to other LATs. Highlight these in the Refresh Guide. *Pause the video while you do this. some highlighted (from upcoming video) - Pause button. 9 *The next step of the refresh process is to revisit the taxonomy to find LATs that could substitute for the ones that you highlighted. We’ll share an example. Image of a taxonomy with some LATs highlighted (from Foreign Language taxonomy) 10 * Here’s a middle-school science lesson on introducing students to plate tectonics. Let’s take a look at how the teacher structured the project. Afterwards, we’ll consider how to refresh the learning experience with different LATs. Please watch the video and note the learning activities you see. * * Here are the learning activities that we saw in this video: Attend to presentation Take notes Observe Explore a topic Present If the teacher wanted to take more of an inquiry approach to his students’ learning about plate tectonics, he could change several of the LATs listed here. * First, he could eliminate the initial presentation and instead, students could participate in an online simulation of plate movement. * This would also eliminate the need for the Observe LAT. Video on-screen waiting to be played. Display list of 5 LATs all at once with a faded background of plate tectonics. Draw red line through Attend to Presentation and add Participate in a Simulation to the right. Draw a line through Observe.
forget about them. Now that you have refreshed a specific lesson or project, and confirmed its “fit” to your students and your classroom, *it’s finally time to select appropriate technologies to assist this learning experience. We’ll do this in the next module. Brain with gears image 18 CREATE To begin, *please choose one or more learning goals for a lesson or short project that you will likely use with your students in the future. *Please take a moment to download and open the Create with LATs Guide, which will help you to keep track of your design decisions. The link appears below this video. Teacher thinking image (without a white background) - Image of the Create Guide 19 *In the Create with LATs please list the learning goal(s) for your lesson or project at the top of the page. *Please pause the video while you record these in the Guide. Have a screen shot of the Guide on-screen. Highlight first the space for the learning goals. -Replace with pause button 20 *Using the links that appear below this video, find and review the LATs taxonomy that is most relevant to the content of the lesson or project that you are creating. If there is more than one content area addressed, you may want to look at additional taxonomies at the same time. Brady Bunch image of content areas Have links to all 10 taxonomies on screen for this module. 21 *As you review the taxonomies, list all of the LATs that could reasonably be incorporated into a lesson or project with the learning goals that you Image of a taxonomy with some LATs rows highlighted
respond to the questions as needed based on the contexts of your classroom, school, and community. *Please pause the video while you do this. questions page from the Create Guide. Pause button 29 *Given the contextual factors that you have just noted, review the sequence of LATs to see if any adjustments to them are necessary. *Please pause the video to make any changes needed. Image of Create Guide with the third column highlighted Pause button 30 *So have you been wondering where the technologies are in this short course about curriculum-based technology integration? We didn’t forget about them. *Now that you have created a new lesson or project, and confirmed its “fit” to your students and your classroom, it’s finally time to select appropriate technologies to assist this learning experience. We’ll do this in the next module. Image of an professor(s) Disappear professor(s) Brain with gears image