Reflection Revision MD6Assgn

 

 

Master of Science in Education

 Instructional Plan 

6710J: Understanding the Impact of Technology on Education, Work, and Society

Module 6 & 7 – Assignment 6

Angela Williams

Walden University

Kathryn Arnold

EDUC 6710J

Understanding the Impact of Technology on Education, Work, and Society

Integrating Technology Into the Classroom

Pre-Implementation: Instructional Design Template

For this lesson in Personal Finance, focusing on banking with checks, the Missouri State Standards were the primary focus for lesson content.  The technology used will be compared with the ISTE standards in this report, also.

            A brief explanation about the Missouri State Standards for Personal Finance.  Like many states, Missouri was not happy with the proposed and mandated standards by No Child Left Behind (NCLB).  The state education system with Government approval has adjusted the required teaching standards across all subjects and in both elementary and secondary education.  In the case of personal finance, the new standards to be followed became affective with this school year, 2019/2020.  (DESE, 2019) In a turn of events, the Standards do not include the State's written curriculum.  This lesson includes past and current standards.

 

Instructional Plan 6710:

Candidate’s Name: Angela Williams                 Setting/Grade Level: High School      

Subject(s):  Personal Finances                         School:  Riverview Gardens High School        

Date: 10/20/19                                                 Theme/Title:   Banking and Checking   

1.      PLANNING
Standards Addressed List the standards by including the state, number of the standard(s), and a description of the standard(s).	Concept 2: Choice and Decision Making      Competencies: Money Management (MM) 8      Theme and Objective IV: Banking Services  (DESE, 2019)
	Other             ISTE:  3 – Research and Information Fluency      ISTE: 6 – Technology Operations and Concepts  (ISTE, 2019)

1.      PLANNING
Learning Outcomes/SMART Goals What will students learn?	Students will learn objectively the use of and the importance of using checks and comparing banking services regarding checking.

1.      PLANNING
Learning Objectives (at least two) What will students do? All objectives must be measurable.	By the end of the lesson students will be able to know the components of a personal check and will be able to prepare a check themselves.   (Ryan, 2016)

1.      PLANNING
Bloom’s Revised Taxonomy Which level(s) of Bloom’s Revised Taxonomy is targeted?   Make sure that you reach the higher levels of Bloom’s Taxonomy (Evaluating and Creating).	☐ Remembering: the parts of a check. ☐ Understanding: the need for using personal checks. ☐ Applying: able to complete a check. ☐ Analyzing: able to distinguish a correctly written check from one that is not. ☐ Evaluating: able to justify when writing a check is needed.  ☐ Creating: able to create and manage a check register.

1.      PLANNING

Real-World Contexts What real-world contexts are included in the lesson? Link the topic of the lesson to the relevance for the student. Include opportunities for students to demonstrate career and college readiness skills.

Students will learn about personal checks and when to use them.  Discuss why paying with a check is safer than paying cash for some purchases.  Learn the differences between a personal and company check or if there are any differences.      Students will write checks for goods and services as a learning tool. Students will evaluate their use of checks and receive critique on their skills of filling out a check.      Students will learn to complete a check register for all written checks.  Discussions of why keeping a check register are important not just for checks but for all purchases.

1.      PLANNING

Collaboration How was the collaboration with other professionals, families, and/or community leaders included in this lesson? Describe the collaborative effort.

Collaboration with other Personal Finance faculty.  Shared ideas of introducing extensions (like this wiki-lesson) to keep students engaged.           Collaborating faculty provided suggestions to the lesson, suggesting that it be an extension to the standard curriculum and text.  The discussion continues about setting up students with a banking professional for them to interview.  This would change the lesson suggested an extension to a homework assignment.

2.      METHODOLOGY
Learning Experience/ Activity                                                                                              List the activities, including how you activate background knowledge and bring closure to the lesson. Please make sure you can demonstrate student engagement throughout the lesson. Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson.	Introductory/Anticipatory Set       Banking has been around for centuries.  One of the first recorded statements about banking comes to us from 18th Century BCE in Babylon.  Documents have been uncovered showing that valuables were stored in temples for safety.
	Lesson Activities:      Money Management: the value of using a check. (MM 8&9)      Reading: Brief History of Banking      Pre-Assessment: Completion of pre-assessment to establish current knowledge. (MM 8 & 9)      Resources:  Internet investigation of teacher approved web sites, blogs, government sources, and online periodicals. (ISTE 3 & 6)
	Extension      Interview a banker using the criteria stated and posted in lesson extension.       Following the extension interview students will complete a presentation or a written report of their interview.      After completing this extension lesson students will have a deeper understanding of what it is to be in the financial industry, how it relates to personal choices even if the individual does not work in banking.      Students will gain information on how to make positive choices in their own lives. In the lesson, students are instructed to read historic information, current information, and evaluate what they have been presented so that they may complete the required assessments. Students will evaluate individual differences between themselves and the banking professional they interview, possibly including personal interests and learning desires.  Students will be able to identify differences in groups such as; available banking locations between communities and availability to individuals of different socio-economic backgrounds.
	Synthesis/Closure: Include at least one instructional strategy that supports the objectives and provides closure in the lesson for the students.      At the completion of this lesson students will be able to (SWBT) complete all components of the Objective, IV – Banking Services: c. Prepare the following forms related to opening and maintaining a checking account: • Application form. • Deposit ticket. • Check. • Check register. • Monthly account statement (read and reconcile).

2. METHODOLOGY
Instructional Strategies What instructional strategies/methods will you use? Connect each strategy and method back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.	☐ Constructions Standard: Objective: ☐ Nonlinguistic Representations Standard: Objective: ☐ Cooperative Learning Standard: MM 8&9 Objective:  IV – Banking Services: c – Prepare the following……. ☐ Peer Editing Standard: Objective: ☐ Discovery (Interview Extension) Standard:  Technology integration Objective:  Interview ☐ Practice/Drill Standard: Objective: ☐ Discussion/Questioning Standard: Objective: ☐ Practicum Standard: Objective:  ☐ Experiment Standard: Objective: ☐ Problem Solving Standard:  MM 8&9 Objective:  Evaluate Services ☐ Field Study Standard: Objective: ☐ Questions, Cues, and Advance Organizers Standard: Objective: ☐ Graphic Organizers Standard: Objective: ☐ Reflection/Response Standard: Objective: ☐ Generating and Testing Hypothesis Standard: Objective: ☐ Reinforcing Effort and Providing Recognition Standard: Objective: ☐ Homework and Practice Standard: Objective: ☐ Reporting – Interview Extension Standard:  N/A Objective:  Careers and Planning ☐ Identifying Similarities and Differences Standard: Objective: ☐ Role-playing Standard: Objective: ☐ Independent Learning Standard: Objective: ☐ Setting Objectives and Providing Feedback Standard: Objective: ☐ Journal Standard: Objective: ☐ Simulation Standard: Objective: ☐ Laboratory Standard: Objective: ☐ Summarizing and Note Taking Standard: Objective: ☐ Lecture Standard: Objective: ☐ Viewing/Listening/Answering Standard: Objective: ☐ Library Research Standard: Objective: ☐ Other (Please specify):  Writing a check and keeping a check register Standard: MM 8 &9 Objective:  Consumer Skills
These standards were chosen directly from the current and past standards set forth by the State of Missouri.  In this lesson and the extension will reach each level of Bloom’s Taxonomy levels.  The activities that reach Bloom’s Taxonomy levels are the pre and post-assessments, reading activities, website research ad interview of a banking professional.
How will you group students for instruction (individual, small group, large group, or whole class)? Explain your rationale. Students will be kept individual for pre and post-assessments.  For reading and research, students will be group with no more than 3 to a group.  This grouping will assist students with support and completion.  Students will remain in a whole-class format during all teacher introductions and presentations.

3.      MATERIALS
Materials Used T = FOR TEACHER S = FOR STUDENT Include at least one digital material.	T S Materials used T S Technology utilized ☐ ☐ Writing implements      ☐ ☐ Cassettes/CDs ☐ ☐ Paper for note-taking      ☐ ☐ Graphing or Scientific Calculator ☐ ☐ Prepared lesson plan and instructional map      ☐ ☐ Slides ☐ ☐ Blank imitation checks ☐ ☐ Tape Recorder ☐ ☐ Check Register      ☐ ☐ VCR/TV/DVD/Laser disc ☐ ☐ Wiki-Lesson https://sites.google.com/rgsd.k12.mo.us/ms-williams-personal-finance/home?authuser=1      ☐ ☐ Assistive Technology ☐ ☐ Classroom Computers    ☐ ☐ Cell Phone/Mobile Device ☐ ☐       ☐ ☐ Digital/Video Camera ☐ ☐       ☐ ☐ Concept Mapping Software ☐ ☐       ☐ ☐ Social Networking ☐ ☐       ☐ ☐ Virtual World (e.g., Second Life) ☐ ☐       ☐ ☐ Interactive Gaming ☐ ☐       ☐ ☐ Interactive White Board (e.g., SMART Board) ☐ ☐       ☐ ☐ Distance Learning/Webcast ☐ ☐       ☐ ☐ Computer Software ☐ ☐       ☐ ☐ Weblog (Blog) ☐ ☐       ☐ ☐ Wiki ☐ ☐       ☐ ☐ Internet Research/Website ☐ ☐       ☐ ☐ Podcast/Vodcast ☐ ☐       ☐ ☐ E-mail ☐ ☐       ☐ ☐ Presentation Software (e.g., PowerPoint) ☐ ☐       ☐ ☐ Virtual Field Trip ☐ ☐       ☐ ☐ Interactive Gaming ☐ ☐       ☐ ☐ Other (Please specify):
Why did you choose these materials?  These materials are the best choices for this lesson and class. The lesson is web-based.  Blank dummy checks and check register for real-life experience.

4.      ASSESSMENT/EVALUATION
Assessment Options	☐ ☐ Application Exam Standard: Objective: ☐ ☐ Objective Test Standard: MM 8 & 9 Objective: Pre and Post Assessments ☐ ☐ Concept Mapping Standard: Objective: ☐ ☐ Observation Standard: Objective: ☐ ☐ Parent Evaluation Standard: Objective: ☐ ☐ Contract Standard: Objective: ☐ ☐ Peer Evaluation Standard: Objective: ☐ ☐ Checklist Standard: N/A Objective: Interview ☐ ☐ Self-Evaluation Standard: Objective: ☐ ☐ Performance Task Standard: MM 8&9 Objective: Check Writing & Check Register completion ☐ ☐ Inventory Standard: Objective: ☐ ☐ Portfolio Standard: Objective: ☐ ☐ Quantitative Scale Standard: Objective: ☐ ☐ Rating Scales Standard: Objective: ☐ ☐ Rubric Standard: Objective: ☐ ☐ Scored Discussion Standard: Objective: ☐ ☐ Journal Standard: Objective: ☐ ☐ Problem-Solving Assessment Standard: Objective: ☐ ☐ Other (Please specify): Standard: Objective:
Why did you choose this assessment(s)? The above assessments are directly from the district approved curriculum. They are mandatory for assessment and grading purposes. How does the chosen assessment(s) help you determine if your students met the goals/objectives? The assessments are designed with critical thinking skills in mind.  They will assist the instructor in knowing where to reteach should mastery not be achieved. By reviewing the pre-assessments from all students’ misconceptions will be found and can be addressed and/or revisited in the lesson.
How will you use this assessment data to inform your instruction? Use current literature (within the last five years) to support your rationale.            Through review and revisiting, data educators can determine where their teaching needs to be adjusted for student understanding.  (Haley-Speca, 2016)

5.      LEARNERS
Differentiation Address multiple intelligences and/or learning styles when writing your response.	How will you differentiate the curriculum to meet diverse student needs? List and explain at least two ways that you differentiated the curriculum to meet diverse student needs. 1. Reading portions of the lesson can be read (via podcast or vlog) to the student. 2. Additional time can be allowed for completion of any out of classroom assignment to accommodate the student’s ability to find an interview subject. 3. Accommodations will always be made according to a student's IEP or 504 documents.
	How will you differentiate instruction to meet diverse student needs? List and explain at least two ways that you differentiated the instruction to meet diverse student needs.  1. Students grouped by knowledge of the subject. Students that have shown competent knowledge of the subject in the pre-assessment can be grouped to assist students that need support in their understanding. 2.  Students may continue their research through extended learning and multiple approved sources and extension lessons.
	How will you differentiate assessment to meet diverse student needs? List and explain at least two ways that you differentiated the assessment to meet diverse student needs.  1. Assessments are written on the focus of student learning.  Valid and relevant to the subject questions will be directed to the student. 2. Clearly articulated learning goals are given to the student and followed by the instructor. Students that are not given clear goals of the assessment are possible to perform poorly.  We are educators for success, not to set our students up for failure.

5.  LEARNERS

Diversity

How will you address the needs of diverse students (e.g., IEP, 504, readiness level, cultural/linguistic background)? Choose one diverse population and explain how you addressed their special needs.  Needs of diverse students will be addressed by following the recommendations and requirements of a student’s IEP, 504, readiness level, cultural/linguistic background are met.  Needs could be in seating, assistance by an aid, providing breaks.  Reviewing all documentation that pertains to the student to assure the educator is adhering to all legally stated accommodations. Students of a community or a family group that does not have experience in the subject or topic being taught will need additional exposure to the subject.  This exposure could occur through virtual field trips, physical field trips, guest speakers brought in to the classroom or reading assignments.

Student Work Samples **NOTE: see appendix for additional photos	Pre-Assessment work samples:

Post Implementation Essay and Reflection

Implementation of the lesson was received reluctantly at first by students, but in the end, it was well-received.  Due to constraints that were present and out of this teacher’s control, one of two classes were able to participate in this lesson.  The class is the largest of the two classes, is comprised mostly of female students from Sophomore to Senior grades.  Students were engaged with the knowledge that they could print out some of the material to work.  In the district curriculum, this is not something that they can do, work is all done on the computer, but without print capability.  Many students also enjoyed that there was a handwritten element to the lesson.

Scaffolding for students started at the beginning of the semester.  Students have been working on web-based assignments and are comfortable with using computers and web-based lessons.  Prior to this wiki-lesson, students completed a guided lesson on the computer from EverFi/Enterprise Banking.  This provided program is designed to support any Personal Finance lessons.  The lesson provided is audio and read by the student, with an assessment at the end.   

Based on the assessments (see appendix) that students hand wrote, the initial introduction and resources in the lesson were well received.  When students were asked for their honest reflection of the Wiki-Lesson, verbal input from them was from “it was okay” to “I enjoyed the resource links and the information.” 

From the desk position of the instructor, computers can be seen, and student activity can be monitored. Students were observed using the links as intended and looking at the resources.  Students stated that these links helped them to understand the material that has been read in past lessons and the information in this lesson.  When asked if the information and the lesson could help them in their preparations for college or in a career most students said yes.  One student said that she now understood her paycheck more because she saw the connection and the similarities between that and a personal check.

Data was collected in written and printed material, completed by students.  Information and reflection were also collected by a verbal poll of students.  This lesson was shared with co-teachers as well.  One teacher that is open to new forms of presenting information to students asked permission to use this lesson in his class when he reaches this point in the curriculum. 

In this lesson and others, technology is the primary medium to present lessons to students.  The standard curriculum for this course is almost 100% web-based and for many students is stale and not very exciting.  It involves reading the text on the computer, answering the assessments online in the same software package and the teacher getting access to the assessment results.  Instruction needs to be varied and if the curriculum is all web 2.0 based, then how it is presented needs to be altered for variety and interest.

Elements of this lesson that will assist students in their college and career readiness are built into it.  One element is the discussion and resources about how important checking is.  As stated earlier, checks are not used often in today’s technology-based world, but they are used. Students need to know how to read, complete and cash a check for the times that they are used. Another readiness skill is how to fill out a deposit receipt.  When asking students prior to the lesson if anyone knew how to fill out a deposit slip, the class was split almost 50/50. 

Students see themselves very skilled in using technology.  During this lesson, some students did not understand that they needed to sing into their Google accounts to access the lesson.  This reminded students that computers are different than access information on their phones.  This lesson helped students to remember that in this 21^st-Century technological world there are still protocols to access sections of the internet and sections of a learning package.

Needing to navigate to the Wiki-lesson caused students to problem-solve about how to access the lesson.  Again, students are used to being given the endpoint to going to a web or intranet-based lesson.  This lesson challenged students to use their critical thinking and problem solving about how to navigate to the lesson.  Some students needed to be reminded of how to open the link to the printable documents in the lesson.  Using lessons like this helps students to problem-solve about how to use a lesson set up like this one was.

Changes I will implement this lesson as I move forward will add more interactive components.   Interviews as podcasts from experts in the field are a consideration. I am considering a research component that students will locate a valid source of information, and then post the information to a class blog.  By researching and sharing valid information to a group, this is also preparation for college and career readiness for when collaboration on a lesson or a work project is happening.

As an educator, I collaborate with colleges.  We critique lesson plans and presentations together, whether that is in person or via technology.  For this lesson, I did collaborate with colleagues.  I shared aspects of my work from concept to the final product, asking for input.  I was (am) willing to share and collaborate with others, but I was disappointed in how little my colleges did respond to my request for collaboration.  One colleague stated that she did not have the time or the interest, that she was only interested in the provided curriculum.    Another colleague offered suggestions.  One suggestion was to make it all a read-only by the students, without a podcast or documents to print.  They were looking for a piece that held no interaction between subjects and students. 

In closing, I would like to talk about the knowledge I have gained while in this course and the exposure to ISTE standards.  Every lesson I write and teach I think about how it relates to what I have been exposed to in this course and others I have taken toward my Graduate Degree.  I look critically at these lessons about how I add components so that my students are exposed to the ISTE standards.  I know there are more components and a lot more for me to learn about integrating technology to my classroom.  As I write my future lesson plans that have 21^st Century Technology components I will be referring to the ISTE standards for both students and teachers to make sure I am satisfying them in those lessons.

**Note: The references listed below are pieces that assisted and used in writing the above Instructional Plan.  These items were also very helpful to me through this course.

References

DESE. (2019). Missouri Learning Standards. Retrieved from Department of Elementary and Secondary Education State of Missouri: https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards#mini-panel-mls-standards5

Education, L. (Director). (2010). Teacher as professional: The teaching profession [Motion Picture].

Haley-Speca, M. A. (2016). Research for Better Teaching. Retrieved from RBTeach.com: http://www.hsredesign.org/wp-content/uploads/2019/07/Using_Data_Formative_Assessment_St.Ignatius_MAHS_Oct2016.pdf

History of Banking. (n.d.). Retrieved from History World: http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ac19

ISTE. (2019). ISTE: Standards for Students. Retrieved from ISTE: https://www.iste.org/standards/for-students

Laureate Education, Inc. (2015). RWRCOEL Technology Proficiencies. RWRCOEL Technology Proficiencies. Walden University. Retrieved from https://class.content.laureate.net/2565b7a77954cee53d16c82a78cc0726.pdf

Laureate Education, Inc. (2016). RWRCOEL Diversity Proficiencies. RWRCOEL Diversity Proficiency. Walden University.

Laureate Education, Inc. (2016). RWRCOEL Professional Disposition. RWRCOEL Professional Disposition. Walden University. Retrieved from RWRCOEL Professional Disposition.

Richardson, W. (2015). From Master Teacher to Master Learner. Bloomington, Indiana: Solution Tree.

Ryan, J. S. (2016). Managing Your Personal Finances (7th ed.). NY: Cengage Learning.

Appendix

Student Samples

    

        

Additional to Lesson: Extension and Additional Information

Technology Integration: Keep in mind that as you locate and use websites, updates can change links and availability of information. Check any website you plan to use BEFORE sending students to it.

• School counselors have probably been giving aptitude and achievement assessments throughout the students’ high school time. Often this includes a career component that students can access online.

• Search a variety of web sites for job descriptions, potential openings, salary projections, regional differences in salary and cost of living.

• Keyword searches (may need to go through a finance link or real estate link using a selected location on your search engine): salary, careers, cost of living, employment forms.

• E-mail or interview a person in the career area student has selected.

• Possible web sites:

o www.bls.gov

o www.careerjournal.com

o www.homefair.com

o www.PayScale.com

o www.hotjobs.com

o www.LiveCareer.com  free career test

o www.salary.com

o www.monsterjobs.com