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:
- What stage(s) in the learning process/cycle could the materials be used?
- Explanation or description of the topic/stating the problem
- Practice using the curriculum/analysis of the outcomes from solving the problem
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.
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