Lesson Plan for Implementing
NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Bridget Walsh
Position Teacher
School/District Gwinnett County Public Schools
E-mail [email protected]
Phone (770) 806-3700
Grade Level(s) 11th grade
Content Area AP Seminar: Research Skills
Time line Two weeks
Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
AP Seminar Course Description https://apstudents.collegeboard.org/courses/ap-
seminar
Content Standards College Board Standards for AP Seminar (effective 2016)
NETS*S Standards: Knowledge constructor, Innovative Designer, Creative Communicator
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Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Typically, second semester, Seminar students design a research question based on a theme (this year’s theme
is happiness), conduct research to discover what has been said on their topic, write a paper arguing of their
position on that topic, and then present their argument, live in front of the class--TEDtalk-style, with slides. The
Students upload their research papers to a digital portfolio for the College Board to grade. I score their
presentations and upload that score to the College Board. However, for this year, the College Board cancelled
the presentation score. This was something my students were upset about; it’s why some of them signed up for
the class.
Now that we are learning digitally, I’ve decided to ask students to “present” their research digitally for the class
to view. Instead the of the traditional CB presentation—in front of the class with slides and a mic—I’m going to
have them give a 10-minute presentation using the digital medium of their choice: video (Screencast-o-matic,
Adobe Spark), audio (Anchor FM), or infographic (Piktochart). I’m hoping that, this way, students will have more
creativity and flexibility than they would have had if they were to present in person. The CB has very rigid
guidelines for academic presentations. I am excited for the opportunity to adapt the CB rubric so that students
have more choices to express themselves the way they want to. Students will watch and give peer feedback on
at least 2 student presentations—this is no different than in the classroom. In addition, students will have to
answer 2 reflection questions about their research process.
Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.
Big Idea 5: Team, Transform, and Transmit
● How do I plan, produce, and present an argument while considering audience, context, and purpose?
● How do I communicate information through appropriate media?
● What effective techniques will engage an audience?
● How do I combine data and information from various sources to develop and support an argument?
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Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.
Students will:
● Produce an 8-10 multimedia representation of their research paper. Directions on our class Google Site:
https://sites.google.com/g.gcpsk12.org/walshseminar/performance-final
● Answer two reflections questions (one from each category)
https://docs.google.com/document/d/1yhnCsvTzXx-6yTtiB4XcU1Cd-pJRrvPcdgIj2j75KGw/edit?usp=sharing
● Comment on two other students’ products
● I will check in with students after week one to see the progress they have made (formative). This check-in will
be a Padlet discussion post: https://padlet.com/bridget_walsh3/8eao07c0burnjhq1
● Additionally, I have students submit a deliverable each class period. (We have two per week right now.) In the
sample lesson provide, I instruct students to answer their first reflection question. I ask them to answer the
second reflection question in the next class period.
● Rubric (adapted from the College Board IMP rubric):
https://docs.google.com/document/d/1SjHSkqkFBtg1xDwkvktCDxGQtj9FiCFeLhy_LAex7FU/edit?usp=sharing
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Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
Technology will support student learning because it will be the medium for student directions, communication,
formative assessment, student product creation, student product sharing and summative assessment. A full list
of technology tools and instructional videos and handouts can be found here:
https://docs.google.com/document/d/1fP6Ovpu1JPJ9cxy9TwZCdVmvL-w3FzysQGhcjZwiMhI/edit
Project directions:
First, students will read the directions for the project on our class Google Site (link above). Here, I will post
instructions and expectations. I will also offer students a variety of technology tools and how-to videos to
support them as they complete their multimedia presentations, along with sample projects made with these
technology tools (e.g the Abobe Spark video). I will provide the rubric for the final product (Google Doc) and any
supporting documents, on Google Docs, links above. My goal for these project directions is the same goal as
the rest of digital learning: to make it as mobile friendly as possible. I will use G Suite and Youtube exclusively.
Communication:
I will answer student questions synchronously and asynchronously through Remind and email during school
hours.
Formative assessment:
I will use Padlet, also mobile friendly, for my week-one check-in to see where students are at in the project,
what goals they have for their project, and what obstacle have faced/might face during the project. Another
advantage of Padlet is that students can interact with each other and get ideas from other projects or feel
relieved that they are not behind others.
Student Product:
Students will chose between Abobe Spark, Screencast-o-matic, Anchor FM, and Piktochart, or a combine of
these tools to create their final product. I will include how-to videos or instructions for each tool.
Product Sharing:
Students will share their final project with me on G Suite. I will compile a doc with links to project for peer
review.
Summative assessment:
I will send students their analytical feedback as a Google Doc on G Suite.
Instructional Plan
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Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)
Needs: Since students are at home, I believe it’s a need for them to interact or collaborate with one another. I
think they will appreciate the fact that they are creating for an audience other than just me. Additionally, it’s
important that students have several technology tool options since my students have different technology
needs. Some work on their phones exclusively. I wanted to accommodate that.
Interests: Ostensibly, students chose a research question that led them to research and write on a topic that
they care about. Students could choose any question related to the theme of happiness. Hopefully, this will
translate into an increased interest in their multimedia project.
Prior learning: Before digital learning, we practice “performance techniques” for delivering an academic
presentation extensively, techniques such eye contact, pacing, vocal variety, body language, gestures, and
movement. We also worked on designing effect slides for a presentation—not too much information, clear
signposting, and visuals. While these aren’t exactly the same techniques needed for a digital presentation, I
think they may help students design a clear and effective research presentation.
Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.
Students will complete this project at home, individually. This is due to the constraints of digital learning.
However, students will interact during the check-in phase at the end of week one and for the peer review phase
as they become the audience for each other’s presentations.
It is very important to me that students have equitable access to this project and this class during digital
learning. Unfortunately, I do have students in this class who are mobile learners, with limited internet access, or
outdated devices. I even have a student with no at-home internet access. For these reasons, I will give all
instructions on G Suite and Youtube, which are both more accessible than our LMS, especially for students
with outdated devices. Additionally, I provided a variety of digital tools for students to choose from for the final
project, based on their tech-savvy, device compatibility, or personal preference. I will provide an extended
timeframe (two weeks) for students without at-home internet to complete the project in a reasonable amount of
time.
Additionally, I will suggest as one option for students who are sharing devices (most of my students) or
students who have limited connectivity, that students create their own presentation on paper—concept
mapping or creating their own low-tech visuals—to be recorded with their phones when access is available.
That way students can maximize their time on a reliable device (A lot of us are giving our students these
options during digital learning).
Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?
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Instructional Strategies
Since students are the content creators for this project, I see my role as a teacher facilitator, one who assists
and answers questions during the project as needed. According to the “Active Learning” category in the
Technology Integration Matrix (TIM), transformational learning occurs when teachers serve as a guide or a
mentor, modeling the use of technology. In the same vein, during transformational learning, students how
options for technology use, and have a say in their decision-making for their process (Active Learning).
Additionally, Provenzano (2018, November 27) says that combining the research paper with technology leads
to an effective project-based learning (PBL) experience, especially when the teacher models technology tools
for students and students create for an authentic audience of stakeholders. Boss (2012, May 2) gives a list of
21st Century “looks fors” in project-based learning. Among these look-fors are “Students compare information
from different sources before completing an assignment” and “Students draw their own conclusions based on
analysis of numbers, facts, or relevant information,” which are two key points on the rubric of this project (Boss,
2012, May 2). In fact, many of the items on Boss’s list are part of this project: students are tasked with solving
complex, real-world problems, student give-feedback to peer and assess this own work, student convey ideas
using media other than a written paper, students generate their own ideas about how to answer a question
(Boss, 2012, May 2). This class, by design, is set up as project-based learning that helps to foster the 21 st
Century Skills of communication, collaboration, critical thinking, and creativity.
Higher Order Thinking
I will ensure higher order thinking skills through the nature of this project (and the research paper it’s based on).
Implicit in the task is that students evaluate where and how to translate their papers into multimedia form. This
is a rigorous, decision-making task, and one that my students have experience with previously in the class
while working in a group. This individual project is the next extension of the group project. Additionally, students
can practice creativity digitally, perhaps even more so that they could in-person, through their choice of
medium, visuals, audio, and the interplay between these mediums. This is certainly a rigorous task—a product
of their own creation presented in a way that is true to their research and, ideally, true to themselves.
Authentic
Students are not just creating a project for a teacher who is already an expert on the topic. To the contrary,
they have designed an original research question and will argue for an evidence-based answer to that
question. They will share their learning with each other and, hopefully, the AP Research class, students who
took AP Seminar last year. While this task does not meet the highest LoTI level—because students are not
sharing with experts—it is the second-to-best option, since students are still sharing for an audience outside of
the classroom (LoTI Framework).
Communicate & Collaborate
Since we’re in the individual phase of this project, students will be working individually on their own projects;
however, earlier in this semester, they completed the same task, but as a group. Each group designed their
own research question and worked together to divide and conquer the research task. Students can apply the
knowledge gained from this experience, to the task at hand. Additionally, I’ve designed a check-in discussion
on Padlet for students to share their experiences, offer advice, or get inspiration. Students will share their
projects with each other at the end of the semester to give and get feedback on their work. I will communicate
the project results with students in the form of a rubric I will share with them on Google Docs.
Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
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Students chose the content of their project when they designed their research questions. The only parameter
was that the question connects, somehow, to the theme of happiness. For example, I have a student who is
researching whether or not the (theoretical) erasing of memories would lead to more happiness. So students
had the luxury of choosing their content for this project.
To accommodate for process, I will provide my instructional videos, handouts, and models for the technology
students will use for this project. According to Hobgood and Ormsby (2010) students with and without
disabilities benefit from video tutorials and instructional support that they can access at any time, not just in
class, in order to integrate new information.
Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? Also answer the following questions?
• How will you know if the students found the lesson meaningful and worth completing?
• In what ways do you think this lesson will be effective? Why do you think this?
• What problems do you anticipate and why?
• How would you design and/or teach this lesson differently if you had more time?)
Students will be asked to reflect on their learning as part of the overall project grade. They will get to choose
their own questions to reflect on. Students will also be required to give at least two peers feedback on their
project. Although I’m not asking students to self-assess for this project, I will be asking them to self-assess on
the research paper this project is based on.
• How will you know if the students found the lesson meaningful and worth completing?
I’m hoping that my pitch—that this project allows more room for creativity—will lead to students to
take advantage of it. I will know if it is meaningful to them if they fulfill the requirements of the
project according to the highest category on the rubric.
• In what ways do you think this lesson will be effective? Why do you think this?
As mentioned previously, my students will have fun with this project, as opposed to the rigid
parameters of academic presentations. While some students really thrive on speaking in front of
an audience--I had some students join the class just because they knew they would have a
captive audience—I think the medium of this version of the presentation will draw out the
strengths of a different crowd, and, in particular, the ones who thrive on creative expression of
their knowledge. I’m very excited to see what they come up with!
• What problems do you anticipate and why?
I am most worried about students having a question or an obstacle and not reaching out for help;
students who aren’t strong communicators fall behind in digital learning. I am also worried about
the submission process. I hope that students will be able to successfully share their videos with my
on G Suite. I might make a video that helps students troubleshoot here—especially since share
settings is always a G Suite obstacle.
• How would you design and/or teach this lesson differently if you had more time?)
I would provide more exemplary models. A lot of what I do in class is model or show my students
models—for writing, for reading, for project expectations. It gives my students inspiration and
conveys the level of quality I expect. Creating great models that are very particular to the learning
target is time-intensive. Ideally, I would do this project myself and post it for my students to see.
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However, because of time, I can’t do that for this project, and I don’t have any great student models
from last year because this is a new project necessary only because of digital learning.
Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
I enjoyed the challenge of adapting something I normally do in the classroom to digital learning. Although I feel
that there is something lost in not seeing my students face-to-face, in addition to online, I think that relaxing the
original rules of the project will ultimately benefit my students in the long run. They have already grown so
much and come so far already. I’m envisioning this project as a celebration of the learning they have done in
this course.
If someone were to try this lesson, my advice is to consider the students in your classroom: what are their
particular abilities, needs, and interests. What are their technological capabilities? What is their level of access?
Hopefully no one using my lesson will be working under digital learning conditions. If you have the luxury of
classroom time, perhaps teach,, piece-by-piece, all of the technology tools students can choose from ahead of
time, and then, as a final project, ask them to choose one for their last presentation. That way, students will not
have to learn a new technology on top of completing a very rigorous task. I wish this had been the case with
this project. However, our normal presentation criteria requires that students present orally with visuals in front
of a live audience, which is fun, but also has its limits.
I Plan on implementing this project May 1-May15 2020 as a “capstone” on the year. It will count as their
performance final grade.
References
Active Learning. In TIM. Retrieved April 25, 2020, from fcit.usf.edu/matrix/project/active-learning/
AP Seminar – AP Students | College Board. Retrieved April 25, 2020, from
apstudents.collegeboard.org/courses/ap-seminar
Boss, S. (2012, May 2). How Project-Based Learning Builds 21st-Century Skills. George Lucas
Educational Foundation. www.edutopia.org/blog/21st-century-skills-pbl-suzie-boss
Brame, C. J., & Biel, R. Cooperative Learning: Planning & Teaching Strategies. Lumen. Retrieved
March 11, 2020, from courses.lumenlearning.com/educationx92x1/chapter/cooperative-learning/
Hirsch, J. (2015, October 19). 100 Videos and Counting: Lessons From a Flipped Classroom. George
Lucas Educational Foundation. www.edutopia.org/blog/100-videos-lessons-flipped-classroom-
joe-hirsch
ISTE Standards for Students. ISTE. Retrieved July 19, 2019, from www.iste.org/standards/for-students
Provenzano, B. (2018, November 27). Project-Based Learning and the Research Paper. George Lucas
Educational Foundation. www.edutopia.org/article/project-based-learning-and-research-paper
Quality-Plus Teaching Strategies. (2020). Gwinnett County Public Schools.
publish.gwinnett.k12.ga.us/qpts/home
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