500-Word Narrative

Technofied Lesson Plan:

500-Word Narrative

            For my Technofied Lesson Plan, I felt that combining art history with different types of art projects would be the best way to incorporate different types of technologies throughout the lesson.

Being that many art lessons and lectures usually exceed the time of only one class period, this lesson plan is one that could take up to two weeks, potentially three depending on how long each activity takes the students and how much time is spend on the assignments outside the classroom.

With that being said, there are certain technologies that the students will already be using prior to this lesson; at the beginning of the year, students will have created their own blogs for the class using the Google app called Blogger. The use of this app will allow the students to create a blog strictly dedicated for this lesson. Students will also have access to the teacher’s blog that is dedicated to the lesson as well. This blog will have an outline of the lesson with instructions for the different activities, references and the teacher’s personal notes on the subject matter; students will also have access to emailing the teacher regarding any questions or concerns they may have regarding the overall assignment or activities of the lesson.

This Technofied Lesson Plan is surrounding the subject of the famous Renaissance painter, Leonardo da Vinci.  Through a combination of research, different technologies, and Leonardo’s paintings, studies, and inventions, students will complete four different activities to further develop their understanding of Leonardo and why his is considered “The Renaissance Man”.

With each activity, they will use different forms of technology to complete the activity.

For the first activity, students will be using different forms of research by different means and creating a generalized post or upload a document of their notes regarding the research they found.

With the second activity, the students will be recreating the Mona Lisa through the use of the application, Photoshop; combining their own personal view of the painting with the histories and controversies that surround the painting will create this recreation. Once the students have completed this activity they will post it on to their blog. 

The third activity will reference Leonardo’s famous notebooks. Students will be given the opportunity to choose from three different subjects (subjects that Leonardo studied during his time), and will create their own versions of these notebooks on their blog. They will create three separate posts on their blog to complete this assignment and cite their references as well.

For the final and forth activity, students will be using references from Leonardo’s studies and inventions revolving around “Those Wonderful Flying Things”, and will be designing and creating their own versions of Leonardo’s flying contraptions. Although students will be using references and research based on Leonardo, their overall design will be something with their personal touch. To create their own flying contraptions, students will be using a 3-D printer to create actual models of their flying contraptions.

By using these different technologies, I will be able to approach the art history lesson in a different manner that will help change the students’ views of art history as being boring and make them understand oh wonderfully interactive it could be. Giving these students the opportunity to develop their understandings through these different means allows them to not only develop their understanding of technology use in the classroom, but also will be able to take these different activities and add their own creativity, imagination and personal touches to each assignment.

The Technofication of a Lesson Plan

Leonardo: The Man Behind the Renaissance 

Title of Lesson: Leonardo; The Man Behind the Renaissance

Teacher: Courtney Cashell

Subject: Art History

Grades: 9^th-12^th

Duration: 60 minutes

Technologies to be used in Lesson:

·      Google blog

o   Teacher Blog

o   Student Blog

·      Digital Video

o   YouTube

o   Teacher created video

·      Apple iPads

·     Photoshop

      Lesson Objectives:

            With the completion of this lesson, students will be able to;

·      Describe the Renaissance, and how did Leonardo reflect the spirit of the age?

·      Discuss Leonardo’s achievements

·      Explain the significance of Leonardo’s famous notebooks

·      Describe some of Leonardo’s inventions and contributions in a variety of fields

Guiding Questions for the Lesson:

1.     Who was Leonardo da Vinci?

2.     How did he exemplify the period in which he lived in, the Renaissance?

3.     In what areas did he show creative genius, and what is the evidence for this genius?

4.     Why is the work of Leonardo intriguing, even in modern times?

***Please Note:
This Lesson Plan was designed through a previously published lesson plan. It has been modified with the use of different technologies that can be found throughout it, along with changes to the activities included.  
The original lesson plan (without any technology modification) can be found at;
http://edsitement.neh.gov/lesson-plan/leonardo-da-vinci-creative-genius#sect-thelesson

The Technofication of a Lesson Plan

(Technology Assignment)

1) A traditional lesson plan (from any source) in a digital, editable form. This will be starting point. The lesson plan can be taken from almost any usual source. It should be of enough depth to the plan to make the rest of the steps in this process possible.

2) Substitution. Without functionally changing the lesson plan, convert each piece of the lesson plan into a digital or electronic version. You may list your Substitutions within the text of your traditional lesson plan so both aspects (the original and the digital) are easily compared. 

3) Augmentation. In this third step, begin with the document created in step two and delete all the original lesson plan text leaving only the Substitutions. Now, for each Substitution, make a functional improvement in the process or outcome of each aspect of the lesson plan. You do not need to modify the lesson, just change the function according to the “A” step of the SAMr model.

4) Modification. In this step, consider the purpose of each aspect of the lesson plan. Often lesson plans are driven by what we can do with traditional methods and teaching constraints rather than by what would truly be done if it were possible or allowed. The Modification step makes possible significant redesigns of the traditional lesson. For this step, try to encapsulate the purpose for each aspect of the lesson by using technology to both retain the pedagogical point of that aspect without regard for the any vestigial components of the original lesson that are unnecessary or less effective.

5) Redefinition. In this highest level of the SAMR model of technology integration, you are allowed to apply the cutting edge and even imagine the future.  A fully technofied lesson plan has completely left the traditional elements behind and expanded, amplified, and leveraged instructional technology to the point that the lesson can only survive in a classroom rich with technology; it has no non-digital version.

6) Two actual components that fit into your technofied lesson plan. These two pieces can be created as products from other aspects of this class, or from completely different directions. The components can use the types of technology we addressed in this course (Google Earth, Podcasting, video, etc.) or tech hardware and/or software beyond the scope of this course. The two products cannot be from below the scope of this course such as conventional word processing, PowerPoint, or using the internet for “research.”

7) A ~500 word narrative explaining or describing specific areas where and how you believe the technology will make the greatest change compared to the original traditional lesson. Use the rubric below to structure your narrative making it perfectly clear that you understood the necessary components of the Technofied Lesson Plan and how it is to be assessed.

Initially this assignment can take the form of a traditional lesson plan, with the word traditional applying to both the template structure of the lesson plan, and traditional in the sense that the lesson addresses a classic topic within a (or your) teaching area. In other words, any teacher of the subject in question would immediately recognize the lesson and be able to predict its event sequence according to traditions.

It is completely acceptable if the final stage of the technofied lesson plan, Redefinition, has little to no surface resemblance of the traditional lesson plan’s components, although the purpose of the lesson must remain somewhat constant across from traditional through technofied. Finally, this is not a lesson in technology so all technology aspects must support the purpose of the lesson in teaching a content piece, and not the other way around.

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