|
Gen Y - Program and Curriculum Guide
Section II: Unit 3: Project Development
- The Collaboration Process
- Interpersonal Skills
- Project Planning
- Building the Partnership
- Writing Lesson Plans
- Planning Meetings
- Online Project Proposal and Reporting Tool
Unit 3 contains:
- Overview
- The Gen Y View
- Terms to know
- 23 Infopages (handouts, quizzes, scripts, etc. on CD-ROM and online)
- Standards
- Activities with Prioritized Objectives
- 5 Lesson Plans - for one or more classroom periods. Each with:
- Materials
- Pre-lesson checklist
- Background information
- Procedures
- Assessment (print and online)
- Activity extensions
- Related issues
- Teacher Toolkit
- Alternate activities if hardware is not working
Evaluate the full curriculum guide. Click
here for details.
Sample Sections
Unit 3 Overview
At its core, the Generation Y model is about change�in the ways teachers
teach, the ways students learn, the quality of interactions between students
and teachers, and the roles of teachers and students in the educational
enterprise. Technology is simply the vehicle for this journey. Positive
change in the roles and behaviors of students and teachers is the destination.
The educational change literature identifies a number of essential findings
that are predictors of success for any given change process. Included
among these factors are commonly felt needs, voluntary participation,
a focus on educationally critical issues, mutual adaptation by participants,
ample support, and improved teacher efficacy. Perhaps most significant,
however, is the finding that what participants learn from the process,
as it develops, puts pressure on them to change. From among the various
skills and practices introduced in the Generation Y program, none more
fully encompasses these essential findings than student/teacher collaboration.
To properly ascribe the importance of collaboration to the Generation
Y model, one merely has to remove the partner-teacher from the model and
what remains is a project-based technology literacy class. Experience
with the Generation Y program has shown that the quality of the relationship
between the student and the partner-teacher most often predicts the quality
of the experience (not to mention the resultant student project) that
both derive from their participation in Generation Y.
The competencies and skills around which this unit of instruction are
centered represent the heart of the Generation Y model. The ultimate outcome
of a student project is critically dependent on the student�s understanding
and appreciation of project options and the project planning process.
Project development and implementation represents the nexus of all the
various components of the Gen Y curriculum (e.g., technical skills, mentoring,
collaboration, and instructional delivery).
Activities & Prioritized Objectives
Following the completion of Unit 3, students will be able to:
| Activity 1�The Collaboration Process: Interpersonal
Skills |
| |
1.1 |
Identify the roles and responsibilities of the Gen
Y partnership�student and partner-teacher |
| |
1.2 |
Understand guidelines for successful collaboration
between Gen Y student and partner-teacher |
| |
1.3 |
Participate in role plays that illustrate partnership
interaction and collaboration |
| |
|
|
| Activity 2�The Collaboration Process: Types of Projects |
| |
2.1 |
Describe the various ways a Generation Y project may
turn out (e.g., as a resource for student use, a lesson delivered
by the teacher, a lesson delivered by the Generation Y student) |
| |
2.2 |
Identify several different types of projects, such
as online research, gathering and sharing of information, collaborations
with peers and experts, online surveys, electronic field trips, and
interactive writing projects |
| |
2.3 |
Locate appropriate subject lesson plans on the
Internet |
| |
2.4 |
Develop examples of technology skills and applications
that a teacher might want to include in a lesson or implement in a
project |
| |
|
|
| Activity 3�Building the Partnership: Writing Lesson
Plans |
| |
3.1 |
Understand what is meant by academic standards and
holding schools, teachers, districts, and other responsible parties
accountable |
| |
3.2 |
Identify the components of a quality technology-infused
lesson or project plan |
| |
3.3 |
Understand the technical writing standards expected
in project proposals and final project reports |
| |
|
|
| Activity 4�Building the Partnership: Planning Meetings |
| |
4.1 |
Explain the purpose and importance of the initial
planning meeting with a partner-teacher |
| |
4.2 |
Write out a plan for the first meetings with a partner-teacher
|
| |
4.3 |
Understand how to use the Gen Y Project Checklist
|
| |
4.4 |
Participate in role play exercises which illustrate
student/partner-teacher meetings |
| |
|
|
| Activity 5�Online Project Organizing and Planning Tool
(PORT) |
| |
5.1 |
Develop a project description that includes the components
of a high-quality technology-infused plan |
| |
5.2 |
In cooperation with the Generation Y teacher and the
partner-teacher, compete the online Project Organizing and Planning
Tool, which includes a written description of a proposed project,
including the objectives, assessment plans, equipment and material
requirements, procedures, and standards. |
Next: Unit 4: Collaborative Electronic Communication
Unit 1 | Unit
2 | Unit 3 | Unit 4 | Unit
5 | Unit 6 | Unit
7 | Unit 8 | Unit
9 | Unit 10
|
