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"Write" Path Lesson Plans

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The lesson plans we include follow the NTeQ model. NTeQ, which stands for iNtegrating Technology for inQuiry, describes how to integrate computer technology into classroom curriculum.

Teachers who employ this model use technology to support instruction in much the same way as they might use a pen for writing. It's not the focus of the lesson. Rather, it's one of many tools in their instructional toolkit.

Students in an NTeQ-driven classroom harness technology for problem solving. They call on items like computers, scanners, digital cameras, and the Internet to help them conduct research, make inferences, locate the evidence to support their hypotheses, synthesize information, and share their findings. The goal is harness technology in the service of higher order thinking rather than just use it to complete electronic worksheets, memorize names and dates, or identifing important facts.

Visit the NTeQ Web site (http://www.NTeQ.com) for more information. Be sure to check out the online NTeQ model lesson plan builder (http://www.nteq.com/LessonPlanner/index.htm) and sample lesson plans (http://www.nteq.com/LessonPlanner/view_all.asp).

An NTeQ lesson consists of ten steps. These are:

1. Specify Objectives:
State goals and objectives. Goals identify what you want to accomplish in a general way. Objectives identify the precise steps you must take to attain a goal Objectives should be observable and measurable. It helps to specify a product or outcome and a level of achievement.

Objectives should be based on:

• State standards (e.g., MA Curriculum Frameworks, http://www.doe.mass.edu/frameworks/current.html), and

• Observable benchmarks (concrete reference points and timeline markers)

• A particular grade level and subject area

2. Match Computer Functions
How can the computer help you achieve your lesson objectives? For example, if your lesson involves research, a computer function might be using Google (http://www.google.com/), Yahooligns Web Guide for Kids (http://yahooligans.yahoo.com/) or Ask Jeeves (http://www.ask.com/) to carry out Internet research. If students must present their work to show how much they've learned, the computer function might be a PowerPoint presentation. For lessons involving illustrations, the computer function might be scanning or working with Adobe Photoshop or Photoshop Elements or both scanning and Adobe Photoshop.

3. Specify the Problem
NTeQ adopts a problem-solving approach to learning. Teachers give students a problem to solve or pose a question/situation that allows students to identify a problem and then solve it. It's best when students can make the content or problem personally relevant.

4. Data Manipulation
Students must gather data or evidence to solve the problem. Once they gather the data, what must they do with it? For example, if they collect water samples, what variables will they explore. Once they gather the data, how should they sort or arrange it? What must they do to interpretit? If they gather statistics, should they use Microsoft Excel or a calculator to compute averages, etc.? If they compile a series of facts about an author or a country, how should they organize that information?

5. Results Presentation
How do students present the information that they've found? What format will their written report take? How many PowerPoint slides? Should they include pictures? What about URLs or citations? Do you expect them to talk to the class about what they've found?

6. Activities During Computer Use
What will you do with students when they work on this project? Do you expect them all to be on the Internet at one time? Will some write their reports while others conduct research? Should students work in teams to solve the problem? How many students per group? What group roles should their be? Should students generate a concept map to use as a learning tool, a guide for research, a way to express their prior knowledge, or a tool to help them organize information for the writing project?

7. Activities Before Computer Use
What activities must students complete before going to the computer lab or working at their classroom computers? Should they discuss their research project with you before proceeding? Will you require an outline? Should they compile a vocabulary list of dfficult words, color in a range map or read a chapter in some book?

8. Activities After Computer Use
After they've gathered the data, what questions might you ask them to get them to think about the information they compiled. The questions you ask should require them to reflect and analyze (i.e., think critically, evaluate, compare, contrast).

9. Supporting Activities
What non-computer activities are essential for lesson succes? In Integrating Computer Technology into the Classroom, Morrison & Lowther (see above) suggest that teachers include silent reading, group discussion, teacher-led discussions, and work with manipulatives. You might also want to provide guest speakers, take your students on field trips, incorporate art and music, etc. I

10. Assessment
What will you do to provide formative assessment while the activity is ongoing to improve performance and help students achieve desired outcomes?

What kinds of questions might you ask and what kinds of strategies might you suggest to refocus/redirect your students in ways that encourage and enhance their performance? Formative feedback promotes success and assumes that students can achieve higher levels of performance.

If students must master certain competencies or demonstrate particular outcomes, how do you assess those competencies and outcomes (summative feedback)? How do students know what you expect from the or what criteria you wil use to evaluate how much they've learned?

Rubrics help! It's best to provide students with written guidelines describing what you expect. You can get help with creating a rubric at Rubistar (http://rubistar.4teachers.org/index.php).

Suggested Reading:
Morrison, Gary R. and Deborah L. Lowther Integrating Computer Technology into the Classroom, Third Edition (2005) Upper Saddle River, NJ: Pearson Merrill Prentice Hall, ISBN: 0-13-142116-6

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