Technology+Portfolio

=1. Elements of the Project=

= = **R.L.A.S.D. – EATS Lesson Grade /Subject: Healthy Living Topic Developing Relationships** **What components are involved in making a relationship work/not work? ** || **What do students need to know and be able to do to answer the LEQ?** **Assess. Prompt 1: Identify elements of attraction** **Assess. Prompt 2: Match and identify types of relationships** **Assess. Prompt 3: Order and reorder elements of attraction** **Assess. Prompt 4: Express and synthesize dating qualities and experience.** || **Brainstorm in small groups how many different relationships you encounter during the course of a day.** ||^  || **Plutonic friendship, clique, spontaneity** ||^  || **Overhead presentation with group discussion. Show overlays on projector. Explain triangle of complete love and interdependence.** **Assessment Task # 1** **Check student notes and completeness. See if triangle is labeled correctly** || **Instruction 2:** **Students will view an overhead presentation of 10 different kinds of love in relationships. Explain and discuss.** **Assessment Task # 2** **Students handout will be checked for correctness and understanding. Visual check of the Match Activity.** || **List 6 Phases of Elements of Attraction on the whiteboard or projector. Discuss meaning of each of the phases. Have students make predictions about the order of these phases.** **Assessment Task # 3** **Student will unscramble and reorder the phases “Elements of Attraction” successfully with a partner.** || **Instruction 4:** **Display 10 important qualities of a date. Have students rank these in order of preference and importance to them.** **Introduce Ultimate Date secretion to the Class. Located on overlay. Read aloud the directions. Read sample responses.** **Assessment Task # 4** **Students will write and share their ultimate date experience with the group (NO Name) and include all criteria in their description.** || **Student will demonstrate understanding and meaning of content by creating a concept map through the use of the computer program Inspiration. Submit to teacher through istork. ** || = = =2. Summary of the Activity= Students learned about many kinds of relationships they may have, or encounter over the span of their life. Some may be beneficial, meaningful, and rewarding. Others may lead to disappointment and/or abuse. The use of "Inspiration" as a summary for this lesson served as a great motivator for students to share what they have learned in a visual display. Some chose basic ways to communicate their understanding and knowledge of the LEQ, and others were more creative with their response to the question. The criteria included (1) The students had to answer the question: What components are involved in making a relationship work / not work? (2) Students had to create a concept map using Inspiration to demonstrate understanding of the LEQ. (3) Students were given no limitations on creativity. (4) Students had to understand how to make a submission through istork to get their work assessed. Since the use of "Inspiration", many student have asked to use the program again. The use of mind mapping and outlining with this program has increased the attention span and learning experience of the students involved.
 * **LEQ:**
 * **Activating Strategy:**
 * **Key Vocabulary to Preview:**
 * **Graphic Organizer: Relationship concept map,web use of inspiration on computer ** || Teaching Strategies as follows . . . ||
 * **Instruction 1:**
 * **Instruction 3:**
 * **Share/ Summarizing:**

NETS-T: Teacher


 * Facilitate and Inspire student learning and creativity**
 * After a demonstration ahead of time about the use and operation of "Inspiration", this project was all student-centered. I was a facilitator for the assessment. Student used students as resources.


 * Design and develop digital-age learning experiences and assessments**


 * This activity was technology based and uses up-to-date student centered software.


 * Promote and model digital citizenship and responsibility**


 * Diverse needs of all learners were mt through the use of this activity. Creativity was not limited. Adequate access to appropriate digital tools was presented. I modeled digital etiquette and stated expected social interactions related to this activity.


 * Engage in professional growth and leadership**


 * With the assignment of this activity, I had to first demonstrate how to use the program "Inspiration", so the students could successfully complete the criteria for this task. This involved knowing the program and effectively modeling the steps involved to use for success. I also broadened my knowledge of "Inspiration" by viewing student's basic use of the program to the more advanced skill levels of some specific students in class.

NETS-S: Student


 * Creativity and innovation**


 * Students applied knowledge togenerate new ideas. An original work of concept mapping was created through the use of "Inspiration" to answer the lesson's LEQ.


 * Communication and collaboration**


 * Students interacted and collaborated with a partner and peers throughout this activity. Students who were more tech savvy coached others through the navigation of some features with the program.


 * Critical thinking, problem-solving, and decision-making**


 * **Students had to mentally and visually map out concepts and connecting thoughts with this program to demonstrate understanding of the lesson. Mapping should answer the The LEQ. Students made decisions alone and/or collaborated with a peer. Results of this assignment were displayed on the LCD screen for the whole group as well as, sent to the teacher's istork for assessment.**


 * Digital citizenship**


 * It was the students responsibility to model digital responsibilities. They were assigned with the task of creating a product the was content and school appropriate. Because of the nature of the course, questions were directed to the teacher.


 * Technology operations and concepts**


 * Students, mostly grade 9, learned how to use a new program on the MacBook. Those students were very motivated to complete a hands on technology-based program. Students who were already familiar with the program, (a handful), extended their thinking farther by using graphics and linking more thoughts and ideas to complete the activity.

= = =**3. Reflection of the activity**=


 * This is the first time I used this activity. Inspiration was used to check for understanding of lesson content and to successfully answer the LEQ . The assignment of this activity went relatively well. Students were curious and excited to use the computers. This was a different experience for most students. My class are mostly composed of ninth and some tenth graders. Most students have little or no exposure to the use of a MacBook. I need allot a period to cover the basics of how to login and navigate around a MacBook before I use an application on the computer the next time. I have large classes. (28-30) Most tech carts only have 24-28 computers if all are in working condition. To assess each student in an individual activity like this was difficult in some classes, because I needed to borrow from another cart when available for those students to complete the activity. I can use partners the next time but, I wanted to check on individual learning of concepts. Overall, students enjoyed the activity and worked on task throughout the assignment. Student did draw on each other's expertise in technology and were open to suggestions about how to make their own end product better.**


 * Student are receptive to the use of technology in the classroom. Their minds are actively engaged with the computer application and students respond to computer generated hands-on activities in a positive and anxious manner. Students in my classes seem to participate actively with technology at their fingertips.**


 * Samples of work:**