ADDIE: Phase Two Lesson Plan One: Critical Thinking/Problem/Project-based Design Model ADDIE Phase Two will include the development of two specific lesson plans aligned to the work that you submitted
| Technical Assignment Two: Concept Attainment Model-Integrating Technology/Media Lesson Plan Design Template | |
| Describe the research-based support for using the processes, methods, etc., to teach this specific content. In other words, why is this instructional model appropriate for teaching this lesson? Use scholarly resources to support your justification. DO NOT SKIP THIS SECTION. | |
| ANALYZE: *Identify the standards/objectives of this lesson. *Identify the specific learning objectives of this lesson. (What will the students know and be able to do as a result of this lesson?) *List prerequisite skills needed. *List materials needed for this lesson. *Explain when this lesson will occur within the overall context of the ADDIE instructional unit. | 1. Research-Based Support for Instructional Model The Concept Attainment Model prevalent under Jerome Bruner is a type of pattern that teaches students to discover the characteristics of a concept through the identification of samples and no samples. This model should be used in teaching because it is interactive and promotes engagement, critical thinking, and inductive reasoning. Studies confirm that students need to find a relationship between these concepts, which provides better understanding and improved memory of learned material (Bruner, 1960). Secondly, harnessing technology for learning, for instance, through the use of concept mapping systems, enriches learning processes, particularly because it is a shared concept mapping technology that supports the teamwork and the complexity of the ideas proposed (Horton, 2011). 2. Identify the Standards/Objectives of This Lesson
3. Identify the Specific Learning Objectives of This Lesson
4. List Prerequisite Skills Needed
5. Explain When This Lesson Will Occur Within the Overall Context of the ADDIE Instructional Unit This lesson will be in the middle of a unit on ecosystems. It comes after an initial lesson in ecology fundamentals and before a focused review of particular ecosystems to enable the students to apply the concepts before they conduct individual projects. |
| DESIGN: *Describe examples/non-examples. *Formulate Hypothesis. *Design (describe) close. *Design (describe) the application of the concept attainment process. *Design (describe) integration of concept mapping. | 1. Describe Examples/Nonexamples
2. Formulate Hypothesis Students will assume that an ecosystem must contain living organisms and their relationship with the surroundings; students will also be certain that environments without life cannot qualify as ecosystems. 3. Design (Describe) Closure In conclusion, the Teacher will facilitate a discussion to identify and summarize key characteristics of ecosystems and help the students develop an understanding of ecosystems based on their findings. 4. Design (Describe) Application of Concept Attainment Process In the lesson, students will use the concept attainment process to formulate their examples and non-examples of ecosystems. This practical exercise also helps them reinforce what they have learned and enables them to learn from peer s. Design (Describe) Integration of Concept Mapping This learning activity will involve concept mapping technology, where students will be required to demonstrate their knowledge of ecosystems based on the characteristics, examples, and non-examples of ecosystems. This tool will help foster group learning and can quickly be revised. |
| DEVELOP: *Develop examples & non-examples. *Develop Hypothesis. *Develop close. *Develop application of concept attainment process. *Develop integration of concept mapping. | 1. Develop Examples & Non-Examples
2. Develop Hypothesis Students will formulate their hypotheses based on the observed examples and non-examples-examples within the lesson, referencing the characteristic features. 3. Develop Closure At the end of the lesson, the Teacher will help students write down their understanding of ecosystems based on the characteristics described above. Students will then discuss how their knowledge has changed over the semester and their learning process. 4. Develop Application of Concept Attainment Process Students will use examples and non-examples to elaborate on ecosystems and compare their ideas with other learners. They will get feedback that will give them a new perspective or help them think again about what was taught. 5. Develop Integration of Concept Mapping The type of concept map that the students will create will have branches interconnecting between them, as well as the relationships between ecosystems and their common characteristics and examples. Students will submit their maps in digital format; thus, they can be edited by all participants. |
| IMPLEMENT: *Reflect on the accuracy hypothesis *Explain the expectations for implementing the plan. *Explain the plan for the evaluation of the lesson. | 1. Reflect on Accuracy Hypothesis students will be able to reflect on hypotheses about ecosystems after the lesson. They will reflect on whether their definitions were appropriate and the effect of the examples and non-examples in the group. 2. Explain the Expectations for Implementing the Plan Students must provide active input into the material presented, contribute to the discussion, and produce concept maps with others. They should also allow for changes in their Hypothesis in light of feedback from their peers and the Teacher. 3. Explain the Plan for Evaluation of the Lesson Students’ concept maps and group activities will be used to assess the lesson. Furthermore, a formative assessment shall be administered as a quiz to test student's comprehension of the main features of ecosystems. |
| EVALUATION: *Data (This section should include analysis, discussion, and explanation of how the data is connected to your goals and learn whether growth occurred.) *Analyze and measure the impact/growth of the Hypothesis *Reflect on the quality of the instructional plan and implications for change. | 1. Data Data will be collected from student concept maps, reflecting their understanding of ecosystems. The analysis will focus on the accuracy of the attributes identified and the relationships drawn between examples and non-examples. 2. Analyze and measure the Impact/Growth of the Hypothesis The preconceptions formulated by students will then be contrasted with their final definitions and conceptions of ecosystems. Growth will be assessed based on elaborating and differentiating their concept maps and their contribution during the discussions. 3. Reflect on the Quality of the Instructional Plan and Implications for Change As a form of evaluation, student interaction, understanding, and the concept attainment model shall be evaluated to determine the efficacy of the instructional plan. Some possibilities for further development could be more advanced digital tools incorporated into the assignments or changes in group composition to foster better cooperation among the learners. |
| References
| |
