Chapter 2
NTeQ: Designing an
Integrated Lesson
Designing An Integrated Lesson
with the NTeQ Model
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Length of lesson depends on the available resources
and objectives, the complexity of problem, the
specified instructional objectives, the content to be
covered during the lesson, and the capabilities of the
students
First, consider attention span of students
Second, do not expect to teach all objectives with a
computer
Use of computer enhances students motivation and
engagement
Types of Instructional Objectives
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Behavioral- identifies specific behaviors you
want the students to demonstrate (ex. Draw
a square, calculate the average, etc.)
Cognitive- used to describe student learning
and not easily specified in a single sentence;
usually describes higher-level learning tasks
that allow for more than one mastery
approach (ex. Interpreting a graph, evaluate
the meaning of an article, etc.)
Parts of Behavioral Objective
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Action Verb- describe behavior to be observed (ex.
Choose, identify, analyze, etc.)
Criteria- performance standard (describes how well
the learner must perform; ex. 8 out of 10)
Conditions- What are the tools that can be utilized
during the performance (ex. Given a ruler, the
learner…)
**Example: Given 10 sentences, the student will
identify the parts of speech in a sentence with 100%
accuracy.
Parts of Cognitive Objective
General Instructional Objective- stated in broad terms (ex. Selects
information using Yahoo, explains the meaning of a story, etc.)
 Statement of specific performances that indicate mastery of objective(ex. Finds a specific article related to the problem)
 Part 1- general instructional objective that is stated in broad terms
 Part 2- one or more statements describing specific performances that
indicate mastery of the objective
Example:
*Selects information using Yahoo
-Finds a specific article related to the problem
-Compiles a list of Websites related to the problem
-Identifies productive search terms
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Major Differences Between Cognitive
and Behavioral Objectives
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Cognitive
Useful for describing higher-level learning tasks
Allows greater flexibility w/o the specifics
Places greater emphasis on teacher interpretation and
implementation of the instruction
Behavioral
Focuses on a specific behavior
Provides results we can directly observe and evaluate
Clear-cut and easily measurable
Specifying Objectives
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Objectives should cover all the instruction for
the unit or lesson and not just computer part
Objectives should align with state, local and
district standards
Should be detailed and specific
Matching Objectives
to Computer Functions
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After defining objectives, you must find a
match between your objective(s) and one or
more computer functions
Ask how you would achieve the objective if
you were the student
Ex. Match objective such as; calculate, draw,
graph, and sort with a spreadsheet
application
Specifying a Problem
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Nature of the problem- should be based on
real-world events, issues, or phenomena
Should address the following issues:
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Do the students clearly understand the problem?
Do they know what the goal is?
Do they know what resources are available to
solve the problem?
Do they have ownership of the problem?
continued
Specifying a Problem (Continued)
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Problem Data- students must have access to
appropriate data to solve the problem
Three sources of data
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You can provide the students with the data
Students can generate their own data through
experiments or observations
Students can search for data in a library, on CDROMs, or on the Internet
Cont’d
Specifying a Problem (Continued)
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Collecting Data- if students are collecting, instructor
must determine type and amount to be collected (ex.
Basically regulate amount and type of data collected)
Using Existing Data- is it in correct format? Are
students allowed to modify? Will students enter all
data or will they divide work in groups? Where will
they save data?
Test the Data- instructors should test data prior to
lesson
Research and Analysis
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What research and analysis activities will students need to
complete to solve the problem?
Problem Data- to solve the problem, students must have
access to the data or information.
Three sources of data:
– You can provide students with the data
– Students can generate their own data through experiments
or observations
– Students can search for data in a library, on CD-ROMs, or
on the Internet.
Think Sheet- provides guidance to help students organize their
thinking; helps them know what to do once they have sorted
data (think sheet questions should focus on higher order)
Planning the Results Presentation
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Written report- (either Microsoft Word or
pencil)
Digital audio and/or video presentation
Poster or Bulletin Board
Teacher-approved wiki or blog
Web page
PowerPoint or HyperStudio
Planning the
Multidimensional Activities
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Activities during computer use- what students will do while
working at computers
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Activities before computer use- activities they must complete
prior to using computer
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1st, identify activities to be done while at computer
2nd, will the students work in groups or individually
Saves time if you have limited resources (better efficiency and
more productive)
Gets their thoughts going toward the project
Activities after computer use- focus on exploring results of the
computer activity; analyze data; focus on interpreting or
explaining the results (think sheet could be helpful)
Supporting Activities
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Lesson-related supporting activities- could be a noncomputer activity like reading or looking in books
Lesson-related supporting activities- could be a non
computer related lesson that can be completed at any
time.
Multiple lesson supporting activities- (ex. One lesson may
contain multiple units that students could work on also)
Interdisciplinary supporting activities- activities that
incorporate other subject areas (ex. Having students do
math calculations in Biology)
Assessment
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The trend is to move away from traditional forms (ex.
Multiple choice etc.)
The more popular choices now are presentations,
experiments, portfolios etc.
Rubrics- allow students work to be graded according
to a predetermined performance standard. Content
standards define the subject knowledge and skills
students should reflect. Performance standards
indicate to what level a student presentation meets
the content standard.