How to Use Your Tools
Collaborate with Peers
How to Get Your Collaboration Credit - worksheet submission
MODULE 05 : 05.01: DRUGS AND ALCOHOL: RISKS AND EFFECTS
Summarize the lesson in 2-‐3 sentences:
The session was created so that HOPE students in Segment 2 would have access one of four collaborative sessions they must participate in during the segment. Students may choose any collaborative lesson that they would like to enter on any given Monday – Thursday at 4:00 or 7:00 pm.
In an icebreaker, the students were asked to name drugs. There was very little content presented during the lesson; it was student-response driven.
Comment on the session in the following areas:
10. Overall Effectiveness of the Lesson and your Professional Development:
This was one of the first live sessions I attended and I must say, I did not understand the presentation style at all. No content was delivered; students generated the content by their responses and the teacher commented on them. After viewing the second live session, which I will review next, I was left dumbfounded. The session was no longer than 25 minutes in length and seemed to serve no purpose. I am glad that I have since attended some more in-depth presentations.
The objectives of the collaborative session should have been to enhance and teach those objectives in the FLVE Curriculum for Module 5: 5.01:
When you complete this lesson, you should be able to:
1: examine the social, emotional, and cognitive risks involved with using drugs or alcohol
2: determine the value of applying a thoughtful decision-making process in health-related situations
3: evaluate the influence of personal values, attitudes, and beliefs on health practices and choices
1. Beginning: The students were shown how to use some basic BlackBoard tools and then were asked to name drugs by writing them on the WhiteBoard.
2. Structure of Session: The instructor solicited responses from the students regarding several issues: what are some drugs, what are they considered drugs and how to friends influence decisions, which was a situational story and students were asked to predict what the outcome would be.
3. Communications and Teaching/Learning Relationships:
The instructor used some very basic BlackBoard tools; I’m guessing she is not yet comfortable with them herself. She did not use many herself during the lesson. That will be me in a few weeks, so I understand. Students typed in the chat box and wrote on the WhiteBoard. Inappropriate responses were stopped and students were disabled.
4. Learner Support:
Learners were given verbal positive encouragement during the lesson. The students could always go back to the Module content later if they were not clear on a concept. I do not know how the instructor determined whether or not a student had completed the Module in the curriculum prior to attending the session. That would be an important factor to me as an instructor.
5. Range of Teaching and Learning Methods:
The Instructor relied heavily on visual learning. The students were to fill in their responses on the white board and to read a situational anecdote involving being influenced by friends. The anecdote was on the extreme side and I do not think that students related to it other than in an I-know-the-answer manner. Students wrote on the board simultaneously and in random places. That made it difficult to organize and respond to. I believe there were several students that were fairly new to using Black Board interactive etools.
6. Use of Learning Technology and Other Teaching Aids:
I believe that the Instructor may have been fairly new to using the Blackboard tools, as am I, thus there were not a lot of tools used. The transition from teaching face-to-face to online is a huge leap and I firmly believe that it takes a good while to master teach using BlackBoard. New users can only concentrate on a few features at a time as it is not a natural transition.
7. Use of Student Performance Indicators:
The students had two files that there were to submit at the end of the session. One was a reflection on the session and the other was in an email she sent to the students that I did not see.
8. Clarity of Explanation and Overall Technical Delivery:
I was concerned that the lesson seemed more like busy work and did not deliver content. The objectives were not made clear to the students and the lesson did not seem focused other than it stayed within the subject matter in the FLVS curriculum. It seemed to me, as an outsider that the lesson could be improved by having more structure to it, by taking the opportunity to teach, supplement and reinforce the content of the Module. Having a live session is an excellent opportunity to field questions students may have about the content and to subjectively determine whether the content was mastered In a way relevant to their lives.
The room was open on time and the presentation was uploaded for students to use.
There were no technical difficulties in terms of what and how the material was presented.
11. FOCUS: TIM
This lesson was at the Collaborative Entry Level of the Technology Integration Matrix:
Students primarily work alone when using technology. Students may collaborate without using technology tools.
The teacher directs students to work alone on tasks involving technology.
The setting is arranged for direct instruction and individual seatwork.
February 10, 2015
Live Observation 2