Chapter 1 - Developing Learning Environments: Planning Effective Lessons 5

Chapter 1

Developing Learning Environments:

Planning Effective Lessons
How will I remember everything I need
to do during a day?
What if my students think my class is
boring?
How will I know if my students have
learned anything?

These are common fears of new teachers. Being prepared is the

best way to overcome these fears. Even experienced teachers are
faced with new curriculum, changing standards, and account-
ability issues. You need to know your children, your classroom,
and yourself. What are the interests and abilities of your stu-
dents? What strategies can you use to address their needs?
Careful planning will help you understand the needs of
your students, design meaningful activities that will address
those needs, and assess student progress to ensure learning.
In this chapter, you'll learn to plan effective teaching/learning
environments. You can't integrate technology into the class-
room until you feel comfortable planning the teaching/learning
environment as a whole. This book isn't intended to teach you
everything you need to know about planning units and lessons.
Instead it will review the basic skills you'll need to integrate
technology into your lessons.
After completing this chapter, you’ll be able to:

• Describe the teaching/learning process.

• Discuss the importance of communication in the teach-
ing/learning process.
• Describe the role of experience in the teaching/learning
process.
• Identify the characteristics of students and their implica-
tions.
• Describe the entry skills of students.
• Identify the purpose of instruction and educational out-
comes.
• Write objectives.
• Describe the classroom teaching/learning environment.
6 Building Treehouses for Learning: Technology in Today's Classrooms

• Design springboard activities that motivate students and

help them recall prior learning.
• Design information exploration activities that help stu-
dents learn concepts and build skills.
• Design student involvement activities that include prac-
ticing with feedback, solving problems, and creating proj-
ects.
• Design closure/transition activities that draw conclu-
sions and help students transfer ideas to new learning
situations.
• Evaluate and revise instructional materials.

Exploring the Teaching/Learning Environment

Your classroom is more than walls, desks, tables, chalkboards,
and computers. It's made up of thinkers, communicators, collab-
orators, and creators who use tools and resources to help them
identify, organize, synthesize, and share information. You, your
students, your resources, your activities, and your classroom are
all active elements in an authentic teaching/learning environ-
ment. Your primary role is to facilitate learning by effectively
arranging information and resources within the classroom envi-
Treehouse Tip
ronment. Learning is the development of new knowledge, skills,
Learning is the develop- attitudes, and values.
ment of new knowledge, In recent years our schools have moved toward a teaching/
skills, attitudes, and values. learning process that recognizes the importance of develop-
ing the whole child. The child's social, emotional, physical, and
cognitive development are all of equal importance. As a result,
many schools have developed inquiry-based, collaborative
learning environments, and other learning experiences that ad-
dress individual differences and enhance a child's development.
An important element of these experiences is providing a learn-
ing environment for students where they can interact meaning-
fully with the people and information around them. According
to Perkins (1990), a person is not a "pure and enduring nucleus,
but the sum and swarm of participations."
Learning is a cultural phenomena based in economic, and
social conditions. There is a growing movement toward au-
thentic learning environments that require students to do "real
world" kinds of activities as opposed to contrived exercises. In
other words, rather than having students write three facts about
bike safety, they might create safety videos, discuss bike safety
with younger children, or start a "safe biking" campaign in the
school.
Active, authentic learning environments require students
to interact and participate through varied senses or channels
of communication. They may watch, touch, smell, or listen.
In addition, they may discuss, debate, synthesize, and create.
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 7
Technology can play an important role in conveying informa-
tion through various channels and providing opportunities for
student interaction, creativity, and communication. All kinds
of media can be used to carry informational and instructional
messages to learners. These media can be classified into print,
display, and projected materials. Information, questions, direc-
tions, and feedback are just a few of the messages conveyed
through the print medium. Print materials include books, hand-
outs, worksheets, and other text and graphics materials. Stu-
dents spend a lot of their instructional time working with print
materials. However, teachers are increasingly passing up paper
in favor of storing files electronically. Students may complete Treehouse Tip
assignments using a word processor and store documents on a
school network. Or, they may participate in online forums. Types of Materials
Display materials are another common classroom media Print
format. These resources include signs, graphics, bulletin boards, Display
chalkboards, table displays, games, models, and learning cen- Projected
ters. Materials such as realia (real objects), construction paper,
lab equipment, and many other items are arranged in a way to
help facilitate learning. Displays can be explored and manipu-
lated by students to provide an active, hands-on learning en-
vironment. Keep in mind that hand-held devices, laptops, and
electronic keyboards may all be part of a learning center.
Projected materials have become an important media re-
source in the classroom. Traditional projected resources include
transparencies, filmstrips, slides, and film. Current resources
include DVD and streaming video from the Internet which are
projected on a television monitor or computer screen. Comput-
er-based resources are also found in this category such as infor-
mational, instructional, and creativity educational software as
well as emerging information technologies such as Internet and
virtual reality.

Planning Units and Lessons

It's time to consider how you plan the teaching/learning envi-
ronment. Teaching and learning can be exciting, stimulating,
and lots of fun, but the process also requires lots of effort. For
your teaching to be effective, careful planning is critical. In other
words, you need to plan how you are going to "teach" the stu-
dents in order to increase the chances that they actually "learn"
what you teach and ultimately do what you want them to be
able to do. In this context, "teach" involves preparation and
implementation of an effective learning environment. Your role
as teacher might include conducting large group activities, coor-
dinating small group discussions, or monitoring individualized
learning center exploration. In a learner-centered classroom, it's
essential that you also focus on the role of children. Rather than
8 Building Treehouses for Learning: Technology in Today's Classrooms

always thinking about what you're going to teach, consider

what students will be doing in order to learn. Will they be read-
ing, listening, writing, drawing, talking, creating, reflecting, or
doing? Students need to be actively "doing".
Course, unit, lesson, and activity planning will vary slightly
depending on the grade level, content area, and type of course
you're teaching. Secondary teachers tend to focus on courses,
while elementary teachers focus primarily on units of instruc-
Treehouse Tip tion. Course planning generally includes the development of
a syllabus that is used to guide the entire course. It includes
Types of Planning a course description, goals and objectives, materials, outline,
Course
requirements, and a timeline. Units are subsets of courses and
Unit
Lesson
focus on a set of related goals and objectives.
Activity Units are made of a series of short lessons. Your unit may
take a day, a week, or a month depending on the amount of
time and number of objectives. A central concept related to a
topic such as earthquakes, exponential equations, or democracy
is often the focus of a unit. A lesson should contain a single
concept or series of related ideas. It may cover one or more
objectives. Lessons help students reach particular objectives by
providing information and activities to assist students in learn-
ing.
Many teachers like to use themes in their instructional units.
Themes focus on a single topic that is of interest to students. It
provides a core for group activities by building on the natural
interests of students. Writing, speaking, listening, reading, cal-
culating, and content-related concepts can all be taught within
the context of a theme. Themes can provide relevance for stu-
dents by drawing together concepts under a single umbrella.
Themes attract and maintain student interest over a long period
of time and can provide continuity for a series of activities.
A theme can be an effective way to motivate students during
a unit, but make certain the theme is real rather than contrived.
Consider the classic "PIGS" month theme I admit hosting in
my elementary school many years ago. During reading month,
PIGS stood for "Poke Into Good Stories". Pig books were dis-
played in the library and teachers created PIGS bulletin boards.
Pigs were plastered on everything from worksheets to T-shirts.
However, even second graders could see that the theme was
only surface level. The pig on their "addition facts" worksheet
had nothing to do with mathematics, and the pig song in mu-
sic class was really just "Twinkle, Twinkle Little Star" with new
words. Before long, the children became bored with pink pig
pictures all over the building.
Rather than choosing a theme for the sake of having a
theme, select a "focal point" for activities. Select a popular topic
from the social studies or science area that has "interdisciplin-
ary" possibilities. The environment, travel, social and health
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 9
issues, and historical events are a good place to start. Another
approach is to begin with a popular video, website, CD, televi-
sion show, or book that could be shared across grade levels.
A single video, website, or read-aloud book can serve as
a focal point for the unit. It can provide a shared experience.
Regardless of background, prior learning, or reading level, all of
the students can share in the theme through a single experience.
This can serve as the springboard or centerpiece for the entire
Treehouse Tip
unit. Consider promotional ideas that will keep the theme fresh
and exciting. The length of the unit will depend on the number
Themes
of outcomes as well as the number of activities you identify.
provide relevance
When considering themes, start with a list of topics that attract/maintain
are of interest to a particular grade level. What are the popular attention
television programs, movies, and fads? Now make a list of the provide continuity
standard content that is taught in the curriculum of this grade
level. Do any of the student interests overlap with the required
content? Are there ways that themes could be used to connect
content with interests? For example, middle schoolers love tele-
vision. You could use television commercials in your advertising
unit or persuasive writing lesson. Go to our 42explore: Adver-
tising webpage for ideas (42explore.com/advertis.htm).
Lessons can be designed that support skills across curricu-
lum areas (i.e., social studies, science, mathematics, language
arts, art, music), as well as develop important information skills.
These lessons stimulate student curiosity by providing an in-
depth look at a particular topic and relate it to real-world issues
and concerns. Educators know that if you create the right condi-
tions, learning will occur. Your job is to design an environment
containing these conditions. Gagné, et. al (2004) developed the
"events of instruction" to assist in developing effective teaching/
learning environments. Their model includes nine important
events as shown below:

Gaining attention
Informing learner of the objective
Stimulating recall of prerequisite learning
Presenting stimulus material
Providing learning guidance
Eliciting the performance
Providing feedback about performance correctness
Assessing the performance
Enhancing retention and transfer

Dick, Carey, Carey (2004) developed a model for designing

instruction that combined some of these events of instruction.
For example, they combined gaining attention, informing the
learner of the objective, and stimulating recall of prerequisite
learning into what they call preinstructional activities. Present-
10 Building Treehouses for Learning: Technology in Today's Classrooms

ing the stimulus material is included in Information Presenta-

tion. Providing learning guidance, providing feedback about
performance correctness, and assessing the performance are all
included in Student Participation. Finally, Follow-through Ac-
tivities include enhancing retention and transfer.
You'll be learning to create lessons that follow a similar les-
son planning format. Keep in mind that there are hundreds of
models for designing instruction. You need to find one that is
comfortable for you and the way you teach. Some educators
prefer a very formal lesson plan that contains practically every-
thing that will be said and done in the classroom. Others prefer
an outline or simply a list of ideas. Your approach will depend
on your teaching style and experience as a teacher. As you gain
experience, your planning style will evolve.
Lesson planning is based on the idea that with a well-de-
Treehouse Tip signed learning environment and effective communication
among the teacher and students, learning will occur. Communi-
Communication Factors cation theory provides an important foundation for understand-
Channel ing the teaching/learning process. Communication involves in-
Noise formation being sent through some kind of signal and received
Fields of Experience
at the other end (Schramm, 1954). The teacher and the student
both act as senders and receivers depending on who originates
the message (see Figure 1-1). The message is transmitted into a
signal which can take many forms such as a printed page, spo-
ken words, or a diagram on a screen.
Whether the message is received and understood depends
on three primary factors. First is whether the channel of com-
munication is a type that the receiver is able to interpret or un-

Communication Model

Feedback

Sender Message Receiver

Field of Experience Field of Experience

Noise

Figure 1-1. Communication Model.

Chapter 1 - Developing Learning Environments: Planning Effective Lessons 11
derstand. In other words since most preschoolers can't read, it's
silly to provide written directions for them to read. On the other
hand, they may be able to interpret photographs as instructions.
The second factor involves outside interference called noise.
Students can easily be distracted by shouts from the play-
ground, glare on the television, or the activities of another small
group. The "bells and whistles" of some computer software can
be distracting. Noise can come in all channels, senses, and emo-
tions. A bad smell, a sore throat, the death of a pet, or a general
disinterest can interfere with learning.
The third factor in communication involves fields of experi-
ence. What experiences do you bring to the classroom? What
about your children? Where do your experiences overlap with
those of your students? If your experiences don't overlap with
those of your students, it will be difficult to communicate. In
addition, your job is to expand the experiences of your students.
You do this by knowing your students well and building on
their interests and existing skills.
Dale's Cone of Experience is a well-known tool that helps
teachers match learning experiences with their student's field
of experiences. In other words if your class is studying sea Treehouse Tip
creatures, what kind of experience would be most appropriate?
Students can learn effectively and quickly by reading informa- The less experience your
tion about a topic, however many students learn better when learners have with the topic,
they see and hear information. Would a trip to Sea World, a the more concrete the les-
son must be to meet their
DVD on sharks, a book of shark photographs, or a shark lecture
needs.
be most effective? Consider a virtual visit to the Monterey Bay
Aquarium (www.mbayaq.org) and view the web cams.
Before you can make a decision, you need to know your stu-
dents. What skills do your students already have related to the
topic? What outcomes do you expect when they get done with
the experience? Let's say you're doing a lesson on bike safety.
Do the children already know how to ride a bike? Have they
had experiences dealing with related safety issues? The more
experiences students can draw on, the more abstract your lesson
can become. Rather than taking students out on a bike trek, you
might do small group role playing or large group discussions
(see Figure 1-2).
Many methods can be used to teach particular concepts.
You'll find numerous courses and books that deal with specific
methods of teaching within various content areas. Methods are
the presentation of ideas and concepts in a way that will pro-
mote new student learning. Common methods of large group
instruction include lecture, discussion, and demonstration.
Other methods such as simulation, gaming, discussion, and co-
operative learning are often used with small groups of students.
Drill and practice, tutorials, discovery, and problem solving are
common individualized teaching methods.
12 Building Treehouses for Learning: Technology in Today's Classrooms

Experiences Reading a book

Diagram
Examining a diagram
Listening to a speech
Studying a photograph
Abstract
Watching a video
Experiences
Concrete Examining a specimen
Experiences
Going on a field trip
Viewing a science experiment
Going to a play
Watching Civil War re-enactors
Petting a dog

Figure 1-2. Experiences Diagram.

Designing Lesson Plans
Learning can be easy, hard, fun, or boring. Why? What makes a
classroom an exciting place to learn? Let's consider what makes
learning difficult and what makes learning easy. According to
Goodman (1986), "bottom-up" teaching makes learning hard. In
other words, students are presented with unrelated pieces and
parts of information through an artificial sequence of skill activi-
ties. Because the exercises are irrelevant and nonmeaningful,
Treehouse Tip students lose interest in learning. How can we make learning
exciting for children? Consider relevance. Make the learning
Lessons should be: environment meaningful. Give students a purpose for the proj-
relevant ects they do and respect their interests and needs. Students excel
meaningful through exploration and empowerment.
purposeful Let's design active, authentic environments that are excit-
respectful ing, stimulating places to learn! To do this, your lessons must
be much more than lecture notes, textbook page numbers, term
paper guidelines, and tests. We'll use a lesson planning model
that includes the elements found in Figure 1-3.
Table 1-1 lists websites that contain lesson plans to explore.

Identifying the Learners

Before creating your lessons, you need to carefully consider
your audience. Who are your learners? What age and grade
level are your students? How many students will be in the class?
If you divide your class into small groups, what's the best size
for the age and activity? What special activities, considerations,
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 13
Lesson Plan Format
Lesson Topic/Title

Learners
Age and Grade Level
General Characteristics, Individual Differences
and Multicultural Awareness and Diversity Issues
Content Area Entry Skills & Implications
Information and Technology Entry Skills & Implications

Expected Outcomes and Purpose

Academic Standard or Goal
Concepts and Generalizations
Objectives

Lesson Technologies, Resources, and Materials

Teacher Technologies and Resources (i.e., books, websites, CDs, videos)
Student Technologies and Resources
Materials and Supplies (i.e., markers, paper, pine cones)

Learning Environment
Lesson Length
Lesson Setting
Technology Setup
Classroom Management Considerations

Teaching/Learning Strategies
Springboard
Information Exploration
Active Involvement
Closure/Transition

Connection to Outcomes
Student Work Evaluation
Teacher Records

Extensions
Learning Centers, Technology-Rich Projects, Information Dissemination

Figure 1-3. Lesson Plan Format.

14 Building Treehouses for Learning: Technology in Today's Classrooms

Links to Lesson Planning Sites

Teacher Tap: Lessons Links http://eduscapes.com/tap/topic2.htm

Discovery School http://school.discovery.com/lessonplans/
The Gateway http://thegateway.org/
Learn NC from North Carolina http://learnnc.org/learnnc/lessonp.nsf/homepage
Library of Congress: Learn http://memory.loc.gov/learn/
Marcopolo http://www.marcopolo-education.org/
National Geographic Lessons http://nationalgeographic.com/education/lesson_plans
New York Times Lesson Plans http://nytimes.com/learning/teachers/lessons/
PBS Teacher Source http://www.pbs.org/teachersource/
Sequenced Lesson Plans http://www.glc.k12.ga.us/seqlps/
Teacher First Content Matrix http://www.teachersfirst.com/matrix.htm
TeacherVision http://teachervision.fen.com/tv/curriculum/lessonplans/
Yahoo's List of Lesson Plan Sites http://dir.yahoo.com/Education/k_12/teaching/

Table 1-1. Lesson Planning Sites.

or steps will you take based on the characteristics of your stu-
dents? For example, if they're at an age where they lack motiva-
tion, how will you interest them in your lessons? You can't talk
about integrating technology until you know who and what
needs to be taught.

The Class. Before you can design lessons, you need to know
your class as a whole as well as the individuals that make up
your class. You might have heard teachers say things like "I've
got a wild bunch this year" or "This is my best class in years."
Each class is unique. It's the interactions and relationships
between class members that builds this class atmosphere. Some-
Treehouse Tip times the addition or removal of one child can make a huge dif-
ference. You'll also find that the size of the class matters. You'll
Identifying Learners be surprised at the difference between 18 and 24 students.
The Class
Age
Age and Grade Level. What grade level are you teaching?
Grade Level
General Characteristics What's the chronological age of your students? What's their
Individual Differences developmental age? Each of these elements will impact your
Multicultural Issues planning. The first two are easy. You're teaching third grade
Diversity Issues and your students are generally between seven and ten years
Entry Skills old. Most will probably be seven turning eight. What does this
information tell you? There's a big difference between a fresh-
man and a senior. When you hear a teacher say to a student "act
your age", the teacher is probably hoping that the learner is able
to act like what they expect of a 14 year old rather than a 7 year
old.
General Characteristics, Individual Differences and Mul-
ticultural Awareness. Start with an exploration of the general
characteristics of your students. These include gender, age,
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 15
grade level, interests, health, motivation, achievement level,
abilities, aptitude, social, economic, and cultural factors, foreign
language ability, reading level, problem solving ability, vocabu-
lary, attention span, and previous experience. Each variable is
important because it will have an impact on the effectiveness of
the instructional materials you develop.
Let's say you want all the students in your room to read a
novel. Nice idea, but will all the students possess the skills to
read the book you have in mind? You might provide a reading
list, assign particular books to meet the reading level needs of
individual students, distribute books on MP3 audio players, or
read a book aloud that the entire class can enjoy. What's your
objective? What's the importance of the book? Before you can
create an activity, you need to consider your students and the
instructional need.
When you design a lesson, consider every child, every time.
Until you know your children well, this can be difficult. When
you read a story that involves death, divorce, jealousy, or frus-
tration, you may not be able to predict how some children will
react. It's hard to know what might "set a child off", but the more
you know about your children the better you'll be able to estab-
lish a nurturing, supportive classroom environment.
In addition to becoming aware of the emotional side of each
child, you also need to know their interests, talents, abilities, and
challenges. You can often draw a child into an activity by spark-
ing their personal interests. This may involve letting students
select from multiple story starters, providing varied examples
in an algebra class, or allowing students to select a project from
a list of topics. By following the interests of children, you can
maintain their attention throughout the lesson rather than just
using it as a springboard into the activity.
Talents are another way to meet individual needs. Students
often choose to be involved with activities where they have a
talent or special ability. This is often reflected in their likes and
dislikes. If they "like" drawing, they probably see themselves as
artists. Let students select activities that will help these talents
evolve. At the same time, provide opportunities for students to
work on areas where they need to improve. Rather than requir-
ing them to participate, let them choose activities where they
can be helped by children who feel confident in the area. Teach
students to become effective peer tutors. Encouraging students
to select activities where they can apply their strengths and ad-
dress their challenges creates an effective environment for coop-
erative learning.
Students may not be aware of their strengths and weak-
nesses. They may confuse interests and disinterests with abili-
ties and challenges. Students may find that as they improve in
16 Building Treehouses for Learning: Technology in Today's Classrooms

an area, they may choose to participate more often, gain more

practice, and ultimately enjoy the experience!
Remember that these individual differences go beyond tradi-
tional interests and abilities and into issues of emotional matu-
rity, learning styles, and motivation. Addressing these areas is
much more difficult and time consuming.

Entry Skills. Students will come to your class with a par-

ticular set of characteristics including their age, talents, inter-
ests, and emotional maturity. They will also come with a set of
Treehouse Tip
knowledge, skills, attitudes, and values that have already been
Entry Skills
learned at home, school, work, or play. Knowing the entry skills
Before developing a les- of your students is critical for successful lesson planning. Entry
son, you need to know the skills include knowledge, study skills, problem solving skills,
content and technology skills biases, and misconceptions. Some entry skills are easy to check
that your students currently such as, are they readers or nonreaders? Can they use they use
possess. the keyboard effectively? Can they add fractions or not? Higher
level thinking skills such as problem solving and critical think-
ing are more difficult to measure.
Let's say you've been teaching fifth grade for years, but
you've switched levels and it's your first day as a first grade
teacher. You write your name and interests on the chalkboard to
share with your students. You ask students to examine the list
and see if they share any of your interests. Looking over a sea of
blank faces, you see a little hand go up. "Ms. Walker," he says,
"we don't know how to read." This is a classic case of overlook-
ing important entry skills. You'll be surprised how often this
kind of thing happens. It could be unfamiliar vocabulary, un-
known math formulas, or references to undiscovered places.
You need to know what skills students already possess when
they come to your class. Without this knowledge, your lessons
will be a disaster! Let's say you want to have your sixth graders
share their book reviews with other classes around the world in
an online forum. You plan what should be more than enough
time for each child to enter their book review. You're only half
way through the class and you've run out of time. What hap-
pened? You didn't consider their entry skills! You might have
done a great job anticipating how much time it would take to
teach them to use the online forum environment, but you didn't
consider their poor typing skills.
Let's take another situation. You're doing a lesson on com-
munity helpers in your second grade class. Each small group
will select and explore a career from an electronic database that
contains information on over 200 potential careers. The lesson's
a disaster. What happened? First, students didn't have the sixth
grade reading level required to read the content of the database.
Second, with over 200 choices, they had a hard time finding the
few careers they knew. For example, the word "teacher" was
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 17
listed under "education" and "fire fighter" was found with "com-
munity service employees". Again, the problems related to not
matching the electronic database with the entry skills and ability
levels of your children.

Implications. Once you've identified critical characteristics

and entry skills, you need to consider the implications of this
information. How will you apply what you know about these
children to the teaching/learning environment? Some applica-
tions are logic. If students can't read, you can't expect them to
follow written directions. If they can't add one column of num-
bers, they certainly aren't ready for two digit addition. If your
class as a whole has a shorter than average attention span, you'll
need to plan very small chunks of instruction. On the other
hand, how do you deal with the knowledge that a child's parent
has recently died? You can't spend the year worried that you'll
say the words cancer, illness, accident, death or dying. Instead,
you must be sensitive to this child's emotional well-being and
be prepared to deal with questions as they arise. Examine the
following characteristics and consider implications:

College-prep students in honors English

Junior level remedial consumer math
First graders learning about careers

Explore the student characteristics and matching implica-

tions are listed below:

Lesson Topic: Fractions

Characteristics: Ages range from six to nine. They are rela-
tively new to math, but are "good at" shapes. They have very
limited reading skills. They enjoy using the computer.
Implications: The text for written assignments must be very
concise and easy to read. Problems should have a consistent
format and require little reading. Lots of "bells and whistles"
in a computer program may be distracting for students.
Keep it simple.

Lesson Topic: Dangers of Smoking

Characteristics: Seventh grade health education class. Twenty-
five students; half boys and half girls; can sit and listen for
10-15 minutes, restlessness sets in after that. Class responds
thoughtfully in discussions, especially if relevant to their
immediate lives, most students are eager to contribute ideas,
some have tried cigarettes, a few may be smokers.
Implications: The age of the group indicates the need to pres-
ent realistic examples and use concrete vocabulary. Because
of the size of the class, the visuals will need to be projected
18 Building Treehouses for Learning: Technology in Today's Classrooms

Building the Treehouse

Try It!
Practice identifying the characteristics of learners including the following ele-
ments:

Age and Grade Level

General Characteristics, Individual Differences & Multicultural Awareness
Entry Skills: Content, Information, and Technology
Implications

Working in pairs, select a particular grade level and content area to analyze. Inde-
pendently create a scenario that describes a particular class of students. Compare
your work with your partner. Use the criteria below to evaluate your work:

Was the grade level and number of students stated?

Were the general characteristics of the audience discussed?
Were student entry skills described?
Were implications of the audience characteristics and entry skills discussed?

How are your classes similar? How are they different? Would you be able to do
the same activities in each classroom? How might they be different? Why?

Your pair should meet with another pair who examined an entirely different
grade level. How are your students similar and different?

Visit a school and observe one classroom at least twice. Identify the characteris-
tics of the learners.

Identifying Your Learners

Chapter 1 - Developing Learning Environments: Planning Effective Lessons 19
on a big screen to be seen. Because of their attention span
and immediate relevancy of the topic, discussion and role
playing may be effective in getting students actively in-
volved in the lesson.

Identifying the Expected Outcomes & Purpose

Instruction should contain expected outcomes and a specific
purpose. Your outcomes are stated as the goals and objectives of
your lesson. These outcomes relate to the concepts and general-
izations you hope your students will attain as a result of the les-
son. The purpose addresses the issue of why it is important that
they learn this particular concept or generalization now. The
easy answer is "because it's in the standardized test, textbook,
or curriculum guide." The more difficult explanation relates to
broader issues regarding the purpose of education and what it
means to be an educated person. The point is to focus on critical
skills that students will need to be successful.

Academic Standard or Goal. Standards are everywhere.

There are federal, state, and local school guidelines that must
be followed in the development of your lessons. It's a good idea
to match each lesson with a particular state standard or local
school curriculum goal (see Table 1-2).
It's often not possible to address all the requirements of a
standard. Use goals as a way to address the specific aspects of a
broad standard. Examine the following Grade 10 English Stan-
dard:

Analyze the way in which authors have used archetypes

(models or patterns) drawn from myth and tradition in lit-
erature, film, political speeches, and religious writing.

It's unlikely that you'll be able to address every aspect of this

standard in a single lesson. However, you may develop a goal
that focuses on a particular aspect of this standard. For instance,
you may evaluate the themes found in The Crucible by Arthur
Miller. Your goal would place emphasis on evaluating themes Internet Connection
found in historical novels.
Standards-based Lessons
The goal explains what you want your students to be able
Marcopolo
to do or talk about when they complete your lesson. It should marcopolo-education.org
be observable and measurable. Will the students apply, demon-
strate, create, or be able to do something?
Your goal may be made up of a series of related objectives
that will address a standard within a subject area or across sev-
eral subject areas.
Instructional goals describe the outcomes of instruction in
terms of student performance. They do not describe the process
20 Building Treehouses for Learning: Technology in Today's Classrooms

Associations and Standards Links

Teacher Tap: Education Standards http://eduscapes.com/tap/topic28.htm

Teacher Tap: Education Organizations http://eduscapes.com/tap/topic41.htm
ASCD http://www.ascd.org/
International Reading Association http://www.reading.org/
International Society for Tech in Education http://cnets.iste.org/
MCREL http://www.mcrel.org/standards-benchmarks/
National Council on Economics Education http://www.ncee.net/
National Council Teachers English http://www.ncte.org/
National Council Teachers Math http://www.nctm.org/
National Councial Social Studies http://www.ncss.org/
National Science Teacher Assoc. http://www.nsta.org/
State Standards http://www.statestandards.com/
US Department of Education http://www.ed.gov/
Yahoo’s Standards & Testing http://dir.yahoo.com/Education/Standards_and_Testing/
Table 1-2. Associations and Standards Links.
of instruction, teacher performance, or some other means to
an end. Some examples and nonexamples of goals are shown
below:

Acceptable Goal Statements

Calculate the area of simple geometric shapes.
Identify the continents on a globe.

Unacceptable Goal Statements

Assign a research paper to students.
Appreciate the contributions of great scientists.
Teach about decimals.

Concepts and Generalizations. Narrow the focus of a lesson

to a single concept and set of generalizations. Start with a single
concept such as plants or democracy. Do you want students to
be able to define it, discuss it, identify it, or show an example
of it? Why is this important? We say a student "has" a concept
when they are able to identify both examples and nonexamples
and can point out specific attributes that distinguish the concept
from other ideas or objects.
If your students are studying magnetism, you'd probably
want them to be able to predict whether or not any given object
would be attracted to a magnet. To do this, students would need
to know the characteristics of objects that are magnetic. A steel
paperclip would be an example of something that is attracted
to a magnet and a plastic paperclip would be a nonexample. A
generalization would be that steel objects are attracted to mag-
nets and plastic objects are not attracted to magnets.
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 21

Figure 1-4. Rainforest web.

Sometimes it's difficult to visualize the critical attributes of
a concept or identify the skills learners need to reach a goal.
Diagrams are often helpful in visualizing related elements. A
web, or concept map is the most common type of diagram (see
Figure 1-4). Write the concept in the middle of the page. Around
the concept you might place verbal information, characteristics,
examples, nonexamples, and definitions. Include anything you
can think of that relates to the concept. Use circles and lines to
connect ideas. You might even consider using colored markers
to highlight particular ideas. Rather than doing this alone, get Internet Connection
your class involved. This will also be helpful in finding interests,
identifying entry skills, and anticipating questions. Inspiration
A software package called Inspiration is a wonderful tool www.inspiration.com
for creating visual maps. This tool helps you organize informa-
tion in many different ways. You can even turn the visual dia-
gram into an outline.
There are many ways to organize your ideas. Hierarchies are
good for analyzing goals that contain skills that build on one
another. For example before you can alphabetize by the first two
22 Building Treehouses for Learning: Technology in Today's Classrooms

Alphabetizing

Alphabetize by the first letter Alphabetize by the first and

of a word. second letter of a word.

Place letters of the alpha-

bet in the correct order.

Identify letters of the alpha-

bet.

Figure 1-5. Alphabetizing.

letters in a word, you need to be able to alphabetize by the first
letter. You can't alphabetize at all until you know the alphabet in
order. You can use boxes and arrows to show relationships.
Procedures are another way to organize ideas. Use this ap-
proach to identify steps in a process. Start with the first step in
the process and list each item in the sequence that is necessary
to reach the goal.
Many times you'll combine these approaches. Figure 1-5
shows a simple diagram of alphabetizing. Notice that there's
both a hierarchy and a procedure. The hierarchy shows that
there are two skills students need to learn before they can al-
phabetize by the first letter in a word. The procedure involves
Treehouse Tip alphabetizing by the first letter then the second letter.
Let's use the life cycle of the butterfly as another example.
Visualizing content You might start with concept mapping using a web. A hierarchy
Webs might be used to organize information about body parts. For
Hierarchies example, before you can understand how the wings work, you
Procedures must define and identify the parts and composition of the wing.
You might visualize the life cycles in a procedural way.
Examine your diagram and begin thinking about outcomes.
What exactly do students need to know about the concept?
What do students need to be able to do? Focus in on the most
important elements, concentrating on outcomes. Think about
content and skills. Many beginning teachers want to skip this
step and go straight to designing cute activities. They want
to "teach" penguins by having students do worksheets, create
penguins out of construction paper, or read a book. Instead,
ask yourself, what is it that students need to know about pen-
guins? You can't choose your materials and projects until you've
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 23
answered this question. Do you want students to identify the
different types of penguin species by name? Is it important
that they can distinguish the four types of penguin species by
weight? Do you want students to be able to describe the physi-
cal characteristics of each penguin type? Why?
Objectives. Before you can design effective activities, you
need to know what student outcomes you expect. What should
your students be able to do or talk about when they complete
the lesson? Start by trying to visualize your overall goal. Is your
goal related to a particular concept? Are there generalizations
that you wish each student to grasp? Can you state these ideas
very specifically as objectives?
Performance objectives are clear, precise statements of what
learners should be able to do when they complete your les-
son. Objectives should be measurable and observable. In other
words, there must be a way to assess whether a student has met
a particular objective. As such, wishy-washy objectives contain-
ing words like appreciate, understand, and know about will not
be useful. The purpose of objectives is to help the teacher focus
on exactly what outcome he or she expects from the student at
the conclusion of instruction.
The ABCD format is a popular way for writing objectives.
ABCD stands for Audience, Behavior, Conditions, and Degree.

A Audience Who The student will ...

B Behavior Will what? identify, compare
C Condition With what? given a calculator,
given a baseball, given a map
D Degree How well? 3 out of 4 times
Internet Connections
Audience. The audience is the target of the instruction. It
can be stated as the student, the freshman, or the ten year old. Objectives
Some people list the audience at the beginning of the lesson and Understanding Objectives
leave it out of the objective. The audience statement should fo- edweb.sdsu.edu/courses/
cus on the student, not the teacher. Do not say, "The teacher will EDTEC540/objectives/Objec-
tivesHome.html
lecture". That's part of instruction, not the outcome of instruc-
Writing Clear Objectives
tion. Examples include: tlt.its.psu.edu/suggestions/
research/Write_Objectives.
The learner will ... shtml
The senior college math class will ... Writing Objectives
The seventh graders will ... edtech.tennessee.edu/
~bobannon/writing_objec-
Behavior. A carefully stated behavior is essential to a well- tives.html
written objective. It should very precisely describe what you
want your students to do. Choose your verb carefully. Will the
student be writing, identifying, calculating, arranging, or kick-
ing?
24 Building Treehouses for Learning: Technology in Today's Classrooms

Building the Treehouse

Try It!
Select one of the following topics, select a grade level, and create a web of infor-
mation. You might also use a hierarchy or procedure to examine some aspect of
the web.

Butterflies
Gold Rush
Owning Your Own Business
Poetry
Friendship
Measurement
Violence
Basketball
Endangered Animals

Write three generalizations that might be taught in a lesson related to this topic.

Analyzing Content
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 25
Avoid vague words such as know and understand. How
can you test whether a student "knows" something? Be more
specific, do you want students to define, categorize, or dem-
onstrate what they "know". Consider your students and your
expectations. Select high level objectives that will challenge
you and your students. For example, rather than words such as
state, list, or copy, strive for words such as apply, formulate, and
distinguish. These words force students to go beyond spitting
back facts and require students to think, reflect, synthesize, and
elaborate. Figure 1-6 contains a list of popular "words" to get
you started with objectives.

Conditions. You must describe the conditions which will

prevail while the student carries out the performance. Think
about this as the situation where students should be able to per-
form the task. For example, in driver's education, you'd expect
students to be able to perform certain maneuvers in particular
weather conditions such as on ice or snow. You'd want a bas-
ketball player to be able to make a basket while they are being
defended.
Conditions usually relate to objects. What will you give a
student or deny access to during the performance? During the
skit will students be able to use the script or not? Paper and
pencil are obvious and don't usually need to be stated. However
if specific props or tools are needed, they should be included in
the objective.
Let's say you're giving a math test, would the students be
able to use a calculator, compass, protractor, or other tools?
These should be listed as conditions of the objectives. If your
students are studying geography, will they get to use a world
map as a reference or not? Will students be identifying elements
Treehouse Tip
of a photograph, graphic, or other type of picture? If you're
teaching a motor skill such as golf, I would assume that clubs,
Elements of Objectives
balls, and a hole would be part of the conditions. Audience
It's not necessary to include every little detail, but you need Behavior
to be clear on what conditions you expect. In addition, students Conditions
need to know these expectations. For example, if you're giving Degree
a math test, students will want to know if they can use their
calculators! People might also be part of the condition. Working
individually, in pairs, or in small groups could be a condition if
it is important to the performance.
Suppose you want students to be able to identify the three
rock types including igneous, sedimentary, and metamorphic.
Under what conditions would they be able to make the iden-
tification? Do you want them to be able to identify the names
of rocks that belong in each category, point to pictures of rocks
of each type, or choose the actual rock that fits a particular
category? If you want to prepare students for the "real-world"
26 Building Treehouses for Learning: Technology in Today's Classrooms

Action Words for Objectives

add demonstrate justify remove

alphabetize derive label reorganize
analyze describe list restate
animate design locate retell-in-
apply designate make your-own-
appraise determine manipulate words
arrange develop match revise
assemble diagnose measure rewrite
brainstorm diagram memorize select
browse differentiate modify share
build discuss multiply show
carve dissect name sketch
categorize distinguish operate solve
choose document order sort
classify draw organize speak
cluster estimate outline specify
color evaluate paint spell
compare examine paraphrase square
compile explain plan state
complete explore plot subtract
compose extrapolate position suggest
compute find out predict summarize
conclude fit prepare support
conduct formulate present swing
connect generate pretend synthesize
construct give-an-example prioritize tabulate
contrast graph produce tell
convert hit pronounce throw
correct hold put-in-order time
create identify rank trace
cut illustrate rate translate
debate indicate read type
decide infer rearrange use
deduce install recall verbalize
deduct interpret reconstruct verify
defend invent reduce weigh
define judge relate write

Figure 1-6. Action words for objectives.

Chapter 1 - Developing Learning Environments: Planning Effective Lessons 27
where they might pick up rocks and need to identify them, it
makes sense to write an objective that will match your desired
outcome. Your condition might be "given three rocks". If you're
only interested in naming rocks in particular categories you
might say "given the names of rocks." Below are three different
conditions for similar objectives:

Given a set of rocks, the student will categorize the rocks as

igneous, sedimentary, or metamorphic.
Given pictures of rocks, the student will identify each rock
as igneous, sedimentary, or metamorphic.
Given a list of rock names, the student will match each name
to its category (i.e., igneous, sedimentary, or metamor-
phic).

Many teachers make the mistake of restating their instruc-

tions as conditions. Conditions should relate to the outcome
not the instruction. Do not say "after watching a video" or "after
listening to a lecture." The outcome is not to listen to the teacher,
it's to use a calculator to perform math equations.

Degree. The last element of an objective is degree. What

is required for satisfactory performance? How do you plan to
judge the performance of the student? What standard or criteria
will you use? Will you use a checklist? Are there elements that
students must include in their answers? You may want to con-
sider accuracy. If you expect mastery in every case, you won't
need to state a degree. If it's okay to list 8 of 10 steps in the pro-
cess rather than all ten, you'll need to state that expectation.
Degree can also relate to time. For example, students may
have to solve the problem within 3 minutes. You may also
include specific criteria for the performance. For example, the
book report must include discussion of the characters, plot, and
setting. Treehouse Tip
Some objectives sound like test questions because they
include all the information that is needed to write a test ques- Types of Degrees
tion. Notice that although the objectives below both deal with Time
fractions, they ask students to demonstrate different skills. In Accuracy
the first objective students simply pick the shapes with particu-
lar characteristics. The second objective asks students to write a
fraction from the information provided.

Given circles, rectangles, or squares, identify the shapes that

are divided into three equal parts.
Given simple geometric shapes (e.g., rectangles, squares, or
circles) divided into equal parts (<13ths) with 0 to 12 sec-
tions shaded, each learner will write the fractions which
correctly represent the shaded portion of the figures.
28 Building Treehouses for Learning: Technology in Today's Classrooms

Objectives can be used to generate questions or directions

for demonstrations, but the objective itself is not a test item. It
should be a statement of what the learner should be able to do
after instruction. In other words, if the student were out in the
"real world" would they meet your expectations for this objec-
tive? Let's say you're teaching students to prepare a table for
a meal. You would want the student to be able to perform this
skill regardless of the setting. It might be at school, home, or
work. Being able to answer multiple choice questions about the
location of the utensils is helpful, but in the end, the objective
below is more practical.

Given a standard place setting including a knife, a fork, a

spoon, a plate, a napkin, and a glass, the student will ar-
range the place setting.

The audience is the student. Arrange is the key behavior.

The conditions include the elements of the place setting. This
objective does not have a degree, so it is assumed that the set-
ting must be correct to be met.
Examine the objective below. What do you think?

After watching a 20 minute videotape, the student will

know about it when asked.

The objective contains the ABCD, but three of the four are
not examples of good elements. The audience is fine. What
about the behavior? "Know about it" is a poor word selection.
What does "know" mean? How are you going to know if they
know? What's "it"? It's probably the concept, but it's useless
without being stated explicitly. The conditions are also inaccu-
rate. Conditions should relate to the performance, not the in-
struction. Finally, "when asked" is not a degree. A degree should
include the level of accuracy. The objective below is much bet-
ter.

When shown a main topic and three other topics, the stu-
dent will identify the topic that is more narrow, more
broad, and related 100% of the time.

Writing objectives is at the center of a debate about lesson

planning and student performance. Some people find tradi-
tional objectives too confining. Educators have pointed out that
their emphasis on behavior makes it difficult to incorporate
learning that focuses on attitudes and higher order thinking
skills. On the other hand, objectives are important guides in
planning your lesson. If you don't know exactly what you ex-
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 29
pect students to be able to do, how will you know if they can do
it?
With an ongoing emphasis on standards and accountabil-
ity, objectives can be used to demonstrate a direct connection
between the standard and specific classroom instruction. Your
objectives may connect to standards across subject areas. For
example, you might identify a social studies standard related to
causes of the Civil War, an information standard related to inter-
preting primary source documents, and a technology standard
focusing on the use of electronic databases. Your objectives will
then reflect the particular emphasis of the current lesson.
Another debate relates to whether objectives should be
"generic" or specific to the activities of the lesson. Examine the
objectives below.
The first objective is generic and is not stated within the con-
text of a particular classroom activity. It is related to the perfor-
mance itself.
The second objective is specific to the classroom setting.
Students are working in pairs to create a product with specific
resources to particular criteria. This objective relates to a par-
ticular lesson setting. Both objectives are acceptable. The first is
a more traditional approach that focuses on the outcome itself
rather than activities that can also be used to demonstrate the
outcome.
The third item is not acceptable because it focuses on the
teacher rather than the student performance. Remember that the
purpose of objectives is to focus on outcomes for student learn-
ing, not what the educator will be teaching.

Acceptable Objectives
Given sample quilt blocks, students will identify Colonial
period quilt patterns by name.
Working in pairs, students will create a Colonial quilt shape
in KidPix. The quilt should be a Colonial style and be
labeled with the name of the pattern.

Unacceptable Objective
Given books on quilts, the teacher will show students the
different kinds of quilt patterns used in the Colonial pe-
riod.

Use the following questions to help you evaluate your goals

and objectives:

Is this outcome important? Why?

Is it possible for my students to reach this objective?
Through what means?
30 Building Treehouses for Learning: Technology in Today's Classrooms

Is it clearly and precisely stated?

Is it a reasonable size?
Is it possible and relatively easy to access?
Is it worth accessing?

For beginning teachers, it's important to state each expected

outcome and purpose on your lesson plan. Start with a goal
statement. Then in a short paragraph, write about the purpose
of the lesson. Answer the following questions. Why is it impor-
Treehouse Tip
tant for students to learn these concepts? How does this new
information relate to prior learning? How will students be able
Don't get too bogged down
in the wording of objectives. to use these skills in the future?
Remember, the purpose Figure 1-7 shows the purpose, goals, and objectives for a unit
is to help you teach and on rainforests. The unit contains twelve lessons to reach it's goal.
students learn! Many of the same resources will be used throughout the unit.

Lesson Resources and Materials

Identify a set of lesson resources that relate to your topic/theme
and student outcomes. Remember individual differences. Some
children learn better through the audio channel while others
learn better through still and motion visuals. In addition, con-
sider the information formats that will be the most effective.
Will large group lectures, small group activities, or individual-
ized instruction be best for your children?
Resources should cross technologies. Go beyond fiction and
nonfiction books. Include videos, films, maps, kits, CD-ROM,
DVDs, software, online resources, and realia (real things). Con-
sider tools and resources that students will need to create proj-
ects including hypermedia/presentation tools, digital audio re-
corders, personal hand-held devices, poster materials, and other
resources. These technologies will be discussed in later chapters.
When collecting resources consider both teacher and stu-
dent materials. Teacher resources include the teacher resource
manual, trade books, sample lessons, background information,
Treehouse Tip online lesson plan extensions, and other information that might
be helpful in planning and teaching. Student resources are
Be a collector. Bring all the those materials that students will be using in the lesson includ-
resources together, then ing textbooks, handouts, books, videos, computer software, web
ask yourself: what are the sites, and anything else students will be using during the lesson.
best resources for teach- In most lessons, you will use a combination of print and
ing and learning about the nonprint materials. You may use materials from your textbook,
topic. resources from the library/media center, and materials you
produce yourself. Some lessons may require few materials while
others may require many. Some of these materials will be used
by the teachers for planning while others will be used during
the lesson. Describe the materials you plan to use in your lesson.
Your description should include the reason for selection as well
as how it might be used.
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 31
Supplies are another important thing to consider. Construc-
tion paper, markers, pipe cleaners, and glue are all materials
that might be needed in a lesson. Also consider items such as
batteries, ink jet cartridges, and digital storage. Paper and pencil
might be all the supplies needed for one lesson, but much more
planning might be needed for another class activity. Supplies
may not seem important, but they can make or break a lesson.
Let's say you're doing a lesson on magnetism and your les-
son doesn't list any materials or supplies. You're in big trouble.
How are you going to teach magnetism without magnets? If
you're planning small group activities, you probably need a
magnet for at least one in four students plus objects that are
and are not attracted to the magnet. The same goes for all the
resources needed for the lesso. If you plan to use a video, you'll
need to reserve the DVD player ahead of time! If you want to
use the Document Reader to zoom in on the items in a science
experiment and demonstrate the metal filings and magnetic
forces close-up, you'll need the Reader and a data projector.
If you list all your equipment, materials, and supplies at the
beginning of your lesson, it makes teaching much easier. You
don't have to worry about forgetting the book you planned to
read aloud or the chemicals you need for your science experi-
ment.
Figure 1-8 shows a list of materials that will be used in a unit
on rainforests. The unit contains twelve lessons, so not all mate-
rials will be needed at once. It's helpful to describe the materials
and their uses as a reminder.
Treehouse Tip
Learning Environment
Once you've identified your learners, outcomes, and re- As a beginner, guess how
sources, you're ready to describe the learning environment. If long a lesson might take,
someone else were conducting your lesson, what would they then double the time as a
need to know to prepare the classroom? How much time will "safety net."
the lesson require? How will the classroom be arranged? Where
will the students be working? How will technology resources be
managed?

Lesson Length. How long will the lesson take? Some teach-
ers like to list the length of time for each component of the
lesson while others provide a "ball park" figure for the entire
activity. As you plan, remember that most students can only
concentrate for about ten minutes at a time.
The length of your lesson should be dictated by the desired
outcome. How long will it take for students to grasp the concept
or learn the skill? Have you built in enough time to handle po-
tential problems or slow learners? Unfortunately, lesson length
is most often determined by the length of a "period" or the time
available between music and art rather than the learning need.
32 Building Treehouses for Learning: Technology in Today's Classrooms

Building the Treehouse

Try It!
You're in charge of developing a series of lessons related to one of the topics be-
low. Choose a topic.

Butterflies
Gold Rush
Owning Your Own Business
Poetry
Friendship
Measurement
Violence
Basketball
Endangered Animals

Your mission is to develop a statement of purpose, a goal, and a series of objec-

tives that might be taught at the grade level of your choice. Use the criteria below
to evaluate your assignment.

Was the purpose of the learning clear?

Was at least one goal stated?
Were at least five objectives stated?
Was each objective stated in ABCD format?
Was the audience of each objective clear?
Were the behaviors measurable and observable?
Were the conditions stated as needed?
Was the degree appropriate for each objective?

Identifying Purpose and Outcomes

Chapter 1 - Developing Learning Environments: Planning Effective Lessons 33
Rainforests Unit Overview
Purpose
The rainforest is an important part of our world that is in the process of being destroyed. It's
important that students can describe the unique nature of the rainforest including the geog-
raphy, people, plants, and animals. Students will expore threats
to the rainforest and develop recommendations for dealing with
this problem. This unit is important because students need to
understand the importance that their actions have on the world
around them.

Grade 6 Standards
Locate and map the climate regions.
Identify biomes and their physical features.
Analyze the distribution of renewable and nonrenewable resources and how each is
threatened.
Analyze and give examples of the consequences of human impact on the physical
environment and evaluate ways in which technology influences human capacity to
modify the physical environment.

Goal
To create recommendations regarding the rainforest environment.

Objectives
Given a diagram of a rainforest, the student will label and describe the four layers.
The student will describe characteristics of the rainforest.
The student will compare and contrast the characteristics of a tropical rainforest and a for-
est in southern Indiana.
Given paper and markers, the student will draw the process of transpiration.
The student will describe the process of transpiration and why it happens.
Given a rain chart, the student will estimate the amount of rain that falls in the rainforest
each year and the approximate number of rain days.
The student will describe an animal from the rainforest including information about the
animal's species, habitat, physical characteristics, and enemies.
The student will describe a culture of people who live in the rainforest including informa-
tion about the people's physical characteristics, habitat, and customs.
Given a world map, the student will identify the locations of primary rainforests including
the correct continent and country.
Given objects found in a home, the student will identify those products that come from
rainforest resources.
The student will describe reasons for and against saving the rainforest.
The student will investigate rainforest problems and possible solutions.
The student will debate issues related to the destruction of the rainforest.
Given word processing software, the student will construct a persuasive business letter
including heading, inside address, salutation, body, closing, and signature.

Figure 1-7. Sample purpose, goals, and objectives.

34 Building Treehouses for Learning: Technology in Today's Classrooms

Rainforest Unit Resources and Materials

Books
Albert, T. (2003). The Remarkable Rainforest. Trickle Creek Books.
Contains lots of great information and activities.
Baker, L. (1991). Life in the Rainforests. New York: Scholastic.
Discusses life in the rainforest. Contains geography, animal, plant and climate information.
This book will be used throughout the unit for information.
Cherry, L. (1990). The Great Kapok Tree. Voyager Picture Book.
Explore the rainforest through this great picture book about the Great Kapok Tree.
Cherry, L. (1998) The Shaman's Apprentice. Gulliver Books
Learn the plants and animals of the rainforest in this book about the Shaman's apprentice.
Cobb, V. (1992). This Place is Wet. New York: Walker and Company.
Contains information about the climate in rainforests specifically moisture. Explains why
rainforests are damp and provides information about rainfall and moisture measurement.
Knapp, B. (1992). What Do We Know About Rainforests? New York: Peter Bedrick Books.
Provides information about the four layers of the forest floor. Quality pictures help stu-
dents visualize the rainforest. Will be used by students to design their rainforest pop-ups.
Pratt, K. (1992). A Walk in the Rainforest. Dawn Pubns.
Provides a nice overview of the rainforest in a simple picture book format.
Ring, S. (2003). Rainforest Adventure. Innovative Kids.
Readers go on a fictional journey learning about the rainforest while solving problems.
Rodgers, M. & Mutel, C. (1991). Our Endangered Planet: Tropical Rain Forests. Lerner.
Describes why the rainforests became endangered and what is needed to slow the destruc-
tive process. Includes information on products from the rainforest and how forests are be-
ing destroyed to maintain supply of products.

Educational Software
Amazon Trail by Learning Company (CD-ROM)
Simulation used to explore the Amazon River and beyond. This software will be used as
part of an optional, enrichment activity at the conclusion of the unit.
Digital Field Trip to the Rainforest by Digital Frog International (CD ROM)
This software provides introductory information, concept and skill development, practice,
and assessment. The program explores botany, rainforest species and their complex inter-
dependence, and how this vital ecosystem affects the earth and its inhabitants.
EasyBook Deluxe Writing Workshops: Rainforest by Sunburst/Rainforest (CD-ROM)
Writing Workshop combines theme-based activities with EasyBook Deluxe.
A Field Trip to the Rainforest Deluxe by Sunburst by Sunburst/Rainforest (CD-ROM)
Students travel to the tropical rainforests of South America, Africa, and Southeast Asia to
learn about the plants, animals, climate, people, products, and future of the rainforest.
Imagination Express CD: Rainforest by Edmark (CD-ROM)
Students incorporate rainforest backgrounds, sounds, animals, and plants into creative
multimedia projects. Text, graphics, and sounds can be added to a series of screens that
make up the project.
Inspiration and Kidspiration by Inspiration (CD-ROM)
This software tool helps students create visual maps and diagram.
Figure 1-8. Rainforest Unit Resources and Materials.
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 35
Rainforest Designer by Tom Snyder (CD-ROM)
Students design, print, and build 3-D rainforest habitats.
Rainforest Researcher by Tom Snyder (CD-ROM)
With Rainforest Researchers, students become teams of scientists faced with two challeng-
ing assignments about rainforest plants.

Internet Resources
Amazon Interactive
http://www.eduweb.com/amazon.html
Blue Planet Biomes: Tropical Rainforests
http://www.blueplanetbiomes.org/rainforest.htm
Children's Tropical Forests
http://www.tropical-forests.com/
Dr. Blythe's Rainforest Education Website
http://www.blueplanetbiomes.org/rainforest.htm
How Stuff Works: Rainforest
http://www.tropical-forests.com/
Journey into Amazonia
http://www.pbs.org/journeyintoamazonia/
Learning About Rainforests
http://www.srl.caltech.edu/personnel/krubal/rainforest/serve_home.html
Live from the Rainforest
http://passporttoknowledge.com/rainforest/intro.html
National Geographic Habitats
http://www.nationalgeographic.com/geographyaction/habitats/
Be a Habitat Hero http://cgi.nationalgeographic.com/cgi-bin/worldpoll_pledge.pl
Wild World http://www.nationalgeographic.com/wildworld/
Ontario Science Centre: Rainforests
http://www.ontariosciencecentre.ca/scizone/e3/rainforest/default.asp
Rainforest Heroes
http://rainforestheroes.com/kidscorner/
Rainforest Action Network http://www.ran.org/
Action Center http://www.ran.org/action/
What's it Like Where You Live? Rainforests
http://mbgnet.mobot.org/sets/rforest/index.htm
Tropical Rainforest http://www.sci.mus.mn.us/sln/tf/nav/tropicalcluster.html
Rainforest Alliance http://www.rainforest-alliance.org/
Save the Rainforest http://www.savetherainforest.org/
42explore: Trees and Forests http://eduscapes.com/42explore/treesforests.htm
ThinkQuest Rainforest Projects by Students
http://library.thinkquest.org/J0111765
http://library.thinkquest.org/J0112365
http://library.thinkquest.org/C0113340
http://www.thinkquest.org/library/cat_show.html?cat_id=216

Figure 1-8. Rainforest Unit Resources and Materials (Continued).

36 Building Treehouses for Learning: Technology in Today's Classrooms

WebQuest Ideas
http://www.woodstown.org/~wmslib/SaveQuest
http://www.rainforestsavers.com/rainforestanimalsquest.html
http://oncampus.richmond.edu/academics/education/projects/webquests/drgreen/
http://oncampus.richmond.edu/academics/education/projects/webquests/rainforest/
http://www.mcvts.org/ettc/mentoring/rainforest.htm
http://www.geocities.com/hookerm12000/savetherainforests
http://www.auburn.edu/~rushiaf/titlepage.htm
http://www.sfu.ca/~ftcheng/educ260/
http://www.geocities.com/jazzer1402536/Intro.html

Display Materials
Rainforest Table Display
Contains products that come from rainforest resources including fruits and vegetables,
other foods, spices and flavors, wood, cane, fibers, and resins such as pineapple, orange,
lemon, candy bar, tea, cocoa, sugar and chewing gum. This display will be used before, dur-
ing, and after instruction as a resource in identifying rainforest materials.
Rainforests of the World poster
Students will examine a poster called "Rainforests of the World". This poster gives informa-
tion about where rainforests are located. They will brainstorm about the kinds of products
that might come from rainforests based on their geographic location.

Rainforest Print Materials

Letter to parents Rainforest glossary
Directions for rainforest pop-up activity Directions for science experiment
Rainforest vocabulary sheet World Map worksheet
Rainforest Products handout Rainforest treasure hunt
Guidelines for writing a business letter

Rainforest Projected Materials

Transparencies
Layers of rainforest (with overlays)
Process of transpiration (with overlays)
Creating a chart
Parts of a business letter (with overlays)

Desktop Presentation: Microsoft PowerPoint

Lesson overview Rainforest products
Saving the rainforests

Supplies
Map activity: Markers
Rainforest layers activity: Markers, folders, scissors, tape
Science experiment: Potted Plants, plastic sandwich bag, twisty

Figure 1-8. Rainforest Unit Resources and Materials (Continued).

Chapter 1 - Developing Learning Environments: Planning Effective Lessons 37
Building the Treehouse
Try It!
You're in charge of developing a series of lessons related to one of the topics be-
low. Choose a topic.

Butterflies
Gold Rush
Owning Your Own Business
Poetry
Friendship
Measurement
Violence
Basketball
Endangered Animals

Your mission is to identify resources that might be used in your lessons. Start by
brainstorming places you might find materials you could use as a teacher. Next,
consider the possible formats of resources that could be helpful in planning, such
as books, videos, software, maps, and websites.

Brainstorm places you might find resources for students.

Brainstorm materials and supplies that might be needed in teaching lessons asso-
ciated with this topic.

Identifying Lesson Resources

38 Building Treehouses for Learning: Technology in Today's Classrooms

Lessons that involve learning centers or technology use often

have two lesson lengths. For example, the large group aspect of
the lesson may take only 30 minutes, but students may need the
rest of the week to complete the on-computer component of the
lesson.

Lesson Setting. Consider the environment where you will

be teaching. What resources and supplies will you need for the
lesson? How will they be arranged? What's the setting of the les-
son? In other words, where will the students be situated during
the lesson? Will they be seated in rows of desks, at lab tables, or
Treehouse Tip at learning centers?
If students will be moving between areas of the room or
Students need a chance to school building, how will they be managed? For example, if
move around and refocus you've planned thirty minutes for a computer activity in the
their attention. Try to "shift technology lab, you need to recognize that half that time will be
gears" either mentally or taken lining up students, walking down the hall, and seating
physically every 10 minutes. students at computers.
Regardless of whether you're planning a single lesson or
entire unit of instruction, consider decorating the entire room as
part of the theme, topic, or emphasis of the lesson. Items hang-
ing from the ceiling, bulletin boards, windows, and doors will
help immerse the students in the lessons. Unfortunately because
of other required activities and room changes, this might not be
possible. Instead, you may wish to create a learning center in a
corner or center of the classroom that contains bulletin boards,
table display, print resources, realia (i.e., for a sea creatures unit:
aquarium, plankton net, shells, magnifying glass), and space for
books, a computer, and other resources.

Technology Setup. You'll want to set up technology ahead

of time to provide students with as much time as possible to
complete the project. The better you plan, the more effectively
you'll use the technology. For example, let's say that in your
first grade classroom, you're blending a number of strategies to
help your children become effective readers. You've found that
some students need practice reading books aloud, while others
learn more effectively practicing phonics on the computer. If
you direct each child to turn on the computer, insert the CD-
ROM, choose the activity, and work through the activity, it may
take 20 minutes. However if the computer is on, the CD-ROM
is in place, and the program is ready for the child, ten minutes
are saved for oral reading activities. If you teach each child to
use a timer, return to the main menu when they are done, and
notify the next child in line, another five minutes can be saved.
In other words, if you have limited resources it's important to
use them efficiently by setting the computers up ahead of time,
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 39
providing students with specific activities, and encouraging
students to help each other.
In some cases, additional technology will need to be sched-
uled or reserved. For example, you might need to schedule the
computer lab or arrange access to a computer in the library me-
dia center that has Internet access. You might want to arrange
for a class set of "Alphasmart" electronic keyboards for writing,
a dozen laptops for an outdoor activity, or a set of digital cam-
eras for a field trip. Be sure to make these arrangements well in
advance and include them on your lesson plan as a reminder.
Sometimes components will need to be added to your sys-
tem. For example, you might bring in a digital camera or scan-
ner. Be sure that you test this equipment before turning it over
to students. In some cases, you may wish to get students in- Treehouse Tip
volved with hooking up a video camera or installing software.
When planning, consider the time. What's the objective of the Good time management is
lesson? Is the time spent with the technology being used effec- critical in teaching.
tively? Anticipate problems and
Finally, consider the end product as part of your technol- always have a contingency
ogy setup. Will students be saving on a network, hard drive, plan.
or floppy disk? Do students know the procedure for saving? If
students will be printing, is paper available? Be sure that your
technology is arranged for maximum impact.

Teaching/Learning Strategies
The next phase in planning is the development of your teach-
ing/learning strategies and their sequence. In other words, what
are you and your students going to do during the lesson?
Instructional strategies are plans for helping learners acquire
the new capabilities described in your objectives. Let's look at
an example. Let's say that your objective is "given a shoe with
shoelaces, the student will tie the shoelaces correctly." Assume
that most of your students can't tie their shoes. Therefore your
students need instruction on tying shoelaces in order to learn
this new skill. Before developing the teaching/learning environ-
ment, you should prepare a plan for the approach and materials
you'll use. What type of instruction will you provide based on
the learners' characteristics and needs? How will you gain the
students' attention? How will you inform them of the objective?
Are there any prerequisite skills they will need help in recalling?
Will you provide a demonstration? Will you give students real
shoes to tie for practice? Will you provide students with guid-
ance and assistance in their early attempts to tie shoelaces? How
will you decrease this outside assistance to the point that they
are successful on their own? Will this be individualized instruc-
tion or large group instruction? All of these questions should be
answered somewhere in your lesson.
40 Building Treehouses for Learning: Technology in Today's Classrooms

These strategies are the essential components of a lesson.

These elements are:

Springboards
Information exploration
Active involvement
Closure/transition

Springboards are often called kickoffs or hooks. This is the

part of the lesson that is intended to gain the learners' atten-
tion and prepare them for learning. The information explora-
tion component outlines the content in logically sequenced and
reasonably-sized chunks and describes the examples to be used
to clarify that information. Active involvement asks students to
think and respond as well as react to feedback from the teacher,
other students, or technology. Finally, the closure/transition
component involves bringing ideas together, reviewing concepts
presented, drawing conclusions, and transferring ideas to new
situations.

Springboard. An effective lesson begins with activities that

will interest students and generate enthusiasm. Gaining and
maintaining their attention ensures that students' concentra-
tion is focused on learning. You could stand on your head, do
a dance, or blink the lights, but these are only short-term ways
to gain attention. Springboards draw interest that can be main-
tained throughout the lesson. If students will be learning about
fossils, create a display that includes lots of real fossils and show
a short video of scientists digging for fossils.
One of the most effective means of gaining and maintaining
attention is through motivation. Give students a reason to be
interested in your lesson. Discuss how the students will benefit
from the skills or knowledge they'll gain from the lesson. At-
tractive graphics, the purpose and rationale for the lesson, and
informative instructions can all be used to gain the learner's
attention. Interesting lesson content and structure as well as
frequent student interaction can maintain the student's attention
throughout the lesson.
Students can be drawn in through the use of new ideas and
novel activities. For example, start your lesson with a quote,
story, cartoon, historical event, or personal experience. Present
a surprising statistic or an emotional appeal. If your lesson will
deal with the impact of the Civil War, begin with the casualty
statistics. If you're studying poetry, read your favorite poem
aloud and see if students can guess why you like it.
"Hook" students by providing a short experience that will
persuade students they want to learn more. A demonstration
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 41
of the expected performance is another way to begin. In other
words, show students an end product or demonstrate the skills.
Show the results of a science experiment or a completed product
such as a garment or a terrarium. This will be motivating if it's
something the students have an interest in learning.
During your springboard activities, it's also important to
inform the learner of the objective(s) of the lesson. If the stu-
dent doesn't know what to look for in a lesson, how will he or
she know what's important to remember? Have you ever left
a lecture thinking ... "what was that supposed to be about?" If
so, the lecturer didn't do a good job explaining the purpose (or
Treehouse Tip
objective) of the speech. When the learner knows the objective,
he or she can focus on information that will be important for
Springboard Elements
learning rather than "searching" for meaning in the lesson. In Gain attention
other words, tell the student what he or she should be able to Inform of objective
do upon completion of the lesson. Also, informing the learner of Recall prior learning
the objective involves more than simply restating the objective.
For example, you could demonstrate the capability you intend
for the student to acquire.
Some beginning teachers have a hard time getting the lesson
started. Try the following statements:

Today we will ...

When we get done, you'll be able to ...
You'll be creating ...

The discussion of purpose should convince students that

the lesson is valuable and relevant. Point out that successful
completion of the lesson will help them with future activities. Be
certain that they can see the link between past, present, and fu-
ture learning. You might ask students about their interests in the
lessons. Get students involved by asking them to list what they
know and would like to know about the topic. Have students
make predictions and help them anticipate activities. You could
have students complete the following statements:

I hope this lesson (or class) will ...

I hope this lesson isn't ...
I already know ...
I want to know ...
I wonder ...
A question I have is ...

Once you've selected a way to gain their attention and

thought of ways to inform students about the purpose of the
lesson, it's time to consider ways to help your learners recall
prior knowledge. Are there rules, examples, or ideas that the
42 Building Treehouses for Learning: Technology in Today's Classrooms

students can draw on from other classes they've taken? If there

are, then they can be applied to this new lesson. Asking stu-
dents to remember a definition, to imagine carrying out a pro-
cedure, or to recall an experience are all ways of having him or
her get previously learned skills from long-term memory into
working memory. Once in working memory, previously learned
skills can be combined with new information to form the new
capabilities described in your objectives. While you're activating
Treehouse Tip their prior knowledge, you'll also want to prepare the students
for new information, vocabulary, and ideas. Use the following
Students who are bored, "statement starter" to get your students thinking:
distracted, or asleep won't
learn much!
Get them excited, focus
Remember when ...
their attention, and keep Can you list (describe, discuss, define, solve) ...?
them active! Have you ever ...?

You might use surveys or short activities to assess student's

entry skills and help them recall their prior knowledge. You
could ask students to define a word or list examples. You could
provide some examples and ask students to categorize them in
some way such as yes/no/kindof, appropriate/inappropriate,
or related/unrelated. For instance, you could provide students
with pictures of snack foods and ask them to categorize the
photos into "good" and "bad" after school snacks. This would
help them review nutritional information and at the same time
determine whether they have the entry skills for your lesson.
You may also want to check for student misconceptions and
biases before beginning the new lesson information. Let's say
you're teaching a health lesson dealing with AIDS. You could
provide students with a series of true and false statements such
as "I can't get AIDS from a door knob" or "Only homosexuals
get AIDS." Ask students to select the appropriate statement:

I'm absolutely certain it's true.

I'm pretty sure it's true.
I have no idea.
I'm pretty certain it's false.
I'm absolutely certain it's false.

This type of activity can provide you with important infor-

mation about your students and help you plan lesson activities
to meet their needs. A memory matrix is another effective tools
in helping students to quickly review their prior knowledge
about a topic. For example, you could list particular Spanish
verbs and ask students to identify verb endings.
These preinstructional activities serve as the foundation for
your lesson. Without these activities, you'll probably begin to
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 43
"lose" students early in the instruction. They may become bored
because they lack motivation, or they may become confused
because they don't have a focus for their learning. A good way
to maintain interest throughout the lesson is by involving stu-
dents from the beginning. Start by having students create a list
of things they know about the topic and need to know about the
topic. They can add things to their "know" list throughout the
lesson. Also consider using advance organizers such as word
lists, outlines, formula sheets, and webs to help students visual-
ize the content of the lesson.
Let's look at an example of these preinstructional activities.
At the beginning of your lesson, you need to stimulate interest
in learning about your topic. Developing the learning center and
decorating the classroom is a good start. You may want to set up
the beginnings of a full wall mural, organize a scientific inquiry
area containing an aquarium, microscope, book, video display,
and "touch" display.
Help students connect the topic with their own experiences.
Let's say you're beginning a unit on sea creatures. Start a discus-
sion using the following questions:

Does anyone have a fish tank or aquarium?

What creatures live in your aquarium?
Has anyone visited a museum with a large aquarium?
What sea creatures did you see?
Has anyone ever been to the ocean? a coral reef?
How many of you are swimmers? snorkelers?
Has anyone ever collected shells at the beach?
Has anyone seen television shows, movies, or read books
about the sea?

Help students recall information about creatures, ecology,

and the sea they may have learned during previous units. Re-
mind students that they might not know very much about the
topics. It's okay, because that's what the unit is all about! Ask
students to brainstorm questions they have about those topics.
If students have difficulty coming up with questions, intersperse
your own questions. Ask students to brainstorm answers to their
questions. Don't worry about the "correct" answer. They'll be ex-
ploring the information that will help them answer the questions
later. Post the ideas in the room for later reference.
Determine which activities fit with the established curricu-
lum outcomes. Then, help students match their interests with
particular activities. You may need to develop additional activi-
ties or modify activities to address particular interests.
As students find answers to the class questions, direct them
to add notes to the master lists. You may also wish to have
44 Building Treehouses for Learning: Technology in Today's Classrooms

students develop journals that contain their personal questions

and answers. At the end of the unit, review the progress you've
made. Use the original questions to make certain everyone's
questions have been answered.
Technology can easily fit into your springboard activities.
Let's say you're going to use a videotape, laserdisc, or DVD to
help students learn about sea creatures that live in and around
the coral reef. You might begin with a large group discussion.
Create an information web showing what the class can recall
about life in and around the coral reef. Some of the information
may come from the video and other ideas from past experienc-
es. Start with the word CORAL REEF in the center. Then, dis-
cuss categories of information such as plants, animals, habitat,
food, air, and water. Start filling in information. The accuracy
of information can be checked later. Remind students that their
web deals with the sea and the coral reef rather than the ocean
in general. This will help narrow the discussion.

Information Exploration. Information exploration and stu-

dent involvement comprise the body of your lesson. Students
need to locate and process information. They need to practice
and create with the teacher's guidance and feedback. Let's start
with information exploration and processing. How will students
learn concepts detailed in your objectives? What will you teach
Treehouse Tip and in what order? What resources will you use? Will you use
a computer program, videotape, books, or lab equipment? Will
Use a variety of information students be working in a large group, a small group, or indi-
resources. Start with your vidually?
textbooks, but then read Information exploration environments allow students to
a passage from a book, locate, select, apply, synthesize, calculate, create, and communi-
examine a photograph, or cate information. It empowers learners by providing resources
explore a web page. and tools needed for learning. The problem becomes how to
set up the learning environment to allow exploration and assist
students in making wise decisions about sequencing their learn-
ing. How much control will students have over the learning
environment? Will students have "free reign" or will you struc-
ture information and activities to provide students with specific
guidelines and resources?
You need to organize information into a form that students
can understand. This involves chunking information into units
that learners can process effectively. Breaking the content into
its logical components is one way of breaking a complex learn-
ing task into manageable sequences. By analyzing the content,
you should be able to pick out "bits and pieces" or "chunks" of
information that can logically be taught together and the order
in which they should be taught. The concept of "chunking" is
essential in effective instruction. Students should be presented
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 45
with small chunks of information. The size of the chunk de-
pends on your students. After being presented with a new idea
and an example, learners need to practice their new learning and
receive feedback as to their understanding of the content. The in-
formation exploration and active involvement components form
a cycle that repeats itself throughout the lesson.
The importance of the information exploration component is
obvious. If students are going to learn new content, they need to
be allowed to explore new information. In order to form a com-
plete understanding, they also need a variety of examples of the
content presented in a logical sequence. They'll need guidance
in recognizing patterns, clustering and categorizing information,
and elaborating on ideas.
Effective lessons should provide examples and non examples
to clarify and illustrate the concept. It's important that students
learn the critical attributes or characteristics relating to the con-
cept. In some cases you'll have students discover these attributes
on their own, other times you'll describe the characteristics and
ask students to identify them in the examples. Students need a
range of diverse examples and nonexamples to begin focusing
in on the critical attributes of a concept. Otherwise, they'll be
able to copy your example, but not really "get" the concept. It's
helpful to present information in both visual and verbal forms.
Diagrams, instances of concepts, and specific situations where
the new learning can be applied also facilitate learning.
You'll want to present information through a number of
channels to meet the individual needs of children. Some stu-
dents learn best through visual representations such as photos,
diagrams, and line drawings. Still photographs might be effec-
tive in some learning situations, but motion pictures such as
videotapes and live demonstrations might be needed to convey
meaning. In other cases, print materials containing text-based
step-by-step instructions, outlines, summaries, stories, and
reports work best. Other students need audio stimulation such
as oral presentations, discussions, and audio books to learn ef-
ficiently.
Let's say that you're teaching students about recycling. Rath-
er than just talking about it, do it. Bring in recycling bins and
demonstrate how to sort items. Students will be learning about
what can and can't be recycled.
Some students learn best by exploring information on their
own with little adult supervision. On the other hand, many
students will need help focusing their attention on particular as-
pects of the content provided. For example, you might highlight
key points (i.e., color, arrows, lines, simplified drawings, type
style), develop guiding questions for students to follow as they
read, or provide mnemonic devices such as rhymes or jingles
46 Building Treehouses for Learning: Technology in Today's Classrooms

to help students process and store information. You might also

provide a variety of problem-solving strategies or models they
can try.
Students need opportunities to gather and synthesize infor-
mation in a supportive environment. Establish non-threaten-
ing settings that provide enough time to locate and manipulate
information. Students must often rush through their projects
without time to consider why they've selected the resources
they have. In addition, students need to have success in their ex-
plorations. Good project guidelines help, but students may also
need to review use of resources. Directions located next to the
computer and other resources may help. In addition, encour-
age the use of a variety of tools and resources including online
resources, software, print resources, and live interviews.
Encourage students to think of information in all its forms.
Students may use a variety of technology resources to access
Treehouse Tip and communicate information including paper and pencil, vid-
eo, word processor, desktop publishing and presentation tools,
Providing lots of different
Internet email and websites, digitized audio and video, educa-
examples using a variety
of media will help maintain tional software, scanned images, books, and realia (real items).
student interest. As educators we often place value on certain types of informa-
tion and technology. It's important that we don't let students
think that information from one source is better than another. In
other words, information from the Internet is no more "special"
than information from a CD-ROM or print reference. Newer,
more "hi tech" resources aren't necessarily better or more timely.
As you're presenting information in the classroom, it's help-
ful to build in checks of student understanding. You don't
want to wait until the end of the lesson to determine whether
students are "getting it." Information exploration and active
involvement should recycle during your lessons. For instance,
you might direct students to read a passage, ask a question, read
more, then question more. Provide information, ask students to
write, discuss, then write some more. View a video, discuss an
issue, watch another clip, then discuss another issue. Notice that
it's not just one piece of information and one question. A lesson
should include lots of information in small chunks with many
opportunities for student interaction.

Active Involvement. Effective instruction provides oppor-

tunities for the learner to participate and to receive informative
feedback. This is one of the most important aspects of your
lesson. Without an opportunity to practice, students will not be
able to process and apply the new information. Without oppor-
tunities for feedback, students have no way to know how they
are doing. Your practice should relate directly to your objective.
In addition, this practice should be relevant and motivating.
Feedback provides students with knowledge about how they
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 47
are doing in the lesson and also provides reinforcement for the
learner. Students become very frustrated when they are "in the
dark" about how they are doing within a lesson.
Provide many examples that students can categorize and
provide specific feedback about the accuracy and quality of
their work. When teaching principles, ask students to explain,
apply, and predict the solution to problems. Instructional sup-
port in the form of examples, cues, and hints needs to be quite
heavy at the beginning of a sequence and fade as students prog-
ress. Learners needing more help can be provided with options
to receive further explanations or additional examples.
It's important to track the progress of your students. Are
students really learning what you're teaching? To answer this
question, you need to see students in action performing the task,
discussing the issue, or answering questions about the topic. For
example, you might provide pictures of trees and ask students
to match the nut or pinecone to the tree.
Active involvement might take a few seconds, a few min-
utes, or hours to implement. Some teachers use learning logs
as a way to track student understanding while others have
students respond on cards or slips of paper. For instance, you
might use short questions to check student progress. Ask stu-
dents to list the key words or ideas in the lecture, fill in a chart,
write a real-world application of a concept, provide an example,
or write about the importance of a concept. Compare student
responses to your expectations. How are your students pro-
gressing?
Ask students to write about both their successes as well as
their frustrations within the lesson. You might find out that
most of your students didn't "get" your lesson on feudalism in
the Middle Ages. As a result, you'll need to go back and provide
additional examples or compare the idea to something taking
place in their lives.
Ask students to write about the "muddiest" point in the lec-
ture, or their greatest concern or misunderstanding. It's impor-
tant not to belittle students or express your dissatisfaction about
their lack of understanding, or they'll be less likely to provide
honest information in the future. Instead, this information can
help teachers plan for remediation and future lessons as well as
assist individual students who might need immediate help.
Different types of learning require varied involvement activi-
ties. The practice/feedback required in memorizing states and
capitals is very different from the learning environment re-
quired to make decisions about drinking and driving. Students
learning a motor skill will need lots of hands-on demonstrations
as well as practice. For instance, you can't just talk about basket-
ball, demonstrate a move, and show a video. Students also need
to practice dribbling and shooting with and without a defender.
48 Building Treehouses for Learning: Technology in Today's Classrooms

If students are learning procedures, they'll need skills in identi-

fying, ordering, completing, and demonstrating the steps in the
process. Simulation or role-play could be used to help students
with attitudinal learning.
In many cases, students are involved in large and small
group discussions. They may be discussing a video they just
viewed or an electronic book they've explored. When directing
these types of discussions, make certain that learners are focus-
ing on high level questions rather than low level "yes/no" items.
Let's say that the students just watched the video, laserdisc, or
DVD titled Molly's Pilgrim. Applying the criterion of Bloom's
Taxonomy, analyze the differences between the knowledge and
comprehension type questions and the synthesis and evaluation
questions.

Knowledge. Who is the main character in the story?

Comprehension. Describe how the children treated Molly.
Application. How did the actions of the children affect Molly?
Analysis. Compare Molly's pilgrim with the other pilgrims in
the class.
Synthesis. Create another ending for the video.
Evaluation. How do you think the children in Molly's class
might react to a classmate with cerebral palsy? Why?

When planning the active involvement component of your

lesson, ask yourself the following questions. What will students
be doing or talking about? Will they be participating in a discus-
sion, solving a problem, working on a simulation, or creating a
project? Even with a stimulating introduction and interesting
content, there is no assurance students will learn by simply lis-
tening or reading. Requiring the learner to respond to questions
and receive feedback on those responses improves learning.
Working with other students will provide opportunities to share
and refine their skills. We'll talk more about student projects
in the chapter dealing with technology integration later in the
book.
Treehouse Tip Effective student evaluation assists in learning. You need to
know whether students can demonstrate the performance stated
Testing in the objective to determine whether or not it has been met.
Entry Skills Test You'll want to assess student performance at different points in
Pretest the lesson. For example before the lesson begins, you may wish
Embedded Test to give students an entry skills test to determine whether they are
Post Test
ready to begin the lesson. In other words, if students don't have
some fundamental skills associated with the new task, they'll
be lost. For example, you can't talk about cell reproduction if
students don't know the parts of the cell. A pretest is another test
you may wish to give before a new unit or lesson. This will de-
termine whether students are ready for the concepts you intend
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 49
to teach. For example, if students already know about cell re-
production, it's a waste of time to teach it! In the optimal situa-
tion, students will score high on the entry skills test and low on
the pretest meaning they have the entry skills but still need the
lesson. Embedded tests are used by teachers to monitor student
progress during the lessons. As another example, you might use
some of the practice activities as an embedded test to see how
students are doing. Many teachers use homework as a way to
assure that students are making progress. A post test occurs at
the end of the instruction to see if students have reached the
expected outcome. If the lesson was effective, students should
score well on the post test.

Closure/Transition. The final step in the lesson involves clo-

sure and transition. There's much more to concluding a lesson
than saying "we're done." Just as you need an attention-getting
introduction, you need to end on a positive note. Begin by sum-
marizing the activities of the lesson and how they relate to the
expected outcomes. Review examples, nonexamples, and critical
characteristics of the concept. Discuss how their new skills can
be applied to many different settings. How do these new skills
apply to everyday life? Have students complete a revised listing
of what they know and want to know. Ask students to list what
they thought was most and least important, most interesting
and least interesting, and most difficult or easiest about today's
class. You could also ask them about their favorite example,
most powerful image, best argument, most surprising fact, or
most memorable activity. This information can help review the
lesson's elements, but also help students reflect on their accom-
plishments.
Consider activities that will provide a transition between
learning activities. For example, enrichment activities may be
designed for successful learners - those students who have dem-
onstrated they have acquired the objectives of the lesson. These
activities may enhance the retention and transfer of the informa-
tion learned. Let's say you have just finished a lesson on nutri-
tion. Ask students to write about how they would explain the
nutrition concept to an elderly person. Or explain a tax concept
to a group of small business owners.
Likewise, remedial learning activities should be developed
for learners who don't achieve the objectives. These activities
usually take the form of further explanations, additional exam-
ples, and more practice.

Connection to Outcomes
Earlier you developed objectives to help you identify what you
want students to be able to do when they complete your lesson.
Hopefully, you used this information in developing your teach-
50 Building Treehouses for Learning: Technology in Today's Classrooms

Building the Treehouse

Try It!

Select one of the following topics.

Butterflies Gold Rush
Owning Your Own Business Poetry
Friendship Measurement
Violence Basketball
Endangered Animals

Create instructional strategies for one, short lesson. Use one generalization or ob-
jective as your focus. Include the following elements:

Learning Environment/Lesson Setting

Springboard
Information Exploration
Active Involvement
Closure/Transition

Use the following criteria to evaluate your instructional strategy.

Was the learning environment described?
Was the classroom setting described?
Were springboard activities used to gain student attention?
Were springboard activities used to inform the learner of the objective?
Were spring board activities used to recall prior knowledge and skills?
Was information provided in a logical sequence?
Was information provided in small chunks?
Were the format and channels of information appropriate for the content?
Were students actively involved with the information?
Were opportunities provided for practice with feedback?
Did the active involvement match the outcome desired?
Did the closure activity bring together the elements of the lesson?
Did the transition activity assist in transfer or preparation for the next lesson?
Were remedial and enrichment activities discussed?

Developing Instructional Strategies

Chapter 1 - Developing Learning Environments: Planning Effective Lessons 51
ing/learning strategies. How can you be certain that your stu-
dents accomplished your goal for the lesson? You need a plan
for assessing student performance and connecting this informa-
tion to the outcome you had in mind at the beginning of the
lesson.
In order to address the individual differences in your class-
room, try a variety of assessment tools. Traditional tests, check-
lists, rubrics, and scored discussions are just a few of the possi-
bilities. Your plan should address the following questions:

Does the assessment technique match your goal?

Is the purpose of the assessment clear to students?
Is it simple and easy to use and grade?
Is there enough time for this type of assessment?
How will students learn from the assessment?
Will students know their results and have an opportunity for
revision?
Are the directions clear?

Testing. Testing is a logical tool for measuring student per-

formance. Criterion-referenced test items are written directly
from performance objectives. This type of testing is important
to evaluate students' progress and to provide information about
the effectiveness of instruction.
Although test items will vary, it is important to remember
that the objectives must match the test questions exactly. With-
out this match, your test items will not be an effective measure
of whether students are able to demonstrate the capability de-
scribed in the objective. Here's an example:

Objective: Treehouse Tip

Shown drawings of cells in various phases of mitosis, the
learner will identify the phase as interphase, prophase, Tests must match the ob-
metaphase, anaphase, or telophase. jectives.

Sample Test Item Format:

Examine the cell drawing. Circle the name of the phase of
mitosis that is represented.
Examine the cell drawing. Write the name of the phase of
mitosis that is represented.
Examine the three cell drawings. Circle the cell in (blank)
phase.

When developing test items, you need to think about the

type of item that will be most appropriate for the objective. The
most common types of test items are recognition and recall type
questions. Recognition type questions require the learner to
select the correct answer from two or more options. Recall type
52 Building Treehouses for Learning: Technology in Today's Classrooms

questions require the learner to construct the correct answer

from memory.
Recognition type questions are easiest to score. Normally,
the student will circle an answer or fill in a dot on a score sheet.
For example, the student might be asked to select the correct
spelling of a word such as government. They might have four
options: (a) government, (b) govermint, (c)goverment, or (d)
none of these. Another example of a recognition item might ask
students to match words or label a map from words on a list.
Treehouse Tip When developing recognition type questions, carefully con-
sider the format. The BABOON option is a format that requires
Recall Questions the student to be able to identify both examples and nonex-
Recognition Questions amples in the same question. BABOON stands for (Item B, Item
A, BOth, Or, Neither). An example of this type of question can
be found in identifying clouds. Student may be presented with
pictures of a cumulus cloud and a cirrus cloud. They would be
asked to identify the cumulus cloud(s). Their options would be
Item A is a cumulus cloud, Item B is a cumulus cloud, Both are
cumulus clouds, or Neither are cumulus clouds. This is an excel-
lent format for determining whether a student has an under-
standing of examples and nonexamples of a particular concept.
Matching items are another common recognition type item.
In this case, the learner is presented with two sets of informa-
tion and is asked to match the information. For example, the
student might be shown five flags and be asked to match the
flag with the correct country.
When developing multiple-choice questions, think about
possible distractions. These might take the form of nonexamples
or common errors. This is particularly important if you are
using the test to diagnose student needs or make lesson assign-
ments. For example on an elementary language arts test, a stu-
dent might consistently choose "e before i" instead of "i before
e". This type of performance demonstrates the inability to apply
the appropriate grammar rule.
In some cases, you don't want to give your students options.
You want them to construct or "recall" the response from mem-
ory. In this case, you may have students write their answer. You
need to be cautious when designing these types of questions. Do
students know the correct spelling? What will you count correct
and incorrect? To determine whether you need a recognition
or recall item, examine your objective. If students need to be
able to recall a name from memory, a constructed response type
question is needed. For example, you would expect all biology
students to recall the principle parts of plant and animal cells.
You would also want all your nuclear power plant technicians
to recall all the steps in their emergency procedures manual.
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 53
Make certain that you match the type of test item to the ob-
jective. Examine the following objective and test item:

Objective:
Students will define biography.
Item:
Which of the following is a definition of biography?
A. nonfiction book about plants.
B. book about a person.
C. A book of autographs.

Notice that the objective requires that the student define

biography. This is a recall type skill. On the other hand, the test
item asks the student to recognize the definition from a list of
items. Guessing is possible. Can you think of a better item?
Once you've created test items, you need to consider the
development of the test as a whole. How much time do you
have set aside for the test? How many items do you need? In
what order will the items be placed? What's the probability of
guessing. The easier it is to guess, the more items you need. Will Treehouse Tip
different formats of items be separate or mixed? What about
student directions? You'll want to scramble the items and vary Test Considerations
the location of the correct answer; the letter "B" shouldn't be the Testing Time
Number of Items
"correct answer" every time. Although scrambling your items
Probability of Guessing
is a good idea, it's helpful for the student to have the items
Mixing Test Questions
grouped by question type. For example, all of your recognition Directions
type questions may comprise the first section of your test. Oth-
erwise, the students may be distracted during the test by shift-
ing their thinking from one item type to another.
When developing tests, the creation of clear and consistent
directions is critical. If a student doesn't know exactly what to
do in a testing situation, the instructor will not get a clear indi-
cation of what the student knows. Directions should provide
any instructions necessary for completing the test.
Directions should show and tell the student what to do and
how to do it. Present a sample problem, so that students can see
the format of the test. Remember, if the directions are not clear, a
student can lose time, patience, and motivation within your test.
When designing directions, make a list of the steps students
will need to follow to complete the problem. Then, check the
sequence of these steps. Avoid obvious or overly wordy direc-
tions. For example, "read the question carefully" is adequate.
"Read and reread the question until you have a complete under-
standing of what the question is asking" is too wordy. Write the
directions below the student's reading level and avoid "tricky"
words that might be confusing.
54 Building Treehouses for Learning: Technology in Today's Classrooms

Alternative Assessment. In many cases, a test is not the

most effective means of assessing student performance. Instead,
you may wish to use alternative forms of assessment. Role
playing, case studies, and simulations are all ways to see how
students will react in a particular situation. How do you "grade"
this type of activity? Quantitative scales, rating scales, scored
discussions, contracts, and criteria checklists can easily match
Treehouse Tip an activity or assignment to most objectives. Is the student able
to perform the objective in the situation presented?
Alternative Assessments Procedures, experiments, demonstrations, papers, and
Quantitative scales projects are often assessed using a criterion referenced checklist.
Rating scales First, you develop a list of expectations, then create a scale to
Scored discussions rate the performance. If the student completes the item to your
Contracts satisfaction, they receive some level of credit for the item. Scales
Checklists can be simple or complex. Simple checklists contain YES/NO
type items such as "Was the spoon placed to the right of the
knife?" More complex scales include ranges of acceptable per-
formance. The most complex checklists contain rubrics for each
item. Rubrics are precise listings of expectations at each level of
performance. For example, a written document may be classi-
fied as excellent, acceptable, or unacceptable. The rubrics pro-
vide examples of what is meant by each level so a teacher and
student can easily distinguish between high and low quality
performance.
There are hundreds of other ways to assess student perfor-
mance. One way to check student growth is by asking students
to demonstrate their understanding of a concept visually. Con-
cept mapping or webbing is a way to see how students "think"
about the information they've learned in the lesson.
For some objectives, teachers prefer an assessment tool that
provides long term information about the student. The teacher
wants to see progress over time and evaluate the process as well
as the final product related to an objective. Journals, logs, prog-
Internet Connections ress reports, blogs (web logs) and portfolios are effective ways
for students to select ideas, reflect on their work, and write
Online Rubric Makers about their perspective.
Rubistar
rubistar.4teachers.org/
Teachnology Learning Environments & Individal Differences
www.teach-nology.com/ We all have strengths and weaknesses. A key to developing an
web_tools/rubrics/ effective teaching/learning environment is building on these
strengths and overcoming weaknesses. To do this we must ana-
lyze how our students learn best and develop effective instruc-
tional strategies to meet these needs. Unfortunately this can be
difficult because each child is unique. What works for one stu-
dent may be ineffective for another learner. A teaching strategy
that works for the educator next door, may not work for you. To
understand why these differences occur, we need to explore our
intelligences and learning styles, then apply these to teaching.
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 55
Building the Treehouse
Try It!

Select one of the following topics.

Butterflies Gold Rush
Owning Your Own Business Poetry
Friendship Measurement
Violence Basketball
Endangered Animals

Write at least three objectives related to one of these topics.

How would you determine whether your students reached your objective?
Choose one of the following activities.
Write a test question to match each objective.
Write a checklist that could be used to check student performance.
Develop an alternative way to determine whether students met objectives.

What would you collect from students? Why? How would it be used?

What would you record or keep track of to demonstrate student knowledge and
skill? How would this information be used in grading?

Use the following criteria to evaluate your connections.

Did the assessment tools selected match the objectives?
Was student work collected or evaluated?
Were specific ideas for recording assessment results discussed?

Creating Connections to Outcomes

56 Building Treehouses for Learning: Technology in Today's Classrooms

Gardner defines intelligence as the ability to solve everyday

problems, generate new problems, and offer a service or re-
source to society. In Frames of Mind, Howard Gardner (1993) of
Harvard University discussed his theory of multiple intelligenc-
es emphasizing that individuals don’t just have one fixed intel-
ligence. Instead, at least seven distinct intelligences may emerge
over a lifetime including verbal-linguistic, logical-mathematical,
visual-spatial, musical-rhythmic, bodily-kinesthetic, interper-
Treehouse Tip sonal-social, and intrapersonal-introspective. Two others were
later added including naturalist and existentialist.
Multiple Intelligences
verbal-linguistic
Verbal-linguistic (words). Good readers and writers or stu-
logical-mathematical
visual-spatial
dents who are keenly aware of the nuances, order, and rhythm
musical-rhythmic of words are showing their verbal-linguistic intelligence. They
bodily-kinesthetic can “think” in words and use language to express their ideas.
interpersonal-social Logical-mathematical (numbers/problem solving). The
intrapersonal ability to solve complex mathematical problems, manipulate
abstract patterns and relationships, and reason inductively and
deductively are skills associated with logical-mathematical
intelligence.
Visual-spatial (pictures/images). Students who are able to
create visual-spatial representations of the world and “think
in pictures” are said to have visual-spatial intelligence. These
students “think” in three-dimensions and can easily recreate,
transform, and modify images to meet their needs.
Musical-rhythmic (tone/rhythm/timbre). A sensitivity to
music including the pitch and the rhythm of sounds is a sign of
musical-rhythmic intelligence. These people pick up melodies
and always seem to “think” in music and sounds.
Internet Connections
Bodily-kinesthetic (movement). Using the body to express
ideas or emotions, develop materials, and solve problems is the
Multiple Intelligences
focus of the bodily-kinesthetic intelligence.
Teacher Tap
eduscapes.com/tap/ Interpersonal-social (social understanding). The ability to
topic68.htm work well with others, empathize with the goals, motivation,
Cultivating MI and purposes of others are signs of this intelligence.
http://glef.org/php/article. Intrapersonal-introspective (self-knowledge/metacogni-
php?id=Art_957&key=005 tion). Students who are deeply aware of their own feelings,
Tapping into MI abilities, goals, and purposes are demonstrating their intraper-
http://www.thirteen.org/ sonal-introspective intelligence.
edonline/concept2class/mi/
index.html Everyone has a combination of these intelligences and is
Howard Gardner
capable of growth in all the areas. As a teacher, it’s important
http://pzweb.harvard.edu/
to be aware of your own intelligences as well as those of your
PIs/HG.htm
students. Use the multiple intelligences to add variety to your
classroom, motivate students, and develop new areas of skill.
Help students use their strengths to develop their weak
areas. Let’s say a student is asked to write a paper about the
characters in a novel. You might encourage a student who does
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 57
well with visual-spatial tasks to begin by drawing a diagram
showing the relationships between characters. They can use this
as a guide in their writing.
Start by becoming aware of your own intelligences. If you’re
a person who learns best through the logical-mathematical intel-
ligence, you may develop more activities for this area. However,
remember that your students may be strong in other areas. As
you develop curriculum, focus on meeting the needs of a wide
range of student learning styles by applying the intelligences.
For example, you may like to plan projects using a traditional
outline format. However you may find that some students are
better able to express their ideas through a visual map, series of
note cards, web of ideas, or a verbal brainstorming session.

Technology and Multiple Intelligences

Technology can play a central role in meeting the diverse needs
of your learners. The varied channels of communication repre-
sented in educational technology can be matched to particular
intelligences. Consider technologies that might help a student
strengthen an area of intelligence. For example, let’s say stu-
dents are practicing science vocabulary. Some students might
learn most effectively by hearing the words pronounced aloud.
A computer or tape recorder could help a student listen to a
recording created by a teacher or record and playback their own
voice. Another student might like to see a picture of the science
object and click on the visual to hear the word. A multimedia
software package would work well for that student.
Technology can be a motivating way for students to cross
intelligence areas. For example, let’s examine a student who
hates reading, but does well in musical-rhythmic, visual-spatial,
or bodily-kinesthetic. Interactive reading software that extends
reading to include music, pictures, and movement may foster
learning. In the same way, a student who does well in verbal-
linguistic may have a hard time making friends and interacting
with others. Use written communication through email technol-
ogy to help this student increase his or her interpersonal-social
intelligence. Since the learner is comfortable with writing but
uncomfortable with “live interaction”, the email communication
can be one step toward developing live interpersonal relation-
ships. The next step may be written, live chats. Then, add video
and audio elements. Live interactions may come more easily
once the student becomes comfortable communicating their
ideas to others.
Technology can support all of the intelligence areas. The
logical-mathematical area can be developed through the use
of software such as Millie’s Mathhouse and Math Workshop.
Educational software tools such as The Crunchers and The
Geometric Sketchpad can help students develop spreadsheets
58 Building Treehouses for Learning: Technology in Today's Classrooms

and models, organize information, try out ideas, and solve math
problems. Simulation software like Science Sleuths helps stu-
dents investigate problems and test hypotheses. Internet-based
simulations and other online activities can provide practice in
problem solving. Internet can also be used as a way to collabo-
rate on scientific experiments. For example, students living at
three different geographical elevations could compare the re-
sults of chemistry experiments through email. What’s the effect
of altitude on baking? Why?
Displays that contain manipulatives can help promote skills
in classification and other important math and science skills.
Technology can be used to record and analyze data during these
hands-on activities.
Technology in the verbal-linguistic area includes resources
that support the reading and writing area. A writing center
could include a computer and writing software, paper and
pencils, and project starters. Software such as Student Writing
Center and add-one to Microsoft Word such as Scholastic Keys
provide easy-to-use writing and editing tools for children. Word
processing allows students to easily follow the writing process
(see Figure 1-9). They don’t have to worry about “erasing” and
“rewriting” because these steps are no longer a chore. In addi-
tion, the final printed copy is professional looking, polished, and
something students are proud to display.
Learners love to explore information presented in books and
websites, so develop a research area in your classroom where
students can search for answers to their academic questions.
Many teachers develop a language area with tape or digital au-
dio recorders/players, earphones, and books on tape or CD.

Figure 1-9. Scholastic Keys.

Chapter 1 - Developing Learning Environments: Planning Effective Lessons 59

Figure 1-10. Kidspiration template.

Technology can also assist students who have trouble ex-
pressing themselves because of a range of disabilities. Special-
ized hardware and software can assist visually, hearing, or
physically impaired students communicate more effectively.
Technology can also be used by teachers to develop and
revise print materials such as step-by-step instructions, sample
writing projects, and printed activities.
The visual-spatial intelligence can incorporate many tech-
nology resources. Start with simple tools such as paper, mark-
ers, and crayons to help students visualize ideas in the form of
concept maps, mindmaps, webs, and clusters. Inspiration and
Kidspiration are two great tools for visual learners. They help
students brainstorm and organize ideas visually. Figure 1-10
shows one of the templates provided in Kidspiration to help
students visualize a story before they begin writing.
Videos, photographs, and other visual media are associated
with this area. Students can view materials created by others,
or develop their own visual productions using video cameras,
color scanners, digital cameras, and other technology. While
some students prefer to create their projects with traditional
tools such as pencils, markers, and paints, others use computer-
based graphics tools such as KidPix for visual expression. Soft-
ware programs such as KidCAD help children design projects
in 3D. Clip Art CDs provide lots of visuals to illustrate student
projects. Websites like the Library of Congress contain wonderful
historical photos and other visuals (see Figure 1-11).
60 Building Treehouses for Learning: Technology in Today's Classrooms

Figure 1-11. Library of Congress. American Memories website.

Students put all these elements together and develop multi-
media projects in HyperStudio and PowerPoint. Some students
become involved with more high-end tools such as Adobe Pho-
toShop for editing visuals (see Figure 1-12)and Adobe Premiere
or Apple iMovie for video editing.
Although many people view technology as passive, it can
actually play an important role in the bodily-kinesthetic intel-
ligence area. Technology tools such as the computer mouse, key-
board, light pen, GPS device, scientific probe, video camera, and
hand scanner encourage students to use their fine motor skills
to developing hands-on projects. Robotic activities such as Lego
Logo projects combine hands-on building activities with com-
puter technology. The eye-hand coordination and active partici-
pation involved in using the technology can be reinforcing for
a student who might not normally choose the content related to
the hands-on activity.
Many students enjoy watching themselves on video whether
they’re dancing, playing a sport, or acting in a skit. Video is also
a great way to document student performance. While other in-
telligences are expressed on paper or through music, videotape
is the most effective way to capture a student’s movements.
Displays and learning centers can be designed to provide
space for movement and objects to touch and explore. Design
activities that involve students in drama, dance, or creative
movement. Even short skits and debates can get students mov-
ing and expressing themselves in physical ways.
Field trips are a great concrete learning experience. Use
technology such as video cameras, digital cameras, and portable
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 61

Figure 1-12. Image in Adobe Photoshop.

computers to record and reflect on these experiences. Field trips
don’t have to involve physical movement to be effective. Virtual
field trips can give students the feeling of exploring the Arctic or
looking inside a volcano without having to leave the classroom.
Virtual field trips use the Internet to bring scientists, experi-
ments, and exploration into the classroom. By asking questions,
running robots by remote control, and following a travel sched-
ule, students play an active role in the experience. Virtual reality
adds an even more kinesthetic aspect to these activities.
The musical-rhythmic intelligence focuses on sound. A
music area that includes tape and digital recorders, CD-audio
players, and sound-making objects and instruments can help
students explore sound. Educational software such as Juilliard
Music Adventure, Making Music, and Songworks provide
resources for exploring and creating music.
Students can develop great multimedia projects that incor-
porate original tones, rhythms, and timbre. They can also use
digital sound effects CDs and other sound resources to add
background sounds to stories, plays, and other productions.
Use technology to enhance the interpersonal intelligence.
Small group computer activities encourage students to col-
laborate. Many simulations require students to work as a team
to solve a problem or explore an issue. Software such as Tom Treehouse Tip
Snyder’s Decisions, Decisions series focus on social or envi-
ronmental issues. Get students involved with online commu- Match the technology with
nication where they can telecommunicate with other learners the needs and interests of
around the world on important issues and problems. your students.
Use technology as a tool to help students enhance their inter-
personal intelligence. Some students feel uncomfortable speak-
ing in a group setting. Using video or audio recordings during
rehearsal and practice can make students feel more confident.
62 Building Treehouses for Learning: Technology in Today's Classrooms

The intrapersonal intelligence can also make use of technol-

ogy. For example, computers are great tools for reflective journal
writing or drawing pictures about their feelings. Videotape is
also a good tool for self-analysis. You can tape a small group
discussion and ask students to watch, analyze, and reflect on
their actions.
Flexibility is the key to designing learning environments that
focus on a range of intelligences and technologies. Your class is
involved with creating skits or short plays that focus on a par-
ticular genre such as tragedy or irony. One group might use the
software called Hollywood to develop and perform a play all
on the computer screen including sounds, narration, and ani-
mated characters. Another group might use technology for writ-
ing a script or building a storyboard, then use a videocamera to
record their sounds and movements. A “rock opera” might be
the product of a third group that uses a keyboard hooked to the
computer as background music for a modern song and dance
project. They would all learn about the creation of a drama, but
each group might apply their intelligences a different way.
Develop activities that ask students to apply their intel-
ligences in meaningful ways. In your attempt to incorporate
every area, you may have a difficult time identifying activities
or you may simply not have the time in a lesson to allow mul-
tiple projects. Don’t worry. You don’t need to incorporate all
seven into every lesson. Instead look at your unit as a whole. Do
you meet the learning needs of your students? Do you provide
a variety of activities that draw on student strength areas and
develop weak areas? Do you use a variety of communication
channels and types of media?

Lesson Planning and Differentiation

As you develop lesson plans, consider the individual differ-
ences of your learners. In the book The Differentiated Classroom,
Carol Tomlinson states that differentiation involves identifying
Internet Connections and planning for these differences. A differentiated classroom
provides varied avenues to acquire, process, and make sense
Differentiation of information and ideas to maximize student learning and to
HOTT LINX
promote individual success.
curry.edschool.virginia.edu/
Differentiated lessons allow struggling learners as well as
hottlinx/
advanced learners to experience appropriate levels of challenge
by targeting instruction at the readiness level of each child.

Formative Evaluation
Before conducting a lesson in your classroom for the first time,
you need to determine whether it will be effective. Formative
evaluation is the process of determining whether your lesson
needs to be revised before use. In the "real world" formative
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 63
Building the Treehouse
Try It!

Activity 1: Knowing Yourself

Explore your intelligences. Focus on your strengths and weaknesses. Address each of
the following statements for each of the seven intelligences.

I’m strong in. I’m weak in. I like. I dislike. I learn best. I learn least. I find myself...
Verbal-linguistic
Logical-mathematical
Visual-spatial
Musical-rhythmic
Bodily-kinesthetic
Interpersonal-social
Intrapersonal-introspective

What are your strong and weak areas? How might this impact your teaching? What
areas do you want to develop? Why?

Activity 2: Knowing Your Students

Interview a student. Can you identify their strengths and weaknesses in the seven ar-
eas? Guess what types of activities they like and dislike. Were you right? Brainstorm
some activities that might be useful in drawing on their strengths and improving
their weak areas. How would you incorporate technology?

Activity 2: Exploring Lessons

Explore an existing lesson. Pick out good examples of the intelligences. Can you think
of activities that could be added to the lesson that would focus on additional intel-
ligences?

Identifying Multiple Intelligences

64 Building Treehouses for Learning: Technology in Today's Classrooms

Building the Treehouse

Try It!
Select a lesson topic and brainstorm ideas for involving multiple intelligences.

Verbal-linguistic: How can spoken or written words be used?

Logical-mathematical: How can numbers, calculation, reasoning, logic, classification, or
problem solving be incorporated?
Visual-spatial: How can visual elements such as pictures, graphics, art, color, metaphor,
maps, or visual organizers be integrated?
Musical-rhythmic: How can sounds and music including tone, timbre, rhythm, or melody
be used?
Bodily-kinesthetic: How can movement and hands-on experiences be incorporated?
Interpersonal-social: How can sharing, cooperation, teaming, and collaboration be used?
Intrapersonal-introspective: How can personal feelings, thoughts, and reflections be used?

Sample Lesson Idea: Tall Tales

The teacher begins by showing a short video on the topic of tall tales. Tall tales are defined. The
class discusses tall tales they’ve heard.
Lesson ideas: http://42explore.com/talltale.htm

Verbal-linguistic: Children choose a tall tale book to read. In pairs, children explore the elec-
tronic book Pecos Bill or Paul Bunyan. They can also read tall-tales online. Students write
tall tales using the software Microsoft Word or Student Writing Center. Student submit
their tales to an online sharing project such as the ones organized by Susan Silverman at
http://kids-learn.org/
Logical-mathematical: Students create math story problems and puzzles based on their own
tall tales. Share these problems through email with another class.
Visual-spatial: Students plan their tall tales using Kidspiration software or illustrate their tall
tales using KidPix. They also design costumes for their tall tale production.
Interpersonal-social: Students compare their tall tales with a small group. In teams, they com-
bine their tales on a word processor into one super tall tale that incorporates all the charac-
ters.
Musical-rhythmic: Students listen to tall tales that have been turned into songs. They use
rhythmic instruments to add background music to their skit.
Bodily-kinesthetic: They make costumes for their tall tale production. Students adapt their
super tall tale into a creative drama that is videotaped.
Intrapersonal-introspective: Students write in their journals about a personal experience that
could be turned into a tall tale.

Exploring Multiple Intelligences

Chapter 1 - Developing Learning Environments: Planning Effective Lessons 65
evaluation is difficult. There's not enough time in the day to try
out everything on an individual or small group before you do
it in class. However, you'll find that conducting some level of
formative evaluation can be a life saver.
An important first step in formative evaluation is checking
the accuracy of your materials. Is all the information students
will be exploring available, well-organized, and accurate? You
can check this information yourself, get another teacher to check
it over, or ask an advanced student to review materials. The idea
is to make sure your subject matter materials are accurate. It's
easy to get so close to your materials that you miss small errors,
so it's a good idea to have someone else look at them.
A second way to evaluate your materials is called one-to-one
evaluation. This serves as a way to identify major and minor
problems with the use of your materials. Try your lesson on a Treehouse Tip
"high" and "low" ability student or motivated and unmotivated
students to test your materials. How long does it take them to Formative Evaluation
complete the activity? What aspects do they find easy or dif- Subject Matter Experts
ficult? Where do they need more information or examples? Talk One-to-One
with the children as they're using the materials and ask what Small Group
they're thinking. You need to set your students at ease so that
they realize they are testing the system, not actually being tested
for "grades" or how well they do.
It's also a good idea to try your lesson on a small group
before you try it with the entire class. A small group is nice
because you can test classroom management strategies and and
student interactions. Again, you can't do this with every les-
son, but it's a good opportunity to test it out and make revisions
before using it on an entire class.
You probably can't conduct a one-to-one or small group
evaluation on every lesson, but it's a good idea to try out activi-
ties you're using for the first time. Let's say you're going to have
each child build their own "mini" volcano. You might find that
22 "mini" volcanoes take too much time and are a huge mess.
Instead you might try it as a small group activity.

Conclusion
Lesson planning is a lot of work, but worth the investment of
time. Figures 1-13 and 1-14 show examples of lesson plans. The
first example from a high school economics class deals with the
functions and characteristics of money. The lesson is self-con-
tained and few resources or materials are used.
The second lesson from an elementary classroom uses a vari-
ety of resources and ongoing learning centers.
There are many ways to plan for instruction. This chapter
has provided an assortment of ideas. Use the lesson plan format
that fits best with your learning outcomes and teaching style.
66 Building Treehouses for Learning: Technology in Today's Classrooms

Lesson Plan: Functions and Characteristics of Money

Learners
This lesson is geared to juniors and seniors enrolled in an economics course. The
class contains twenty-one students. The course is an elective, so interest is high.
Students enjoy learning about money, so maintaining attention should not be easy.

Expected Outcomes and Purpose

Standard. Students will understand the role of money and financial institutions in a
market economy.

Purpose. This lesson is the third day of a Money unit. Students need to know the func-
tion of money in order to understand how the economy works.

Concepts. Money
Generalizations.
Money is easily transported, divisible, not easily reproduced, and durable.
Money is a medium of exchange, store of value, and unit of measurement.

Objectives
When given examples of money, students will determine which function(s) and
characteristics of money are involved.

Lesson Resources and Materials

Textbook and Student Guide - Chapter 10
Purposes and Functions - Federal Reserve booklet
Explains what money does and how the Federal Reserve controls the
supply of money in the economy.
42explore: Money http://42explore2.com/money.htm
42explore: Economics http://42explore2.com/econ.htm
PowerPoint Presentation or Transparencies
Optional: Timeliner software by Tom Snyder Productions
Handout
Realia. Shells, stones, coins, loaf of bread, silk shirt, pelt, jar of spice, money, ex-
pired credit cards, sample checks

Learning Environment/Lesson Setting

Lesson Length. The lesson will take three class periods.
Lesson Setting. A table display contains objects that will be used in a demonstra-
tion. Students are seated at their desks in clusters facing the front of the classroom.
Technology Setup. Use the Visual Presentor document reader and data projector to
show small money and objects (reserve ahead).
Figure 1-13. Sample Lesson Plan.
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 67
Teaching/Learning Strategies
Notice the technology enhancements that are incorporated as resources are available.

Springboard
Ask students about their use of money. Do they have cash? Do they use an ATM
machine? Have they used a credit card? Hold up a seashell and ask students what
it would be like to use shells as currency. What about stones, bread, or coins? Ask
students to imagine the problems of using a loaf of bread to buy a pair of tennis
shoes or a beaver pelt to buy provisions. Explain that this lesson will help them un-
derstand the function and characteristics of money. Recall the definition of money.
Technology Enhancement: Show items on the document reader.

Information Exploration
Trace the history of money using the bulletin board timeline.
Technology Enhancement: Use Timeliner software and a data projector to show a
digital timeline you've produced.
Discuss the characteristics of money (easily transported, divisible, not easily repro-
duced, and durable) using a set of transparencies printed from PowerPoint as a
guide.
Technology Enhancement: Use a PowerPoint presentation with a data projector.
Describe the function of money (i.e., medium of exchange, store of value, unit of mea-
surement).
Technology Enhancement: Using Inspiration and the data projector, use questioning
techniques with students to generate information regarding the function of money.
Distribute the review sheet containing a timeline and characteristics.
Technology Enhancement: Provide a web-based pathfinder containing a review sheet
and links to optional readings and interesting resources.

Active Involvement
Students will complete section 10.3 in their study guide using the booklet Purposes
and Functions as a reference. This activity examines four case studies involving the
function and characteristics of money.
In small groups, ask students to invent a new monetary system for the United States.
They should describe the benefits and drawbacks of their system. Small groups
will share their ideas with the group.
Technology Enhancement: Ask students to create 4 slide PowerPoint slideshows to
support their monetary system presentation.

Closure/Transition
Review the importance that money has in our society and preview the next lesson:
making money. Ask how many people would like to win the lottery. Why? How do
they make so much money on the lottery?
Figure 1-13. Sample Lesson Plan (Continued).
68 Building Treehouses for Learning: Technology in Today's Classrooms

Lesson Plan: Carnivores, Herbivores, and Omnivores

Learners
The class consists of twenty-six fourth graders between the ages of 8 and 11.
Entry Skills. The students can identify common types of animals, their habitats, and
their characteristics. They have used DVDs, Internet, and HyperStudio before, so no soft-
ware instruction is needed. Review sheets are available for extra help.
Expected Outcomes and Purpose
Purpose. The unit will teach the concept of food chain and web. Having the concept of
"food chain" is essential to understanding how the environment functions. Without the
concept of food chain, students will have difficulty understanding the interdependency
of living things. Being able to identify carnivores, herbivores, and omnivores is impor-
tant in understanding how the food chain works.
Standard. Students know producers and consumers (herbivores, carnivores, omnivores,
and decomposers) are related in food chains and food webs and may compete with each
other for resources in an ecosystem.
Unit Concept. The food chain and web.
Lesson Generalizations.
Carnivores, herbivores, and omnivores are important parts of the food chain and web.
A carnivore is an animal such as a dog, a lion, a fox that only eats other animals.
A herbivore is an animal such as a horse, a giraffe, and a deer that only eats plants.
An omnivore is an animal such as a bear and a human that eats both plants and animals.
A predator is an organism that kills and eats other organisms.
A prey is an organism that is killed and eaten by a predator.
Objectives
The student will describe characteristics of and provide examples of carnivores, herbi-
vores, and omnivores.
The student will demonstrate the relationship between predator and prey.
Given pictures of animals, the student will correctly identify each animal as a carnivore,
herbivore, or omnivore.
The student will create and draw an animal, real or imaginary, that has at least two char-
acteristics of a carnivore, herbivore, or omnivore.

Lesson Resources and Materials: Books

Aaseng, Nathan (1987). Meat-eating Animals. Learner.
Aaseng, Nathan (1987). Prey Animals. Learner.
Batten, Mary (1992). Nature's Tricksters. Sierra Club Books.
Bender, Robert (1994). A Most Unusual Lunch. Dial Books for Young Reader.
Bennett, Paul (1994). Catching a Meal. Thompson Learning.
Brooks, Bruce (1991). Predator! Farrar Straus Giroux.
Cleave, Andrew (1995). Hunters. Steck-Vaughn Company.
Kalman, Bobby (1998). What are Food Chains and Webs? Crabtree Publishing.
Kitchen, Burt (1994). When Hunger Calls. Candlewick Press.
Lauber, P. (1995). What Eats What? Food Chains and Food Webs. Harper Trophy.
Norgaard, E. Jaediker (1990). Nature's Great Balancing Act. Cobblehill Books.
Wilkes, Angela (1994). Incredible Great Hunters. Covent Garden Books.
Figure 1-14. Sample Lesson Plan.
Chapter 1 - Developing Learning Environments: Planning Effective Lessons 69
Lesson Resources and Materials: Educational Software
HyperStudio by Roger Wagner
Allows students to create stories that incorporate text and graphics.

Lesson Resources and Materials: United Streaming Videos

Concepts in Nature: Animal Predators and the Balance of Nature by United Learning
Investigating Dinosaurs: Predator or Prey from Discovery Channel
Life of a Forest, The: A Forest Grows Old by United Learning
Chapter on carnivores, herbivores, and omnivores
You in the Food Web by United Learning

Lesson Resources and Materials: Internet Sites and Electronic Databases

Dinosphere: Meat and Plant Eaters
http://www.childrensmuseum.org/dinosphere/games/earlyreader/earlyReader_3.htm
Interdependence & Adaptation from BBC
http://www.bbc.co.uk/schools/scienceclips/ages/10_11/interdependence.shtml
Food Chain from Planet Pals http://www.planetpals.com/foodchain.html
Food Webs and Chains http://www.vtaide.com/png/foodchains.htm
Food Web Kids http://www.gould.edu.au/foodwebs/kids_web.htm
Spotlight on Food Web http://oceanlink.island.net/oinfo/foodweb/foodweb.html
BrainPop: Food Chain http://www.brainpop.com
EBSCO: Animals Electronic Database

Lesson Resources and Materials: Print Materials

Vocabulary Review Sheet - Contains vocabulary and definitions
HyperStudio Project Checklist

Lesson Resources and Materials: Supplies

Animal Skulls

Learning Environment
Lesson Length
45 minutes for overview
The centers will be used over a two week period

Lesson Setting
The students are at their desks for the overview and at learning centers for active in-
volvement activities.

Technology Setup
The classroom contains five, wireless laptop computers. Three computers are used for
Internet and database research. Two computers will be used in the production area. Stu-
dents will have two forty minute periods at each center. The skull activity will only take
about 20 minutes. Students completing work before the allotted time will work on their
reading project.

Figure 1-14. Sample Lesson Plan (Continued).

70 Building Treehouses for Learning: Technology in Today's Classrooms

Teacher Activity Sequence

Springboard
If you were an animal, what would you order at Burger King? Do animals eat the same
foods we do? What kinds of foods do animals eat? What do you think lions eat?
Tell the students that they'll learn to identify the kinds of foods animals eat by learning the
about carnivores, herbivores, and omnivores.
Write the words carnivore, herbivore, and omnivore on the board. Ask students if anyone
can define these words.

Information Exploration
Discuss the characteristics of the carnivore, herbivore, and omnivore including skull, teeth,
placement of eyes, and body structure differences using a PowerPoint Presentation.
Show a series of still pictures and identify whether they are carnivore, herbivore, or omni-
vore. Provide additional examples and ask students to identify characteristics.
Pass out the vocabulary handout for the students to use while working on their project to
assist with definitions and spelling.

Active Involvement
Students will participate in three learning centers.
Center 1: Skull identification
Match the skull characteristics with the animal skulls.
Center 2: Reading Center
Students will read a book that involves the food web and complete the reading project.
The guidelines for this project are in a handout provided in an earlier lesson.
Center 3: Information Exploration
Students will use Internet resources and electronic database listed in the resources sec-
tion to explore information about a carnivore, herbivore, or omnivore.
Each student will select an animal and discuss characteristics associated with being a
carnivore, herbivore, or omnivore such as retractable claws or big ears.
Center 4: HyperStudio
Each student will create an animal that has at least two characteristics of a carnivore,
herbivore, or omnivore. These characters will be included in a group story about the
animals written in HyperStudio. Students will have the option to draw their animals on
the computer, or use paper and markers and scan the pictures.

Closure/Transition
The lesson will end with a game that reviews the types of animals and the "foods" they
might order at a fast food restaurant for animals.

Connection to Outcomes
Students Work: We will be having a HyperStudio sharing time. Collect student projects on
the hard drive.
Teacher Records: A checklist will be used to evaluate the projects. Record whether they
included two characteristics in their HyperStudio project.

Figure 1-14. Sample Lesson Plan (Continued).

Chapter 1 - Developing Learning Environments: Planning Effective Lessons 71
Building the Treehouse
Try It!
Evaluate a lesson that was prepared by another teacher.

Answer the following questions.

Would you use this lesson? Why or why not?

What are the strengths of the lesson?

What are the weaknesses of the lesson?

What would you change in the lesson?

Did the plan address the multiple intelligences of the learners? If so, how? If not,
what could be added or changed?

Was enough information provided so that you could teach this lesson? If not, what
additional information would you need?

Use the criteria on the next page to evaluate another lesson.

Evaluating a Lesson Plan

72 Building Treehouses for Learning: Technology in Today's Classrooms

Building the Treehouse

Try It!
Create a lesson plan. Use the criteria below to evaluate your lesson.

Learners
Was the grade level and number of students stated?
Were the general characteristics of the audience discussed?
Were student entry skills described?
Were implications of the audience characteristics and entry skills discussed?
Expected Outcomes and Purpose
Was a topic, theme, and central concept for the lesson discussed?
Was the purpose of the lesson clear?
Was a web, outline, or other visual overview provided?
Were the concepts and generalizations addressed in the lesson clear?
Was at least one objective stated?
Was each objective measurable and observable?
Was each objective stated in ABCD format?
Lesson Resources and Materials
Were teacher and student resources discussed?
Was a description and intended use provided for each resource?
Were the supplies needed in the lesson listed and described?
Teaching/Learning Strategies
Was the learning environment described?
Was the classroom setting described?
Were springboard activities used to gain student attention?
Were springboard activities used to inform the learner of the objective?
Were springboard activities used to recall prior knowledge and skills?
Was information provided in a logical sequence?
Was information provided in small chunks?
Were the format and channels of information appropriate for the content?
Were students actively involved with the information?
Were opportunities provided for practice with feedback?
Did the active involvement match the outcome desired?
Did the closure activity bring together the elements of the lesson?
Did the transition activity assist in transfer or preparation for the next lesson?
Were remedial and enrichment activities discussed?
Did the plan address the multiple intelligences of the learners?
Connection to Outcomes
Was student work collected or evaluated?
Were specific ideas for recording assessment results discussed?

Creating a Lesson Plan