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General Audience
Theprimaryaudienceconsistsofhighschoolstudentsagesfourteenthrougheighteen,in
BusinessandTechnology,anewercoursethatbeganbeingofferedinthe20132014schoolyear.
Theprimaryaudienceistobetaughtandgainknowledgefromawidevarietyofbusinesstopics
rangingfromLeadershiptoMarketing.Thelargerangeoftopicsinthecourseallowsfor
studentstobeexposedtoanumberofdifferentareasofbusinesssothattheycandecideupon
whichareathattheywouldliketofocus.Alsoifthestudentsweretotransfertoanotherschool
systemthecourseworkwouldhavethesamelookandfeelbecauseofstandardization
throughoutthestateandnationfollowingCommonCoreprinciples.
Problem Identification
The field of education is currently in a transition phase. Cisco Systems Inc. predicts that in the
next 6 years there will be more devices connected to the internet, than actual individuals online.
This movement towards a more technological world is occurring in and out of the classroom.
With the push towards more technology, we as educators must equip ourselves with the
necessary skills to prepare our students for the digital future that is already upon us.
The demand for computer scientists and technical professionals is expected to grow 34% by
2018 (Shein, 2014 pg. 16). The voices of those in support of incorporating more computer
science skills into our education is growing with individuals like Mak Zukerberg (Facebook)
calling for young people to learn coding and programing now so that they can be ready for the
future.
As it stands now, there are only 9 states in the United States that count some sort of computer
science course towards high school graduation. Only 2% of students study computer programing
(Patrovi, 2013) and the gap must be closed in order for our students to be prepared for the
competitive digital future that lies ahead.
Through this online course, students can begin to learn the basics of computer science and
programming. Through this, we may begin to implement much needed computer science training
that will soon dominate our job markets.
Instructional Goals
course.Theseresultsweregatheredthroughtheuseofasurvey,whichwasadministeredatthe
endofthecourse.
GeneralLearningPreference
Studentsexpressedpreferencetomodelingthedesiredskillasopposedtoalecturebasedformat
forlearningHTML.TheypreferredtolearnhowHTMLelementsworkedbyimplementingthem
asopposedtolearningthetheorybehindtheelements.Thisinformationwasgatheredthrough
teacherinterviews.
AttitudetowardsTeachersandSchool
Studentsexpressedsenseofrespectfortheirinstructorbutdidnotunderstandorappreciatethe
timeandworkthatgoesintocreatingmaterialsandlessons.Manyofthestudentsexpressed
mixedfeelingsaboutattendingtheschool.Theylikedthesenseofcommunitythattheyfeltfrom
theschool,butdidnotagreewiththewayadministrationdoesthings.
Commonerrorsmadebynovicelearners:
StudentsusingMicrosoftWordtowritetheirHTML
Studentsviewtechnologyasdifficultandhardtounderstand.
Studentsdonothavehighlisteningandcriticalthinkingskills.
StudentshaveneversetupanHTMLdocument.
PotentialMisconceptions
StudentsdonotunderstandtheneedforHTMLandothercodinglanguages.
Studentswilllearntheimportanceofcoding.
Onemustreaddirectionscarefullyastonotkeyanywronginformation.
GroupCharacteristics
TheschoolislocatedsouthofAtlantainJonesboro,GAwherethemedianincomeisbelowthe
nationalaverage.About85%ofthestudentsattendingtheschoolreceivefreeorreducelunch,
whichqualifiestheirasaTitleIschool.Morethan50%ofstudentsarelivingwithonlyone
fraternalparent.ThevastmajorityofthelearnersareAfricanAmericanorHispanic.
4.0
4.1
5.0
5.1
5.2
5.3
5.4
5.5
5.6
5.1
6.0
6.1
6.1.1
6.2
Open Notepad
Start>All Programs>Windows Accessories>Notepad
<! DOCTYPE html >
< html lang =" en" >
< head >
< title > My First HTML Document </ title >
</ head >
< body > Hello World </ body >
</ html >
Create a basic webpage with minimal teacher assistance.
Use tags and elements that were used in the previous activity (guided practice)
Instead of Hello World, your Web Page should say First Name Last Names
First Web Page
6..6.3
7.0
7.1
providedtranscriptofthevideo.Thiswillprovideathroughunderstandingofthevideoandtopic
covered.Theassignmentisshortenoughandselfexplanatorythatstudentsofalllevelsshould
nothaveanytroublecompletingtheassignment.
Lesson2:IntroductiontoBusinessandTechnology,TheInternetisalwaysright.
Objective3:Withteacherassistance,studentswillcreateabasicHTMLwebpage.
3A:AccessMicrosoftNotepad
3B:Followalongwithinstructorinordertocreateabasicwebpage.
Assessment:
TruthorNotassignmentlearnerswillpartnerupwitheachothercreatingacooperative
environment.Learnerswillbescoredbasedontheinformationprovidedandparticipation
throughonlinediscussionboard.
UDLPrinciples:Multiplemeansofrepresentationareused.Thesourcesarevideoandtext.
Usinganonlinediscussionboardtotalkthroughtopicsthatotherwisewouldnotbebroughtup
duringatraditionalcoursewouldhelpstudentstalkthroughinformationinacollaborativeway.
Lesson3:BusinessEfficiencyThroughTechTools
Object4:Withminimalteacherassistance,studentswillcreateabasicHTMLwebpage.
EnablingObjectives:
4A:UseunderstandingofHTMLsyntaxandvocabulary
4B:Usew3schools.comasaresourcetoassistincreatingofyourwebpage.
4C:DemonstratemasteryofHTMLbycreatingawebpage.
Assessment:Learnersaretocompleteanessaythatcoversthetopicsofthebusinessworldand
onlinelearningthroughtechnology.Theywilldescribetherelationshipbetweenthetwoandhow
itbenefitsthebusinessworldandtheirworkintheclassroom.Theywillalsocompletea
discussiononlinethatwillclearupanyquestionsthestudentsmayhave.
UDLPrinciples:Thisassessmentmeetstheprinciplesandneedsofstudentswhoarecreativein
writingtheirownpapers.Theassignmentallowsforstudentstowriteintheirownopinionover
thetopicandpromotesthemtothinkcritically.Whattypeofdifferentiationisthis?Engagement?
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Gibson Final KA
Introduction:
Studentswillcompletethefollowingassignmentinordertoassesstheirunderstandingofthe
newmaterialthathasbeenintroduced.
IntroductiontoHTMLQuiz:
Matchthefollowingtermswiththeirappropriatedefinition.
Firsttheinventions:
1. <!DOCTYPE>
2. <a>
3. <br>
4. <!
5. <body>
6. <head>
7. <iframe>
8. <img>
9. <link>
10. <style>
Definitions:
A. Definesacomment
B. Definesstyleinformation
C. Definerelationshipbetweena
documentandanexternal
resource
D. Definesandinlineframe
E. Definesahyperlink
F. Definesadocumenttype.
G. Definesinformationaboutthe
document.
H. Definesanimage
I. Definesasinglelinebreak
J. Definesadocumentsbody.
Answers
1. <!DOCTYPE>
2. <a>
3. <br>
4. <!>
5. <body>
6. <head>
7. <iframe>
8. <img>
9. <link>
10. <style>
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Gibson Final KA
Introduction:
StudentstheW3SchoolsHTMLtutorialinordertomodelthedesiredskillstocreateanHTML
documentontheirown.
W3SchoolsQuiz:
Answerthefollowingquestions.
Edit This:
<! DOCTYPE html>
<html>
<head>
<title>Page Title</title>
</head>
<body>
<h1>This is a Heading</h1>
<p>This is a paragraph.</p>
</body>
</html>
Result:
This is a Heading
This is a paragraph.
Adrian Gibson
Gibson Final KA
Edit This:
Result:
<!DOCTYPE html>
<html>
<body>
<h1>This
<h2>This
<h3>This
<h4>This
<h5>This
<h6>This
</body>
</html>
is
is
is
is
is
is
heading
heading
heading
heading
heading
heading
This is heading 1
This is heading 2
This is heading 3
1</h1>
2</h2>
3</h3>
4</h4>
5</h5>
6</h6>
This is heading 4
This is heading 5
This is heading 6
Adrian Gibson
Gibson Final KA
W3SchoolsExamplesandassessment
1.WhatdoesHTMLstandfor?
a.HyperlinksandTextMarkupLanguage
b.HomeToolMarkupLanguage
c.HyperTextMarkupLanguage
2.Whoismakingthewebstandards?
a.Microsoft
b.Mozilla
c.TheWorldWideWebConsortium
d.Google
3.ChoosethecorrectHTMLtagforthelargestheading?
a.<h1>
b.<heading>
c.<head>
4.WhatisthecorrectHTMLtagforinsertingalinebreak?
a.<lb>
b.<break>
Adrian Gibson
Gibson Final KA
c.<br>
5.WhatisthepreferredwayforaddingabackgroundcolorinHTML?
a.<background>yellow</background>
b.<bodystyle=backgroundcolor:yellow;>
c.<bodybackground=yellow>
6.ChoosethecorrectHTMLtagtomaketextbold
a.<bold>
b.<b>
7.WhatisthecorrectHTMLforcreatingahyperlink?
a.<a>http://www.w3schools.com</a>
b.<aurl=http://www.w3schools.com>W3Schoos</a>
c.<ahref=http://www.w3schools.com>W3Schools</a>
d.<aname=http://www.w3schools.com>W3Schools.com</a>
8.Howcanyoucreateanemaillink?
a.<ahref=mailto:xxx@yyy>
b.<mail>xxx@yyy</mail>
c.<ahref=xxx@yyy>
d.<mailhref=xxx@yyy>
9.Howcanyouopenalinkinanewtab/browserwindow?
a.<ahref=urltarget=_blank>
b.<ahref=urlnew>
c.<ahref=urltarget=new>
10.Whichofthesetagsareall<table>tags?
a.<thread><body><tr>
b.<table><tr><td>
c.<table><tr><tt>
d.<table><head><tfoot>
11.InHTML,inlineelementsarenormallydisplayedwithoutstartinganewline.
True
False
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12.Howcanyoumakeanumberedlist?
a.<ul>
b.<ol>
c.<dl>
d<list>
13.Howcanyoumakeabulletedlist?
a.<list>
b.<ul>
c.<ol>
d.<dl>
14.WhatisthecorrectHTMLformakingacheckbox?
a.<checkbox>
b.<inputtype=checkbox>
c.<inputtype=check>
d.<check>
15.WhatisthecorrectHTMLformakingatextinputfield?
a.<inputtype=text>
b.<inputtype=textfield>
c.<textinputtype=text>
d.<textfield>
16.WhatisthecorrectHTMLformakingadropdownlist?
a.<select>
b.<inputtype=list>
c.<inputtype=dropdown>
d.<list>
17.WhatisthecorrectHTMLformakingatestarea?
a.<inputtype=textarea>
b.<inputtype=textbox>
c.<textarea>
18.WhatisthecorrectHTMLforinsertinganimage?
a.<imagesrc=image.gifalt=MyImage>
b.<imgalt=MyImage>image.gif</img>
c.<imgsrc=image.gifalt=MyImage>
d.<imghref=image.gifalt=MyImage>
Gibson Final KA
Adrian Gibson
Gibson Final KA
PartVI:Instructional Sequence
Sequen
ce
1
2
3
4
Description
Objective
1
2
3
4
Lesson1:IntroductiontoDigitalTechnology,introductiontothehistoryofHTML.
Objective1:ThelearnerwillunderstandandinterpretbasicHTMLsyntax.
1A.AccesswarmuparticleexplainingbasicHTML
1B.CompletethehandoutthataccompaniesPowerPointpresentation(PowerPoint
IntroducesHTMLbasicsyntax)
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Gibson Final KA
1C.Definetags,elements,attributes
InitialPresentation:StudentswillviewaPowerPointpresentationthatreviewsthehistoryof
HTML,itsorigin,function,andpurpose.Studentswillthenusesocrative.comtodiscusstheir
understandingofthenewinformation,andthesharetheirthoughtswiththeirpeers.Studentswill
alsocompleteaquizthatreviewsimportantHTMLinformationthatiscoveredduringthis
introduction.Asaneducatoryoumustbecreativeinthedesignofyourlessonsinorderto
addressadynamicgroupoflearners.Dedicated educators always find ways to
design curricula that meets the needs of all learners.
(TheNationalCenteronUDL,2013)
GenerativeStrategy:ThegoalisforstudentstounderstandthehistoryandneedforHTML.
Withthisunderstanding,thelearnersinstructionalmotivationscanbedirectedtowardsfamiliar
HTMLwebpagesthattheymayencounterdaily.StudentswillutilizeGoogleChromesinspect
elementfeaturetoviewrealHTMLcodeinordertobecomefamiliarwiththesyntaxandits
interpretation.
Objective2:Userswillbeabletointerprettags,elementsandattributesinordertoeffectively
createabasicwebpage.
2A.Navigatetow3schools.com
2B.CompleteHTMLtutorialwithaccompanyingexamples
2C.Useelementsandattributestocreatewebpageelements.
MotivationalStrategy:Havestudentscompleteasurveythroughsocrative.comthatgaugesthe
likesanddislikesofthestudents.Resultswillbecompiledandachievedbytheinstructor.
InitialPresentation:StudentswillcompletestepbysteplessononW3schoolswebsitethat
introducesandmodelstheskillsthatarenecessaryforcreatingawebpage.Uponcompletingsaid
lessons,studentswillcompleteaquiztoassesstheirmasteryandunderstandingoftheirnew
skills.Bycompletingtheexamplesthroughoutthelessons,studentswillhaveachancetosee
howthevarioustagsandelementsaremodeledbeforetheyputthemintopracticethemselves.
AnynecessarymodificationswillbeprovidedaccordingtothespecificstudentsIEP.
GenerativeStrategy:UponcompletionoftheW3schoolstutorials,studentswillhaveexposure
tothecreationprocessofabasicHTMLwebpage.
Lesson2:W3Schoolstutorial
Adrian Gibson
Gibson Final KA
Objective3:Withteacherassistance,studentswillcreateabasicHTMLwebpage.
3A:AccessMicrosoftNotepad
3B:Followalongwithinstructorinordertocreateabasicwebpage.
Object4:Withminimalteacherassistance,studentswillcreateabasicHTMLwebpage.
4A:UseunderstandingofHTMLsyntaxandvocabulary
4B:Usew3schools.comasaresourcetoassistincreatingofyourwebpage.
4C:DemonstratemasteryofHTMLbycreatingawebpage.
MotivationalStrategy:PromptlearnertounderstandhowHTMLisappliedinrealsituations.
Learnerwillalsobegintointerpretsitesthattheyarefamiliarwithandunderstandwhatis
requiredforthesesitestoproperlyfunction.
InstructionalStrategy:Withteacherassistance,studentswilltaketheirknowledgeofthe
HTMLsyntaxanditselementstocreateabasicHTMLwebpage.
GenerativeStrategy:Uponcompletionoftheunit,studentswillpossessthenecessaryskillsto
createHTMLwebpagesforanygivenscenario.Thegoalisforstudentstobeabletocreatebasic
webpagewithnoassistance,andtheywillnowbeabletocompletethistask.Instructionshould
betailoredtomeetlearningandtechnologyneedsofallstudentsinorderforthemtoeffectively
meeteachlearningonjective.Preschoolstoinstitutesofhighereducationhavebegunembracing
UDLinordertoimprovelearningopportunitiesforallstudents.(DavidH.Rose,2011)
eferences:
TheNationalCenteronUDL. (2014, Novermber 28). UDL and Technology. Retrieved
October 28, 2013, from National Center on Universal Design for Learning:
http://www.udlcenter.org/aboutudl/udltechnology
David H. Rose, E. D. (2011, March 21). Articles from the National Center on UDL.
Retrieved October 27, 2013, from National Center on Universal Design for
Learning: http://www.udlcenter.org/resource_library/articles/udlunplugged
Gary R. Morrison, S. M. (2013). Designing Effective Instruction. Danvers, MA: Wiley.
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Gibson Final KA
Goals
Participantswillidentify
theneedforcoding
literacy.
Objectives
Objective1:Thelearner
willdemonstratethe
appropriatestepsto
accessclasswork
throughtheonline
coursemanagement
software.
Objective1A.
Identifytheneedfor
codingliteracy.
Objective1B.Identify
resourcesthatsupport
UDL
Bygivingstudents
differentiatedoptions
(ex.Differenttypesof
assignmentstocomplete
suchasessaysor
presentations)of
finishingworkweare
abletokeeptrackof
howwelltheywilllearn
andhowtheywill
navigatethroughtheir
onlinecourse.
Adrian Gibson
Gibson Final KA
theneedforcodingto
betaughttostudents.
Objective1C.
Studentswillcomplete
anarticlereviewofan
articlethatsupports
codingliteracy.
Participantswillcreatea
basicHTMLwebpage.
Lesson2:
Identifynewandold
htmlelementsalongwith
organizationaltagsfor
ourwebpages
Participantswillidentify
newtagsandelements
thathavebeen
introducedwithHTML
5,andidentify
organizationaltagsused
tohelpbetterorganized
thewebpage.
Lesson3
Studentswillidentify
Objective2:To
effectivelycreateabasic
htmlwebpage.
Objective2A,To
identifybasichtml
tagsandelements.
Objective2B.Use
thebasictagsand
elementstobegin
creatingawebpage.
Objective3:To
demonstrateeffective
useofnewhtml
elements.
Objective3A:Use
necessaryhtml
elementstoenhance
Participantswillexpand
ourwebpage
onlesson1byadding
Objective3B
newtagsandelementsto
ourpreviouslycreated
Demonstrateeffective
webpage.
useofHTMLsmost
importanttag<a
href></a>(Hyperlink)
Objective3C:Createa
webpagewithfunctions
hyperlinks
Objective4:To
demonstratetheir
understandingofCSS
Participantswillbegin
styling(Color,design,
Bygivingstudents
differentiatedoptions
(ex.Differenttypesof
assignmentstocomplete
suchasessaysor
presentations)of
finishingworkweare
abletokeeptrackof
howwelltheywilllearn
andhowtheywill
navigatethroughtheir
onlinecourse..
Objective4A:To
identifytheCSS
Learnersstartto
formulatetheirown
patternofaccessing
informationfromonline
site.Beginthestarting
stagesofworking
P
th
w
tu
w
w
Adrian Gibson
Gibson Final KA
CSSelementstobegin
stylingtheirwebpages.
effectivelythrough
coursework.
fontsize,fontstyle)their
webpages.Participants
willdevelopamastery
basicHTMLinorderto
sharetheirknowledge
withtheirstudents.
syntax
Objective4B:
UnderstandtheBox
model
Objective4C:Add
CSSstylestoprevious
webpage
Bygivingstudents
differentiatedoptions
(ex.Differenttypesof
assignmentstocomplete
suchasessaysor
presentations)of
finishingworkweare
abletokeeptrackof
howwelltheywilllearn
andhowtheywill
navigatethroughtheir
onlinecourse.
Adrian Gibson
Gibson Final KA
PartVIII:FormativeEvaluationPlan
DataCollection:
Attheendoftheunitthestudentswillcompleteasurveyinwhichtheywillbeaskedseveral
questionsrelatingtotheirthoughtsonmyinstruction,andtheircomfortlevelwiththenew
material.Theresultsofthissurveywillbeevaluatedbymyselfasthe(SME),alongwithmy
departmentchair.AstheSME,Iholdtheresponsibilityofeffectivelyteachingeachstudentand
thissurveywillallowmetoreflectonmyinstructionalstrategiesandimproveuponthemforthe
future.
SetUp:
Thesurveyswillbeofferedthroughwww.socrative.com.Asthesubjectmatterexpert,Iwill
reviewtheresultsofthesurveys.Inordertomaintaintheintegrityofthisevaluationprocess,the
surveywillbeadministeredbyanotherteacherintheBusinessEducationdepartment.