MAD GOAL SETTING
Segment 1
Lauren Embury
February 11, 2015
Segment 1
Lauren Embury
February 11, 2015
https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-11-12.1123.M.0FBF81512A8B28DA16D69B9FA770EE.vcr&sid=679
Agenda:
How to Use Your Tools
MAD Goals
Collaborate with Peers
How to Get Your Collaboration Credit - worksheet submission
MODULE 01 : 01.04: GOALS
Summarize the lesson in 2-3 sentences:
MAD GOALS. This is a collaborative experience required for students enrolled in the HOPE course. Students determined the meaning and purpose of Measurable, Attainable and Deadline-driven goal setting. They used several Whiteboard tools throughout the lesson.
The objectives were:
At the end of this lesson, the student will be able to:
Identify strategies for setting goals that are measurable, attainable and deadline driven
Apply strategies for self-improvement through goal setting and long-term wellness plans
Comment on the session in the following areas:
1. Beginning:
The instructor began with an opening slide using the theme from the Voice. On it was a link to a YouTube video, to which the instructor referred to later in the lesson. The Agenda was the second slide and a reminder of online behavior was discussed at the beginning of the lesson. The basic tools were also reviewed.
Agenda:
Using your tools
Long term/short term goals
Mad Goals
Collaborate with Peers
Submit collaboration for credit
2. Structure of Session:
The Instructor moved from slide to slide throughout the presentation to bring the students to the culminating activity. She skipped over some slides and touched only briefly on others bringing her to the collaborative portion of the lesson. I am not sure whether she knows whether the students had attended to the content in FLVS before attending her session. This information would be of interest to know whether she is presenting the material for the first time or whether it is a review of previously learned content. The instructor communicated using voice and PowerPoint slides in a shared lesson that many of the teachers use to cover this topic. The content in the collaborative session follows the same as the content in the FLVS lesson.
3. Communications and Teaching/Learning Relationships:
The instructor used voice and the students used chat to communicate unless they were writing on the WhiteBoard. The instructor monitored the chat boxes and the Whiteboard simultaneously. The students were put into breakout rooms at the end to work collaboratively on one of the assessments.
4. Learner Support:
The instructor is available through e-mail and textual contact throughout the day and evening. The online FLVS HOPE Module 1 supports the learning.
5. Use of Range of Teaching and Learning Methods and Other Teaching Aids:
The instructor uploaded the slide presentation and shared it, she pushed out assignments, she had questions to which students answered by sharing on the WhiteBoard, tallies were used via chat feed, and she shared a video
6. Use of Student Performance Indicators:
The instructor pushed out two documents towards the end of the lesson for students to complete and turn in for meeting a collaborative session attendance requirement to be met.
7. Clarity of Explanation and Overall Technical Delivery:
As I stated above, I feel that there could have been more delivery of content during the session and a technique used to call on students to help determine whether they have grasped the content. Re-teaching could occur in this optimal opportunity for synchronous delivery.
8. Content:
PE.912.L.4.3
Identify strategies for setting goals when developing a personal fitness program.
PE.912.L.1.5
Participate regularly in health-enhancing activities outside the school setting.
10. Overall Effectiveness of the Lesson and your Professional Development:
I didn’t find that the instructor addressed the initial objectives of the online lesson. Students were not given strategies for setting and developing personal goals. The lesson did not feel as if it were a stand-alone lesson with content to support the assessments.
11. Special Focus Question TIM
The lesson was at the Collaborative Adoption integration of technology:
Students have opportunities to use collaborative tools, such as email, in conventional ways. These opportunities for collaboration with others through technology or in using technology are limited, and are not a regular part of their learning.
The teacher directs students in the conventional use of technology tools for working with others.
The setting allows for the possibility of group work, and at least some collaborative technology tools are available.
Agenda:
How to Use Your Tools
MAD Goals
Collaborate with Peers
How to Get Your Collaboration Credit - worksheet submission
MODULE 01 : 01.04: GOALS
Summarize the lesson in 2-3 sentences:
MAD GOALS. This is a collaborative experience required for students enrolled in the HOPE course. Students determined the meaning and purpose of Measurable, Attainable and Deadline-driven goal setting. They used several Whiteboard tools throughout the lesson.
The objectives were:
At the end of this lesson, the student will be able to:
Identify strategies for setting goals that are measurable, attainable and deadline driven
Apply strategies for self-improvement through goal setting and long-term wellness plans
Comment on the session in the following areas:
1. Beginning:
The instructor began with an opening slide using the theme from the Voice. On it was a link to a YouTube video, to which the instructor referred to later in the lesson. The Agenda was the second slide and a reminder of online behavior was discussed at the beginning of the lesson. The basic tools were also reviewed.
Agenda:
Using your tools
Long term/short term goals
Mad Goals
Collaborate with Peers
Submit collaboration for credit
2. Structure of Session:
The Instructor moved from slide to slide throughout the presentation to bring the students to the culminating activity. She skipped over some slides and touched only briefly on others bringing her to the collaborative portion of the lesson. I am not sure whether she knows whether the students had attended to the content in FLVS before attending her session. This information would be of interest to know whether she is presenting the material for the first time or whether it is a review of previously learned content. The instructor communicated using voice and PowerPoint slides in a shared lesson that many of the teachers use to cover this topic. The content in the collaborative session follows the same as the content in the FLVS lesson.
3. Communications and Teaching/Learning Relationships:
The instructor used voice and the students used chat to communicate unless they were writing on the WhiteBoard. The instructor monitored the chat boxes and the Whiteboard simultaneously. The students were put into breakout rooms at the end to work collaboratively on one of the assessments.
4. Learner Support:
The instructor is available through e-mail and textual contact throughout the day and evening. The online FLVS HOPE Module 1 supports the learning.
5. Use of Range of Teaching and Learning Methods and Other Teaching Aids:
The instructor uploaded the slide presentation and shared it, she pushed out assignments, she had questions to which students answered by sharing on the WhiteBoard, tallies were used via chat feed, and she shared a video
6. Use of Student Performance Indicators:
The instructor pushed out two documents towards the end of the lesson for students to complete and turn in for meeting a collaborative session attendance requirement to be met.
7. Clarity of Explanation and Overall Technical Delivery:
As I stated above, I feel that there could have been more delivery of content during the session and a technique used to call on students to help determine whether they have grasped the content. Re-teaching could occur in this optimal opportunity for synchronous delivery.
8. Content:
PE.912.L.4.3
Identify strategies for setting goals when developing a personal fitness program.
PE.912.L.1.5
Participate regularly in health-enhancing activities outside the school setting.
10. Overall Effectiveness of the Lesson and your Professional Development:
I didn’t find that the instructor addressed the initial objectives of the online lesson. Students were not given strategies for setting and developing personal goals. The lesson did not feel as if it were a stand-alone lesson with content to support the assessments.
11. Special Focus Question TIM
The lesson was at the Collaborative Adoption integration of technology:
Students have opportunities to use collaborative tools, such as email, in conventional ways. These opportunities for collaboration with others through technology or in using technology are limited, and are not a regular part of their learning.
The teacher directs students in the conventional use of technology tools for working with others.
The setting allows for the possibility of group work, and at least some collaborative technology tools are available.