KBridges

Kimberly Bridges Cleveland Group

1.1.5 - Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 2.1.2 Organize knowledge so that it is useful. 2.4.3 - Recognize new knowledge and understanding. 3.4.2 - Assess the quality and effectiveness of the learning product. What types of resources does the Tennessee Electronic Library have to offer? How can I use the Tennessee Electronic Library in my classroom? The teachers will have a working knowledge of what the Tennessee Electronic Library has to offer them and their students. The teachers will utilize the TEL in their classrooms. The teachers will be able to access the TEL and do searches. The teachers will understand the different types of information they have access to on a daily basis. The teachers must understand how to operate a computer. The teachers must have an understanding of what a database is and what types of information can be obtained from a database. I will show them how many resources "pop-up" when I enter Titanic into the search field. The teachers will understand the different types of information they have access to on a daily basis. The teachers will be able to access the TEL and do searches. What does TEL have to offer me and my students? How can I utilize the TEL within my classroom? What are the benefits of teaching my students how to use TEL? The lesson will begin with me doing a search on the Titanic to show them specifically the different types of information and resources that are available through this particular search. The teachers will then perform their own searches that are relevant to them. At the end, we will come back together and discuss the different ways we could utilize TEL in our classroom instruction. We will also discuss the best ways to demonstrate TEL to our students. We will begin by me performing a search on the Titanic and looking at the available information that is offered through TEL. We will then perform a search together on one of the topics that is offered from the group. The teachers will then perform a search on an individual topic of their choosing. Once these are completed, we will come back together and share what we have learned and share how TEL may be useful to us and our students. The teachers may choose to work with their shoulder buddy or they may choose to search individually. The teachers will justify how he/she can utilize TEL within his/her classroom by sharing with the group. The teachers will be observing as I do the search on the SMART board, and then each teacher will be experimenting on their own with their individual searches. Teachers will generate ideas on how they can utilize TEL within their classroom. Ultimately, the teachers will create lessons that will actively engage their students with TEL. As we go to leave, each teacher will complete the ticket-out-the-door. The ticket-out-the-door provides an opportunity for the teacher to openly share how they plan on implementing TEL in their classroom. Formative assessment will be performed as they are doing their individual searches. I will be walking around the computer lab to address any problems they may be having with their searches or with TEL. I want them to share with me their class results when they attempt using TEL in their classrooms. The survey served as a pre-test. This revealed that teachers did not have a working knowledge about TEL. The post test will be when teachers are able to utilize TEL within their classrooms and children are using TEL as an information resource. 1. How many times have you accessed the Tennessee Electronic Library this school year? 2. How many of you had heard of the TEL before the surveys were given out? 3. Call on specific teachers and ask the following question: Give me an example of how you may utilize TEL within your classroom? 4. Tell me something you have learned by experimenting with TEL? 5. What are the benefits that TEL has to offer our students? Some of our teachers are more fluent in using a computer. These teachers will be placed strategically near the teachers that struggle with technology. 24 computers that will access the internet. SMART board Survey results
 * STANDARDS **
 * EQ **
 * LESSON GOAL **
 * OBJECTIVE **
 * PRIOR KNOWLEDGE **
 * PROCEURES (INSTRUCTIONAL SEQUENCE) **
 * What amount of time will be allocated for each procedure? **
 * A. ** **Hook**
 * B. **Focus (Introduce the Focus of the Lesson)
 * C. Curriculum Correlation **
 * D. ** **Guided Practice**
 * E. Independent Practice **
 * F. ** **Closure**
 * ASSESSMENT **
 * QUESTIONS **
 * ACCOMODATIONS **
 * MATERIALS **

The surveys indicate that teachers need to be taught and exposed to the benefits of the TEL. The results indicate that an In-Service day needs to focus on exploring what the TEL has to offer to the faculty. This will be done by choosing a topic and having teachers explore the TEL to discover the benefits it holds for their students. Teachers will leave the group exercise with an understanding of how the TEL can be utilized in their classroom instruction. My plan of action involves getting the teachers involved with the materials provided by the TEL. This action will be completed through a teacher In-Service day. Active engagement of the participants will help to ensure they gain an understanding and appreciation for the uses of TEL. Teachers will leave with working knowledge of how to utilize the TEL within their individual classrooms. The lesson plan deals directly with how the lesson will be taught to teachers. I will utilize the "I do, we do, you do" strategy to help teachers explore TEL. One of my teachers is currently using TEL for research projects. Her input and enthusiasm will also be used to ignite the interests of others.
 * Plan of Action**