Lesson Plan. Lesson Plan
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1 Impact of Technology Practicum of Architectural Design Lesson Plan Performance Objective Upon completion of this lesson, each student will utilize appropriate multimedia resources to demonstrate employment characteristics and understanding of new and emerging technologies. Specific Objectives Students will demonstrate employability characteristics, including information, resources, interpersonal skills, and technology. Students will demonstrate knowledge of new and emerging technologies within their chosen field. Students will utilize multimedia and animation technologies to present findings. Students will create and submit a multimedia portfolio, including the written report and a prepared presentation. This lesson should take seven class days to complete. Lesson Plan TEKS Correlations This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed Practicum in Architectural Design (Two to Three Credits). (1) The student knows the employability characteristics of a successful worker in the modern workplace. The student is expected to: (D) Apply the competencies related to resources, information, interpersonal skills, systems, and technology in appropriate settings and situations. (3) The student knows the function and application of the tools, equipment, technologies, and materials used in the student's chosen field. The student is expected to: (D) Demonstrate knowledge of new and emerging technologies in the student's chosen field. (4) The student selects and uses multimedia communication and animation technology to meet specific architectural design needs. The student is expected to: (A) Apply multimedia communication and animation technology to individual or community problems; and (C) Identify and describe the roles of communication such as informing, persuading, and educating. 1
2 (5) The student designs multimedia communication and animation products using appropriate architectural design processes and techniques. The student is expected to: (B) Maintain a project portfolio that documents architectural projects using a variety of multimedia techniques. (6) The student produces multimedia communication and animation products using the appropriate tools, equipment, machines, materials, and processes. The student is expected to: (B) Produce an architectural project using multimedia communications techniques Research and Technical Writing (b) Knowledge and skills. (1) The student writes for a variety of purposes and audiences. The student is expected to: (A) Write informative and persuasive texts, including essays, reports, and proposals; (C) Write in voice and style appropriate to audience and purpose; and (D) Organize ideas in writing to ensure coherence, logical progression, and support for ideas. (2) The student selects and uses recursive writing processes for self-initiated and assigned writing. The student is expected to: (B) Employ precise language and technical vocabulary to communicate ideas clearly and concisely; (C) Use sentence structure, organization, and rhetorical devices appropriate to audience and purpose; (D) Use effective sequence and transitions to achieve coherence and meaning; (F) Edit as appropriate for the conventions of standard written English; (G) Use resources such as texts and other people for editing; and (H) Use available technology for aspects of creating, revising, editing, and publishing texts. (3) The student writes to investigate self-selected and assigned topics. The student is expected to: (A) Use writing to formulate questions, refine topics, and clarify ideas; and (B) Organize all types of information from multiple sources, including primary and secondary resources, using available technology such as audio, video, print, non-print, graphics, maps, and charts. (4) The student applies the conventions of usage and mechanics of written English. The student is expected to: (A) Use correct capitalization and punctuation; (B) Use correct spelling in the final draft; (C) Demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, and verb forms in final drafts; (D) Use appropriate technical vocabulary; and 2
3 (E) Consistently use a documentation manual or form consistent with the student's field of study such as Modern Language Association (MLA), American Psychological Association (APA), and The Chicago Manual of Style (CMS) Public Speaking I, II, III (One-Half to One Credit). (b) Knowledge and skills. (3) Invention. The student plans speeches. The student is expected to: (A) Identify and analyze the audience and occasion as a basis for choosing speech strategies; (B) Select and limit topics for speeches considering his/her own interests, timeliness, and the importance of the topic; (C) Select and limit purposes for speeches; (D) Research topics using primary and secondary sources, including electronic technology; and (E) Analyze oral and written speech models to evaluate the topic, purpose, audience, and occasion. (4) Organization. The student organizes speeches. The student is expected to: (A) Apply knowledge of speech form to organize and design speeches; (B) Organize speeches effectively for specific topics, purposes, audiences, and occasions; and (C) Choose logical patterns of organization for bodies of speech. (6) Style. The student develops skills in using oral language in public speeches. The student is expected to: (A) Distinguish between oral and written language styles; (B) Write manuscripts to facilitate language choices and enhance oral style; (C) Use rhetorical and stylistic devices to achieve clarity, force, and aesthetic effect; (D) Use informal, standard, and technical language appropriately; (E) Employ previews, transitions, summaries, signposts, and other appropriate rhetorical strategies to enhance clarity; and (F) Evaluate a speaker's style in oral or written speech models. (7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The student is expected to: (A) Employ techniques and strategies to reduce communication apprehension, develop self-confidence, and facilitate command of information and ideas; (B) Rehearse and employ a variety of delivery strategies; (C) Develop verbal, vocal, and physical skills to enhance presentations; (D) Use notes, manuscripts, rostrum, visual aids, and/or electronic devices; and (E) Interact with audiences appropriately. 3
4 Communication Applications (One-Half Credit). (b) Knowledge and skills. (4) Presentations. The student makes and evaluates formal and informal professional presentations. The student is expected to: (A) Analyze the audience, occasion, and purpose when designing presentations; (B) Determine specific topics and purposes for presentations; (C) Research topics using primary and secondary sources, including electronic technology; (D) Use effective strategies to organize and outline presentations; (E) Use information effectively to support and clarify points in presentations; (F) Prepare scripts or notes for presentations; (G) Prepare and use visual or auditory aids, including technology, to enhance presentations; (H) Use appropriate techniques to manage communication apprehension, build selfconfidence, and gain command of the information; (I) Use effective verbal and nonverbal strategies in presentations; (J) Make group presentations to inform, persuade, or motivate an audience; (K) Make individual presentations to inform, persuade, or motivate an audience; (L) Participate in question-and-answer sessions following presentations; (M) Apply critical-listening strategies to evaluate presentations; and (N) Evaluate effectiveness of his/her own presentation. Tasks Students will research modern employee characteristics. Students will research new and emerging technologies in architectural design. Students will research how multimedia technology is used various aspects of architectural design. Students will report on how technologies and emerging technologies are utilized in architectural design. Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website (cte.unt.edu). Preparation Instructor will be familiar with current research practices. Instructor will be familiar with the use of technology in architectural design field. Instructional Aids Student handouts (copies of presentation with space for notes) Grading rubric Internet 4
5 Equipment Needed Computers (for students to complete project) Projector (for digital presentation) Introduction Learner Preparation Ask students to think about the tools used today in architectural design. Ask students to think about the tools used 50/100 years ago to design, build, and promote. Ask students to consider the impact that technology has had on the field. Lesson Introduction Use multimedia presentation and explain the concepts to be covered in this practicum. Students will be working primarily in a self-directed manner, but will be expected to share their findings with their classmates. Outline MI Outline NOTES TO TEACHER Assignment Outline: I. Introduction I. Instructor will provide general introduction topic. II. Basic Research Practices II. Instructor will provide basic research guidelines. Instruction will encourage discussion. III. Research Ethics III. Instructor will initiate discussion on research ethics. Student discussion should be 5
6 encouraged. IV. Technology IV. Instructor will discuss technology and changes in technology. V. New and Emerging Technologies V. Instructor will lead a brief discussion on new and emerging technologies. Instructor will ask class members to provide examples of each. VI. Assignment VI. Instructor will review practicum requirements. Ample time should be provided for questions and to assist students in choosing topics if needed. Multiple Intelligences Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/ Rhythmic Naturalist Verbal/Linguistic Visual/Spatial 6
7 Application Guided Practice Using the digital presentation, the teacher will go over the requirements of this project. The student will follow along and make notes on their hard copy. Give some ideas to students during the brainstorming session before they start the project. Independent Practice Students will work at their own paces to complete this activity. All work is to be done in class so the teacher can check for understanding. Students are strongly encouraged to take ownership of this activity and to establish a workable pace in order to complete it on time. Students should be prepared to present their projects to the class. Summary Review Why do those in the field of architectural design need to understand technology? What impact have new and emerging technologies had on the field? Evaluation Informal Assessment Instructor will observe students during Independent Practice. Instructor will assist students as needed. Formal Assessment Use the Technology Practicum Rubric to evaluate. Use the Individual Presentation Rubric to evaluate. 7
8 Student Handout Technology Practicum Architectural Design Prepare a digital portfolio to include a report and a presentation. Your topic will be new and emerging technologies within architectural design. Please discuss specific technologies with your instructor before creating your report and presentation. For the portfolio: Research the technologies you ve selected. Create a report. o Utilize appropriate technologies to create the report. o Include supporting information regarding the new or emerging technologies. o Review your organization, sentence structure, and grammar. o Review the attached rubric to assist you. Create a multimedia presentation based on your research and report. o Present your work to your classmates and instructor. o Be sure to include appropriate visuals and animations (as appropriate). o Be able to answer questions regarding your content. o Enunciate your words during your presentation and use appropriate grammar. o Review the attached rubric. 8
9 Architectural Design Technology Grading Rubric Portfolio Title: Name: Teacher: - ID#: Date of Presentation: - Needs Improvement Satisfactory Good Excellent Title The title is missing or difficult to locate. The portfolio has a title that is easy to locate. The portfolio has an effective title that accurately describes the material and is easy to locate. The portfolio has a creative title that accurately describes the material and is easy to locate. New/Emerging Technologies Descriptions of new or emerging technologies were lacking. Inaccurate, inappropriate, or incomplete descriptions of new or emerging technologies were included. Accurate and appropriate descriptions of new or emerging technologies were included. New or emerging technologies were described in-depth. Sentence Fluency Advances/impacts are described using vague language or inaccurate information. Advances/impacts are not described well and language is often vague or inaccurate. Advances/impacts are described well, but language is sometimes vague or inaccurate. Student uses accurate and vivid language. Employability Characteristics Student does not demonstrate employability characteristics. Student demonstrates marginally acceptable employability characteristics including information, resources, and technology. Student demonstrates acceptable employability characteristics including information, resources, and technology. Student demonstrates exceptional employability characteristics including information, resources, and technology. Style & Organization The portfolio covered inappropriate materials. Supporting documentation was lacking. The portfolio was set up to cover most of the relevant information. It contains some supporting documentation. The portfolio was set up to cover the relevant information. It contains supporting documentation. The portfolio was set up to cover relevant information. It contains appropriate supporting information. Mechanics There are many punctuation, spelling, and capitalization errors. Punctuation, spelling, and capitalization are somewhat correct and may or may not have been checked. Punctuation, spelling, and capitalization were checked and are mostly correct. Punctuation, spelling, and capitalization were checked and are correct throughout. Use of Technology Technology was not used to complete all aspects of the portfolio. Technology was used ineffectively to complete the portfolio. Technology was utilized to complete all aspects of the portfolio, but full integration was lacking. Technology was appropriately integrated into all aspects of the portfolio. 9
10 Individual Presentation Rubric Presentation Title: Name: Teacher: - ID#: Date of Presentation: - Criteria Points Organization Visuals Mechanics Content Knowledge Delivery Needs Improvement 1 Audience cannot understand presentation because there is no sequence of information. Student used no visuals. Student s presentation had four or more spelling errors and/or grammatical errors. Student does not have grasp of information; student cannot answer questions about subject. Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of the class to hear. Satisfactory 3 Audience has difficulty following presentation because student jumps around. Student occasionally used visuals that rarely support text and presentation. Presentation had three misspellings and/or grammatical errors. Student is uncomfortable with information and is able only to answer rudimentary questions. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Good 5 Student presents information in logical sequence that audience can follow. Visuals related to text and presentation. Presentation had no more than two misspellings and/or grammatical errors. Student is at ease with content, but fails to elaborate. Student s voice is clear. Student pronounces most words correctly. Excellent 7 Student presents information in logical, interesting sequence that audience can follow. Student used visuals to reinforce screen text and presentation. Presentation had no misspellings or grammatical errors. Student demonstrates full knowledge (more than required) with explanations and elaboration. Student used clear voice and correct, precise pronunciation of terms. Total Teacher Comments: 10
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