Planning Lessons
& Integrating Technology
Teaching Methods
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Constructivist/Inquiry-based
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Students learn via interaction with their
environment
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Bruner, Dewey, Piaget, Vygotsky, Kant
Associated with Cognitive Theory
Problem based learning
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Real world problem posed to students
Students must solve problem as means of learning
content & applying to real life
Student centered
What students know vs. what they need to know to solve
problem
Group work is common
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Constructivist/Inquiry-based continued:
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Project based/Performance-based learning
Scenario based learning
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Student centered/teacher facilitated
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Similar to PBL, but has a real-life context without a
problem
Explore complex issues that impact learners
Not to be confused with “Maturationist” which permits little
or no structure
Epistemology: students construct
meaning/knowledge
Teaching Methods
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Direct Instruction
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Clearly defined teaching tasks
Information presented in small chunks
Mastery learning
Teacher led/directed/”centered”
Teacher dispenses information
Associated with Behaviorist learning theory
Gagné Instructional Events: 9 events of instruction
Epistemology: knowledge already exists (objective)
Differentiated Instruction
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“Attempts to meet students where they
are in the learning process and move
them along as quickly and as far as
possible in the context of a mixed-ability
classroom” (Tomlinson, 2000, p. 25).
Technology Integration

What type of technology will you integrate?
 Technology should add a dimension/benefit to the
lesson that could not have been achieved as
effectively without
 Will you need to teach the tech skills?
 Is the technology being used as a teacher demo,
student user, or student designer?
 Do you have the necessary tech resources for
students?
 Are students working individually or in groups? (Note:
centers are commonly used in lower grades)
Miscellaneous Approaches
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Thematic approach
Multidisciplinary
Multi-age (reading buddies, for example)
Socratic Method
Transaction Vs Transmission
Lecture
Group work Vs individual
Class or small group discussion
Cooperative/Collaborative learning
Critical Lesson Plan Components

Content area & specific topic
 Grade Level
 Duration (be specific)
 Standards being met
 Objectives/outcomes
 Procedures
 Assessment
 Technology integration identified
 Materials (preparation, supplies, room scheduling,
etc.)
 Adaptations/Differentiated Instruction
 Introduction/scenario
Gagné Instructional Events
1.
Gain Attention: (reception)
•
2.
Inform Learner of Objectives: (expectancy)
•
3.
State in learners’ terminology
Recall Prior Knowledge: (retrieval)
•
4.
Student becomes focused on content
Prepares student for new material & helps them
develop connection with new
Present Material: (selective perception)
•
Method of presenting depends upon instructor
Note: All 9 steps may be carried out in a 50 minute lesson. Alternatively, steps 8 & 9 may be performed at a
different time. In a 3 day lesson you may go through the first 7 steps on day 1, steps 1-3 & 6 day 2, and steps 1-3
& 8-9 on day 3. The steps are transitive & support one another. It is good practice to cover the first 3 steps in any
teaching situation (if students are working on a project after step 3, for instance)
Gagné Instructional Events
5.
Provide Learning Guidance: (semantic encoding)
•
6.
Elicit Performance: (responding)
•
•
7.
Make sure students are on-track with performance, provide input
Assess Performance: (retrieval)
•
9.
Student practice
Check on learning
Provide Feedback: (reinforcement)
•
8.
Answer questions, fill-in the gaps, re-explain if necessary, examples
What did student learn? May be informal verbal assessment/check
on learning, or more complex quiz, exam, project, or presentation
Enhance Retention Transfer: (generalization)
•
Homework, worksheet, extra problems, integrate with previous
knowledge and/or other concepts. Note: steps 3 & 8 also help with
step 9
Note: All 9 steps may be carried out in a 50 minute lesson. Alternatively, steps 8 & 9 may be performed at a
different time. In a 3 day lesson you may go through the first 7 steps on day 1, steps 1-3 & 6 day 2, and steps 1-3
& 8-9 on day 3. The steps are transitive & support one another. It is good practice to cover the first 3 steps in any
teaching situation (if students are working on a project after step 3, for instance)
Sample 2-3 Day Technology
Integration Lesson Plan Template
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Subject
Topic
Duration
Grade Level
Academic Content Standards
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Introduction/Background/Scenario
Objectives
Procedures
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Gagné 9 instructional events
Develop each day
Evaluation
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OH Content Stds.
OH Technology Stds.
NETS*T
Information Literacy Standards
Rubric
Materials
*Provide sample materials or good examples of items that will be used in
conjunction with your lesson plan (technology products, quizzes, exams,
handouts, worksheets, links to online support data, rubrics, etc.)
*Cite all sources & provide references where appropriate
Technology Integration
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3 ways to integrate technology
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A demonstration tool used by the teacher
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Student as user of technology
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Examples: PowerPoint, projected graphs, online tutorial
demos, etc.
Examples: student uses CD-Rom tutorial, online
simulation, goes through your non-linear PPT module, etc.
Student as creator of technology products

Example: Student researches ancient Egypt and creates a
non-linear PPT kiosk with the information he/she
researched
References
Tomlinson, C.A. (2000). Differentiated
instruction: Can it work? Education
Digest, 65(5), 25-31.