MERLOT Lesson Evaluation

After learning about the MERLOT website and posting one of my own assignments, I was assigned to evaluate another resource posted on the site. I will be evaluating this resource using the same criteria that MERLOT uses. 

The assignment that I chose to review is called "Stopping a Toppling Tower" by Scholastic, Inc. This page leads to a website with information about how to read nonfiction text and then has students apply the directions to a sample text. This is something that I could definitely use with my students as we prepare for the non fiction content on the upcoming standardized state test, the EOG.

Quality of Content:

1. Does the software present valid (correct) concepts, models, and skills? 
The site leads to information about how to read and analyze non fiction text. I agree that the tips provided are accurate ways to approach such a text.

2. Does the software present educationally significant concepts, models, and skills for the discipline?
One of the objectives on the ELA 8th grade Standard Course of Study for North Carolina is for students to be able to read and analyze non fiction text. Therefore, the directions provided from this resource do provide educationally significant skills for this discipline because it teaches students how to independently analyze such text.

Potential Effectiveness as a Teaching-Learning Tool:

1. What stage(s) in the learning process/cycle could the materials be used? 

 The following stages in the learning process can be used with this resource:

• Explanation or description of the topic/stating the problem 
• Practice using the curriculum/analysis of the outcomes from solving the problem 

The resource both defines how to appropriately analyze non fiction text and also allows for students to practice the skills described with a sample text.

2. What is(are) the learning objective(s)? What should students be able to do after successfully learning with the materials?
 After using this text, students should be able to independently analyze a non fiction text. They should be able to find the purpose, important words, understand new words within the context of a sentence, and analyze the new information. 

3. What are the characteristics of the target learner(s)?
The target learner for this assignment is a middle school student who needs to understand how to get the most from a non fiction text.

4. Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials?
 The material is interactive in that it allows students to apply the skills taught to a text, but it is not media-rich at all. The skills students learn from it should certainly improve their ability to analyze future non fiction texts.

5. Can the use of the software be readily integrated into current curriculum and pedagogy within the discipline?
 This text could easily be integrated into my 8th grade language arts curriculum. It also will prove valuable in other content areas because it will aid students in reading and understanding their text books for other courses.

6. Can the software be used in a variety of ways to achieve teaching and learning goals?
 The lesson really can only be used to teach non fiction reading skills. It can be applied to different types of non fiction texts, but that is really the only way to use this resource.

7. Are the teaching-learning goals easy to identify?
The  teaching-learning goals are easy to identify. Teachers will be able to provide students with concrete ways to analyze a non fiction text and students will demonstrate their ability to use those concrete skills with various non fiction texts.

8. Can good learning assignments for using the software application be written easily?
 Learning assignments for using this text can be written easily. Students will use the skills taught in the lesson to analyze other non fiction texts and understand problem/solution concepts as presented in text.

Ease of Use: 

1. Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct?
 The text is laid out in a visually appealing way that draws readers in. It includes headings, subheadings, pictures, and a problem/solution section.   

2. Does the user get trapped in the material?
The material is of an appropriate reading level for middle school students, so it should not "trap" the user. It should be fairly easy to navigate because the text is written similarly to the way text books are written, which middle school students should be used to. 

3. Can the user get lost easily in the material?
The user should be able to easily navigate the material by following the clear directions given.  

4. Does the module provide feedback about the system status and the user's responses?
It does not provide feedback about the system status and the user's responses. 

5. Does the module provide appropriate flexibility in its use?
The module provides instruction for how to read a text and then a sample text with which to practice. From there, a teacher could apply other examples of non fiction text for more independent practice or ask guiding questions about what was found in the sample text. Teachers could use just the basic materials provided or use it as a starting lesson to expand on analyzing non fiction texts. 

6. Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software?
The material does not require much documentation or technical support. It does provide instruction for how to appropriately read the text. It is not written in a complex manner. 

7. Does the material present information in ways that are familiar for students?
 The material is presented in a way that would be familiar to students. It is written in the same format that many text books are written in, with headings, subheadings, bold words, and graphics. the language is also of the appropriate level. 

8. Does the material present information in ways that would be attractive to students?
The page has pictures, varying print sizes, and text boxes containing information. All of which make the text interesting to look at. Furthermore, the instruction page is described as a toolbox for reading skills. All of these things make the page attractive to readers.

Personal Learning Reflection

    Over my eight weeks in CEP 810, I have learned about so many valuable tools that I can utilize in my classroom and to help organize my daily life. Each week I learned about new topics that were applicable to both the teaching world and my everyday life. While some of the resources mentioned were things I was already familiar with, like mobile learning, Prezis, and Google Apps, there were many more resources that were brand new to me. This includes things like RSS readers, Diigo, Google Sites, Edmodo, and other great resources that I knew I would use regularly. From day one I started using many of these resources in my classroom or just to help me organize and collect information. While I learned so much about so many resources, often I felt I was just skimming the surface. I want to be able to devote even more time to truly becoming knowledgeable about many of the resources and topics studied. For instance, in the security lab, I was only required to read a certain number of atomic labs and familiarize myself with those. Due to time constraints, I did just that. Really, there were so many different atomic labs that I knew there was no way I could become well versed in all of them in just one week. I’m grateful that I learned about so many different topics, but I do hope that over time, I am able to devote more time to specific areas.
    I learned that when integrating technology into the classroom, it is important to have taken some time to become familiar with the technology myself first, but also that I don’t have to be an expert. Students catch onto these Internet resources very quickly and often find tricks that I have not yet discovered. I have found that one of the most effective ways to introduce a new type of technology into my classroom is to project the information using my LCD projector to the screen and have students follow along on their iTouches. This way they can bookmark sites as I’m talking and really get a feel for what they are supposed to do when sent off to work independently. This gives them a chance to see how the program works and gives them an instant way to explore the new technology themselves.
    Ever since my school first received iTouches, there was a big push to use them every day. Often, this seemed like a daunting task that just added one more thing into my already busy day.  However, I learned to change my thinking from having to integrate the Internet to using the Internet as a tool to advance learning and provide instantaneous feedback for my inquisitive students. I wanted to make sure that I was integrating technology for an effective reason and not just because it was fun or neat. With the discovery of Google Forms, I learned how to use the iTouch units in a way that provided formative assessments of my students on a regular basis and often guided class discussion. We also use them to search the Internet. However, after having this class, I can also say that I have found many more ways to effectively utilize technology in my classroom. After seeing some neat Prezi presentations, I decided that for the project my students are working on now, that they could have the option of making their own Prezis or Glogs. To turn it in they are uploading it to the class Edmodo page. From there I will be able to grade it and they will get their feedback on Edmodo. Although I was already very familiar with Glogster and somewhat familiar with Prezi, I was able to see just what Prezi could do and the effect it would have on my students’ presentations. Furthermore, I learned about the benefits of Edmodo from one of Sue’s comments on one of my blog posts. Edmodo has been a great way for my students to turn in digital work. Integrating the Internet resources learned about in this class has already helped to better my lessons and appeal to my students’ interests. They really enjoyed using the WebQuest I recently created to explore the Internet and then create their Glogs or Prezis.
    I think that the SIG presentation that my group turned in really exemplifies good teaching with technology. We used Google Sites to teach about cyberbullying using a WebQuest. I think that the site provided a clear format for viewers to explore the information. I also think that it’s important to make sure that all students understand what cyberbullying is and the dangers of it. By following a WebQuest with information about this, it makes students accountable for their own learning and allows them to absorb the information at their own pace. Researching this WebQuest idea was what led me to make a different WebQuest for my students just two weeks ago. We also have an anti-bullying day each year and I now plan to follow through with our SIG presentation to make that cyberbullying WebQuest.
    The goal that I had listed in my personal growth plan at the beginning of this course was to gain some “real tools that can help me to fully understand many of the web applications out there that will help my students to learn better”. I think it is clear that I have already begun to accomplish this. I have applied many of the resources that I learned about in this course to my own classes. My students have been very enthusiastic about each of their assignments that have integrated these resources. Another goal that I had was to “learn about technology in a deeper and more practical way than ever before”. I think that the resources like Diigo and the RSS reader are just the beginning of the practical resources that I will learn about. I also think that the Atomic Learning Labs have provided me with an opportunity to learn more deeply about many of the topics explored in class. Looking forward, I hope to continue with both of these goals in my future courses. I want to continue learning about technology in a way that I am able to fully understand how it works, and I also want to be able to bring new technology to my students to enhance their understanding of new topics. I will be continuing to take CEP courses once this course is over, and hopefully, I will be continuing on to earn my MAET from Michigan State University. These long term goals will help to make me a better teacher to enhance my lessons for my 21st century learners.