Lesson Plan Supplemental Materials

Have the Students in Theater Production 4 divide into groups of 4 and recreate a scene from either a music concert or a theatrical event. Each group will use a minimum of 4 instruments and a maximum of 8 lights 2 must be moving lights. Technology used will be the ETC Gio light board as well as the research of the scene they wish to recreate and the lighting fixtures and the moving lights. The purpose of this assignment is as a final to demonstrate proficiency and understanding of basic lighting and Gio programing.

II 3PR Apply technical knowledge and skills to collaborate and safely create functional scenery, properties, lighting, sound costumes and make-up.

III 2PR Identify and safely apply the appropriate technology to a selected area of technical emphasis.


IV 2PR Collaborate with others to develop a unified design for a production.













I am actually teaching this lesson right now.  During the introduction to this assignment and through using exit tickets it became apparent that some review into the types of instruments and the purpose of those were required. This lead to the creation of prezi 1 Lighting instrument Review.

After creating prezi 1 I realized that my students need a review into some of the basic safety of hanging lighting instruments.  This caused the creation of Prezi 2.  The Prezis allowed me to place them on google drive so that students who missed a class could get caught up.

The final stage of the review was an on line assessments  at Classmarker.com. The beauty of this sight is that it allows me to verify comprehension of the review materials so I know if the class is ready to move on to the recreation of the scenes.

http://www.classmarker.com/online-test/start/?quiz=4b3536a9ae659ecf

My Technology Lesson Plan

Growing Up Online

This documentary spends time investigating the aspects of the internet that affect teens and parents alike. The video speaks about a concerned mother that would like to be involved in her student’s online life. Addressed is the teens desire for privacy. Parents lack of involvement in the teens internet lives, including suicide, Autum Edows alternative life. The video really makes you think about what you need to be aware of and conscience of. Fear is not used as a motivator for parents but the story aims to make everyone think about how engrained in the internet. 1. A survey by the Pew Internet & American Life Project found that in 2004, 67 percent of parents said the Internet has been a good thing for their children. However, this number decreased to 59 percent in 2006. In 2012, 69% of parents of online teens said they were concerned about how their child’s online activity might affect their future academic or employment opportunities, with some 44% being “very” concerned. Cite some reasons why parental support for their children’s independent internet use is decreasing. Why do you think the number of parents who reported the Internet being a good thing for their children has decreased? I believe that as teens spend more time on line either gaming or socializing, we are starting to see decreases in several key aspects of human interaction that will have long lasting effects on society as we know it. The first issue that I would think parents should be afraid of it the lack of imagination. Internet kids have so many things on the net that can stimulate or entertain them that they do not need to go outside and invent ways to entertain themselves or others. Children currently do not have the ability to “see” a solution to a problem. These students are more intent on a teacher, parent or some one else telling them the solution than being able to imagine a solution. This is worrying parent because of the founded or unfounded fears that kids will become unable to function or will be come unable to cope with the things that happen in “real’ life. 2. More teachers are using tools to try to detect cheating or deter students’ inclination to cheat. In the program, we see the use of plagiarism-detection tools like Turnitin.com and writing assignments completed during class time to make sure students do their own work and generate their own ideas. How can we as educators stop students from using material they found online as their own work? Should that be considered cheating, in your opinion? I am not sure as educators that you can completely eliminate all information that students find on the internet. I believe that turnitin.com is a great start to ensure that a student’s work is theirs. How ever I know that in the theatrical design side of my life that I often use the internet to find materials or ways of solving peculiar problems that arise while building a show. I feel that we should encourage our students to use the internet as a creditable resource and then tech them how to properly site their sources so that credit goes where it belongs. 3. One student claims he "never reads books" but relies on summaries and annotated notes he finds on Web sites. He confesses that he feels guilty about this, stating, "I feel like I kind of cheated it." In your opinion, should he feel guilty? Why or why not? I do believe he should feel guilty. He did cheat. The assignment was to read the book Hamlet. He did not read the book. The issue will arise if assessments were written differently and included very subtle questions about symbolism and hidden undertones. These students will not be able to answer these from Spark notes. Students need to understand that as their academic careers move on Spark notes and other short cuts are not the answer. 4. Before the Internet, in order to be seen by the world, you had to be portrayed in some form of mass media, and you had to be famous in some respect -- in the news, in politics or as a celebrity. Now anyone can be seen online by anyone else in the world. Some people have become famous for videos or photos they’ve posted (such as Autumn Edows). In your opinion, should people like Edows, or others who become “ famous” through their online presence, be considered “celebrities?” Has the ability to create an online persona, and receive worldwide attention for it, affected our cultural values? Fame depends on your individual definition of fame. Individuals in my generation may define fame as someone who has exhibited bravery or has made several movies that have been box office smashes. Younger generations seem to define fame as something much more fleeting. Someone’s YouTube video goes viral and that individual is famous for a second. The cultural values issue is one that again I believe is defined differently. Older generations would say that cultural values are being affect due to the ease of becoming famous. Younger generations would say that there is no effect at all on cultural values. Theirs are different than our cultural values. 5. Shows like "To Catch a Predator" on Dateline NBC (http://www.nbcnews.com/id/10912603/) contribute to parental anxiety about online media. It is obvious that certain elements of programs like “To Catch a Predator,” and even this documentary, will likely increase parents’ fears. Cite one current event from the past year where a young person has been affected (positively or negatively) by being active online. (find a link to a news story, describe it in your answer to this question, and provide the link as well). Click here to see an example of what I’m looking for: http://www.startribune.com/nation/254228371.html (Please do some research on your own and find a story other than Rebecca Sedwick's...her story is probably the most famous cyberbullying case to date.) http://usnews.nbcnews.com/_news/2013/04/14/17747411-california-case-another-three-part-tragedy-of-rape-cyber-bullying-and-suicide?lite This is a news story about a 15 year old girl in California that became intoxicated and was apparently raped at a party. The next day the youth found many pictures, posts and emails about the rape. She found out that the boys who raped here where supposed to be her friends. She found all of this information and made a post that her life was ruined where she committed suicide. 6. Teasing, lying, gossiping, threatening, spreading rumors or harassing online (and offline)can severely affect people’s self-concept and self-esteem and have an impact on their emotional state. In the program, we see one girl who describes flirting with boys and then revealing she was just kidding. She explains: "You wouldn’t do that to someone’s face, but online is completely different. ... No one can do anything. You’re at your house, they’re e at their house." In her quote, this teen is describing Suler’s disinhibition effects. Which one do you think it is, and why? Dissociative Anonymity is Suler’s disinhibition that this girl is describing. She speaks about the fact she is flirting with these boys and then stating that she is just kidding. She also state that she is at her house and they are at theirs. No one can do anything. She is disassociating herself from the issues or bad things she is saying. She does not see any real consequences to her actions. 7. At the end of the program, Greg decides it’s time for him to "disconnect" by going to the Coast Guard Academy, where he will spend seven weeks without cell phones or the Internet. Have you ever thought about "disconnecting" from it all? Do you think it would be easy or difficult for you personally? What would you enjoy or dislike about disconnecting? Disconnecting has crossed my mind several times. I face some very hectic times and I have often wondered what would happen if I gave up my phone and the ability to text. I have no huge attachment to the internet except the required email for our district grade book. I could really care less about facebook, or twitter. I am old enough to remember before pagers, cell phone and the internet did not exist outside the educational world. I would love to find out how my family would do with disconnecting. I could see a lessening of stress and anxiety from being out of touch. I would be going home and actually

Educational Technology

1.     As you read the Introduction to the National Education Technology Plan, what did you determine to be the purpose of the National Education Technology Plan? How does it affect teachers and students, people like you and me? (feel free to be critical if you like).

The Introduction to the National Education Technology Plan states that our education system needs to close the current gaps and success and failures among the varied populations of our students. Minority students are not graduating high school and are not continuing on to college at the same rate as white students. These gaps must be closed . Students must receive education that will aid them in succeeding and completing high school and post secondary educations.

            These ideas and requirements are beautiful ideas, however the high stakes assessment idea is causing a weakening to our education system. Teachers are not teaching what needs to be covered they are teaching what is on the tests. Teaching the teast is not aiding our students critical thinking or creative problem solving. We are teaching them nothing but how to regurgitate answers. This requires Professors to spend time deprograming students and getting these students to understand how to go find the answers.

2.     As you read the Introduction to the National Education Technology Plan (NETP), what were the main assumptions under which the plan was developed?  (you may copy and paste the main assumptions, and then answer the question below in your own words)

• Many of the failings of our education system stem from our failure to engage the hearts and minds of students.
• What students need to learn and what we know about how they learn have changed, and therefore the learning experiences we provide should change.
• How we assess learning focuses too much on what has been learned after the fact and not enough on improving learning in the moment.
• We miss a huge opportunity to improve our entire education system when we gather student-learning data in silos and fail to integrate the information and make it broadly available to decision-makers at all levels of our education system—individual educators, schools, districts, states, and the federal government.
• Learning depends on effective teaching, and we need to focus on extended teams of connected educators with different roles who collaborate within schools and across time and distance and who use technology resources and tools to augment human talent.
• Effective teaching is an outcome of preparing and continually training teachers and leaders to guide the type of learning we want in our schools.
• Making engaging learning experiences and resources available to all learners anytime and anywhere requires state-of-the-art infrastructure, which includes technology, people, and processes that ensure continuous access.
• Education can learn much from such industries as business and entertainment about leveraging technology to continuously improve learning outcomes while increasing the productivity of our education system at all levels.
• Just as in health, energy, and defense, the federal government has an important role to play in funding and coordinating some of the R&D challenges associated with leveraging technology to ensure the maximum opportunity to learn.

The plan also assumes that with technology we can provide engaging and powerful learning content, resources, and experiences and assessment systems that measure student learning in more complete, authentic, and meaningful ways. With technology-based learning and assessment systems, we can improve student learning and generate data that can be used to continuously improve the education system at all levels. With technology, we can execute collaborative teaching strategies combined with professional learning strategies that better prepare and enhance educators' competencies and expertise over the course of their careers. With technology, we can redesign and implement processes to produce better outcomes while achieving ever higher levels of productivity and efficiency across the education system.

What are some concerns administrators, educators, or even students might have with these assumptions?

These assumptions are pretty critical of professional educators. Stating that we do not engage the heart and minds of students maybe true with some but many of us show our students we care about them and we do attempt to engage them in conversations as they enter the room.  Assessment data does show us weaknesses but it does not show us why these weaknesses exist. Is this student from a single parent home? Does this student have to watch siblings because the parent work a second or third shift for the shift differential?

Administrators should be worried about the team concepts stated here I love the ideas of team teaching but where does the time come from for teams to meet and discuss and figure all of this out. Learning from private industries makes me believe that education should be approached as a business and not as something about the students and about success in education.

3.              As you read the Executive Summary, the NETP presents a model of learning powered by technology, with goals and recommendations in five essential areas. ( You may copy and paste the areas directly from the document and then answer the question below in your own words).

1.0 Learning: Engage and Empower

All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.

2.0 Assessment: Measure What Matters

Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement

 

 

3.0 Teaching: Prepare and Connect

Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.

4.0 Infrastructure: Access and Enable

All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.

5.0 Productivity: Redesign and Transform

Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.

What are the “21st century competencies” - see the section titled “what and how people need to learn”- listed in the summary? How will technology support the growth of these competencies?

The 21^st century competencies basically state that across all the disciplines in education, students need to have critical thinking, problem solving as well as collaboration and finally the ability to communicate in a multimedia manner.  Technology can enhance and stimulate these competencies by allowing us to model a lesson and then provide basic information on where to find examples and answers on line. By making assignments include group work and allowing students to use computer technology as a means to present their work, we will enhance student’s use of technology.

While reading the mission statement from the State of Ohio Educational Technology Plan there was one thing that ran true through both the state and the federal plans and that is the desire to incorporate community and business partners in realizing these technology goals. I also noticed that the state document comments that this document is a living document. The federal document seemed closed and was not open to any further comment or revision.

While reading Ohio’s Educational Technology Plan on page 8 and comparing it to the  Federal plan’s goals and recommendations, I see very few similarities.  The only idea that I see is the fact that both call for increased quality professional development for teachers. I do believe that the Ohio plan narrows down the broad guidelines set at the federal level.  Examples of this would be the federal call for the infrastructure and access and enabling, the Ohio plan calls for teachers and students having access to the internet but it goes on to call for distance learning for students. I believe that this shows that Ohio went further with the federal guide lines.

While looking at Ohio’s State Technology Plan’s “measurements of success” I find one huge barrier to success in measuring the progress in meeting these goals. There are no provisions for funding these indicators. How can a district with a low tax base come up with enough money to higher or train educators to be AP teachers? How can these lower income districts find funding to purchase the equipment for teachers to integrate technology into their curriculum? While duel credit classes for high school students is a great idea but these classes require HGT teachers and how do these schools afford these highly qualified teachers or teachers with a masters degree in their subject area?  The third hurdle to cross is how does a secondary school offer credit for a class that is taught off campus a post secondary school? I mean how does a high school give credit for a curriculum that is outside their control or oversight?  How can they be sure that the student actually took a class of merit and not under water basket weaving? Finally the last hurdle to all of this is that these are yet another unfunded mandate by the state. Examples of these are such as all day kindergarten, the measuring of a students body mass index and we can go on and on. Ohio has many great ideas, but someone needs to truly change school funding so that all district are some how funded equally so these mandates are possible.

ORC Lesson Plan

http://www.pbs.org/wnet/gperf/education/plan_producers_overview.html

This lesson is aimed at grades 9-12 in Theater. Students will be expected to do research into musical theater and develope an interest in the professional life of Mel Brooks. Accomplishing this lesson will require students to research Mel Brooks, varying aspects of technical theater. Grades will be figured as the students turn in one of three final projects.  The projects will consist of a written and performed skit, or a scenic design, lighting design, or a costume design.

This lesson aligns with several strands of the Ohio Common Core Standards for Theater or Drama.
These Strands include:

The us of skills from other disciplines is addressed be the reading of the show as well as the writing of the skit. Standard 2p is addressed by the fact that a group of students have to work together in order to come up with a unified script for the skit. The final standard 2pr from  tier 4 requires the collaboration among students so they may come up with a unified and cohesive design for a show they have written. I believe that this assignment would be very engaging to most students.

The implementation of this lesson in class will involve showing the students a video presentation of a Broadway musical. This requires a screen and either a computer able to play a DVD or a DVD player attached to a projector. One of the challenges would be the permission slips that would be required in order for students to see The Producers.  I would also need to check out a laptop cart or an ipad cart for the students to be able to do the research for writing the script as well as doing the scene, lighting, costume designs. Over all I believe that this lesson would be engaging and enticing to the students.

Pinterest In The Classroom

I learned during my usage of Pinterest that Pinterest is very image based.  I personally was not able to figure out how to post text into Pinterest.  I wanted to show everyone the rules that are posted in our shop that my students are expected to follow daily.

I really do not see myself using Pinterest after this class.  I am currently not able to see any real purpose for Pinterest in my classroom environment.  I will always keep an open mind and keep what I have learned in case I can devise a reason to use this.

Pinterest allows you to search for graphic information and allows you to share it either publicly or privately to many people for free. The one big draw back i found is that you do not seem to be able to post text or a pdf to Pinterest.  This prevents you from sharing important documents with you classes.

I found Pinterest easy to use and fun for sharing images of items that you are using or would like to use in your career.  I found the assignment interesting and educational.  I was excited about the chance to use Pinterest.  I again was disappointed in the inability to post pdfs or text.