrial Revolution and the concern is the key highlight of the steam engine. Students will then be encouraged to share their ideas for two minutes to help them relate what they knew before about advancement in technology with what they have learnt in the video. Guiding question: In what way does technology impact society?
Task
1. Research: Students will use provided resources, such as articles, diagrams, and videos, to investigate the steam engine’s history, mechanics, and societal impact.
2. Timeline Creation: Pairs will design a timeline highlighting key milestones in the development of the steam engine, including its inventors and major applications.
3. Reflective Essay: Each pair will write a 250-word reflective essay summarizing their findings and analyzing how the steam engine influenced societal transformation during the Industrial Revolution.
Exhibit
Students will compile their timeline and essay into a Google Slides presentation, incorporating visuals (e.g., diagrams, historical photos) and text. Presentations will be shared in a virtual classroom setting, encouraging students to practice public speaking and digital literacy skills.
Reflection
After presentations, students will participate in a class discussion reflecting on the learning process. Topics will include:
– How researching and presenting deepened their understanding of the Industrial Revolution.
– How the steam engine parallels modern technological advancements.
– How innovation drives societal and economic change.
Assessment Criteria
1. Content Mastery: Depth and accuracy of research on the steam engine.
2. Creativity: Use of visuals and storytelling in the timeline and presentation.
3. Collaboration: Effective teamwork between “historian” and “scientist.”
4. Reflection: Insightfulness of essay and discussion contributions.
References
Callaway, A. (2020). Analyzing Students’ Historical Thinking Skills at Different Grade Levels. https://thekeep.eiu.edu/theses/4840/
Cowgill II, D. A., & Waring, S. M. (2017). Historical thinking: An evaluation of student and teacher ability to analyze sources. Journal of Social Studies Education Research 8(1), 115-145. https://dergipark.org.tr/en/pub/jsser/issue/29488/316360
Gagnon, G. W., & Collay, M. (2005). Constructivist learning design: Key questions for teaching to standards. Corwin Press.
McCarthy, K. S., Crossley, S. A., Meyers, K., Boser, U., Allen, L. K., Chaudhri, V. K., … & Zampieri, M. (2022). Toward more effective and equitable learning: Identifying barriers and solutions for the future of online education. Technology, Mind, and Behavior, 3(1). https://par.nsf.gov/servlets/purl/10344109
Simms, J. A., & Marzano, R. J. (2019). The new art and science of teaching reading. Solution Tree Press, a joint publication of ASCD. https://cloudfront-s3.solutiontree.com/pdf/study-guides/NASTR_study_guide.pdf
Readings:
Constructivist Theory and Practice
Du Plessis, E. (2020). Student teachers’ perceptions, experiences, and challenges regarding learner-centred teaching. South African Journal of Education, 40(1).
o This study indicates the need for professional development in the understanding and application of constructivist learning theory.
Shah, R. K. (2019). Effective constructivist teaching learning in the classroom. International Journal of Education, 7(4).
o This article highlights the benefits and challenges of constructivist teaching as well as how constructivism is often misunderstood.
Constructivist Learning Design
Gagnon, G. W. Jr., & Collay, M. (2005). Constructivist learning design: Key questions for teaching to standards. Corwin Press.
- You will use this reading assignment to design your written assignments throughout this course.
- Read p. 5 (p. 32, Table I.1 Constructivist Learning Design Template). file attached below
Learning Theory
Banihashem, S. K., & Macfadyen, L. P. (2021). Pedagogical design: Bridging learning theory and learning analytics. Canadian Journal of Learning and Technology, 47(1).
o This article reviews learning theories and provides information on learning analytics and their application to design instruction.
Wilson, S. (2018). Implementing co-creation and multiple intelligence practices to transform the classroom experience. Contemporary Issues in Education Research, 11(4), 127-132.
o Although this study is through the lens of adult learning, the discussion and application of learning theories will serve to enhance your understanding of these learning theories.
Video:
Main, P. (2021, March 2). Writers block explainer [Video]. YouTube.
o This video demonstrates a method of using mental models and scaffolding to help students construct understanding.
TEDx Talks. (2019, June 28). Education reimagined through constructivism/Michelle Thompson/TEDXBethanyGlobalUniversity [Video]. YouTube.
o This video shares stories and research about constructivism and its benefits in the classroom.
Optional Resources:
Anagün, S. S. (2018). Teachers’ perceptions about the relationship between 21st century skills and managing constructivist learning environments. International Journal of Instruction, 11(4), 825-840.
o This study examined the relationship between teachers’ perceived proficiency with 21st-century skills and employing structural equation modeling.
Baraldi, C., Corsi, G., Esposito, E., & Walker, K. (2021). Constructivism. In Unlocking Luhmann: A Keyword Introduction to Systems Theory (pp. 57–60). Bielefeld University Press.
- This book chapter provides a comprehensive but brief explanation of constructivism as a learning theory.
Schimmer, T., Hillman, G., & Stalets, M. (2018). Standards-based learning in action: Moving from theory to practice. Solution Tree Press.
- Read pp. 9-29.
- This book explains how to apply learning theories practically in the classroom.