TECHNOLOGY INTEGRATION LESSON PLANSTechnology Integration Lesson Plan

 

                                                                   

 

Submitted in Partial Fulfillment of the

Requirements of

 

Q377 Foundations of Educational Technology

 

 

By

Robin Y. Mabry-Hubbard

Ryh352@mizzou.edu

 

University of Missouri - Columbia

March 2003


© 2003 by Robin Y. Mabry-Hubbard All Rights Reserved

Table of Contents

           

PREFACE. 3

I.   ANALYSIS. 3

1. Who is the audience?. 3

2.     What do they need to learn?. 4

3.     What is the budget?. 4

4.     What are the delivery options?. 4

5.     What constraints exist? How will they be overcome or handled?. 4

Advance Organizers for Lecture Notes EXAMPLE. 5

7.     What will the students do to determine competency?. 5

8.    Pedagogy. 6

9.  Additional Needs Assessment Factors. 6

A.         System of Interest 6

B.         Summary of Needs Identified: 6

C.         Problem Statement 6

 

II. DESIGN.. 7

WebCT: Seven Best Teaching Principles, Learning Styles and Cognitive Skills. 7

Face to Face Classroom Educational Technology Tools Currently Used. 11

 

III. & IV  COURSE DEVELOPMENT & IMPLEMENTATION.. 15

Sociology 139 Syllabus Revised. 16

COURSE FORMAT. 16

Online quizzes. 16

Attendance. 16

Online Discussion Forum.. 16

Basic Computing Skills. 16

Learning Portfolio with Annotated Bibliography and Learning Team Presentation. 16

Two Exams. 17

Classroom Lecture and Discussion. 17

TEXTBOOKS. 17

LEARNING PORTFOLIO ASSIGNMENT. 24

1.     Annotated Bibliography. 24

2.      Learning Journal 24

3.     Learning Team Oral Presentation: 24

COMPILING THE INDIVIDUAL LEARNING PORTFOLIO.. 24

Criteria for Evaluating Information Resources. 26

 

V. EVALUATION.. 29

Sociology 139- Evaluation Summary. 29

Peer Evaluation of  Rubric  for Group Projects. 29

Online Discussion Rubric. 30

Oral Presentation Rubric. 31

 

REFERENCES. 34

APPENDIX. 35

A.1 Bloom’s Taxonomy of Educational Objectives. 35

A.2 Technology Integration and Types of Learning. 37

 

            A-3 Seven Good Teaching Principleshttp://www.missouri.edu/~ryh352/q377/mabry-hubbard_tilp_comment.doc

 

 

 

Course: Sociology 139; University of Missouri – Columbia

Technology Integration Lesson Plan Proposal: by Robin Y. Mabry Hubbard

rymabry@socket.net

 

 

           

Sociology (SOCIOL) 139: The Black Americans

 

 

Created On: 03/01/03 05:37:19 PM

Last Major Update:  4/7/2003 10:32 PM

Formatting: 2003-04-24/ 15:25:5113:01:3114:44:57

/ updated for web posting: 2003-05-21

WebCT & Learning Pedagogy Chart Only located at  

           

PREFACE

 

One of my group members inadvertently paid me a great compliment. She wrote in her critique that my integration of technology seemed almost an after thought. In that regard, I believe educational technology should be invisible and not more prominent then any other educational tool used to help students learn.  I had heard a lot of “buzz” about the difficulty of this particular sociology class.  I had wanted to take this course for several years and as a currently enrolled students work closely with four other students of the 35 enrolled.  Therefore I have the unique perspective of viewing the class as student, as an instructor of almost twenty years and as a formally trained instructional designer. In the latter two roles, I am able to observe what the instructor hopes to accomplish and what is actually happening.

 

What I have tried to do is reconcile the difference between reality and what I believe are the instructor’s desired written and oral learning goals using both pedagogy and additional educational technology tools as any good instructional designer would do.  Instructional Design for Learning Goals (both subject specific and skills like critical thinking) and the Selection of Educational Technology Integration Tools are not mutually exclusive events but are tasks completed hand and hand.  Perhaps the most important point, I would make as the instructional designer is I am not the instructor, therefore the more invisible and the less of an effort for the instructor, the more likely the suggested changes will be considered for adoption.  As I understand the instructor’s goals, there is a desire to have these undergraduate learners

 

1. Develop more critical thinking skills consistent with Bloom’s Taxonomy 

 

2. Have more time for class discussion. 

 

3.      Provide an opportunity for students to develop skills necessary for upper-division and graduate-level academic work.

 

However, like most higher education faculty, the instructor is quite comfortable with the standard lecture, some discussion and then test format.  Furthermore, the instructor may believe departmental approval is required or prudent in order to depart radically from the traditional “chalk, talk and test” model consequently like most higher education faculty there is benefit to teaching as they faculty member was  were taught.

 

RYMH

4-7-2003

I.  The Analysis phase

 

1. Who is the audience?

 

The target student population is lower-division undergraduate college students (generally 20 years or younger) with at least one previous college sociology course.

 

In addition to the specific learning goals identified below in section #2, Analysis, this instructional design proposes that students should be able to articulate in a group presentation before their peers what they have learned:

 

1. About Black Americans in sociological terms;

2.  About themselves:

3. About Black sociologists and sociological issues surrounding the Black American community.

 

2.     What do they need to learn?

 

1. An Overview of “classical” and “contemporary” sociology concerning Black Americans.

2. An understanding Sociology disciplines attempts to examine critical issues in the Black American community.

3. An understanding of the sociological contributions to race relations in the US.

4. An ability to form critical perspectives on our social world, which take account of the historical, social, economic, and politics of our time.

 

3.     What is the budget?

 

Not Applicable.  Course has an average enrollment of 30 -45 students in the Fall and Winter Semesters and therefore meets the minimum enrollment criteria for budgetary purposes.

 

4.     What are the delivery options?

 

1.     Face to face classroom setting for a total of 150 minutes per week over a 16-week semester.

2.     As an undergraduate course, there is a two-hour classroom Final Exam requirement (or equivalent).

3.     A MU Listserv or Blackboard/WebCT course management online learning option to supplement the classroom instruction.

 

5.     What constraints exist? How will they be overcome or handled?          

 

1. The class has been taught in a certain fashion for at least six years or more; therefore, the constraint may be instructor or departmental resistance to pedagogically correct instructional principles and design that contradict their own educational experiences as a student and as an instructor.  [Follow-up,: the instructor was given a copy of the draft document in mid-March and there were some initial concerns but the instructor was reminded of emails the at the beginning of the initial semester about doing TLIP plan for the course as part of my own graduate work and the TLIP was not about her instruction. We had a meeting and worked it out.] . This analysis hopes to provide documentation to encourage the instructor consideration and adoption of some of suggestions.  The instructor is still reviewing the initial draft and will be provided a final copy.

 

2. Another possible constraint is the switch from teacher centered to student directed learning is difficult even for those who believe in the philosophy. Support for the switch may lie in the midterm average reported on Blackboard for the class of 48% with an “informal reported” range of 8 to 89%.  The student group I work with did relatively well on the mid-term.  The student in our group who did the worst on the mid-term joined the group late and still drifts in and out. Using an effective technology integration lesson plan, this is a class I believe could cover more of the sensitive course material and the student would likely deepen their learning of the material by overcoming a both propensity of cognitive dissonance and learner information overload.

 

3. A Parallel constraint is there are students who prefer a more passive learning environment (“talk, chalk and test”) and may express some resistance; however, the advantages of revising the course to a more active learner- approach with less emphasis on passive outside readings of a dozen books and at least a dozen or more scholarly journal articles is likely to negate those passive learner’s concerns.

 

 4.  Another potential constraint is a plan’s suggestion of dropping the half-dozen required books for the class and a dozen or more scholarly journal article reprints at considerable costs to the students in favor of numerous summaries and analysis of these items from the Internet and Ellis Library’s electronic database.  The major rationale is this is a low-level undergraduate course not a graduate class where reading the original source document is important part of the graduate curriculum.  If the instructor would like to use printed books, I suggest titles that provide a more sweeping coverage and overview of the course topics.  This instructional designer’s discussion with some of the students is the author’s position is so extreme and negative they cannot bring themselves to read the book or remember what they have read.  This instructional designer suggests “cognitive dissonance” plays an important role in the lack of value of some of the titles used.  This is consistent with the cognitive information processing model theories of learning and retention.  The use of such extreme materials is contradictory to established research about human learning particularly especially if this is their first exposure to the material. 

 

5. On the other hand, some author’s writings are at such as scholarly level and depth; they are academically unprepared with the skill required to read such books.  Using Library Science materials presented later in this plan to show students how to develop the skills necessary to read scholarly works for learning and critical evaluation would prepare them for upper-division and graduate level reading assignments. This instructional design emphasizes learning activities that help students learn how to develop a critical perspective and thus the emotional intelligence skills necessary to read and process more extreme, controversial readings that are usually found in a upper-division/graduate levels courses.

 

6. The current instructor is a very effective lecturer with excellent platform skills. After talking with her briefly, I can see where it might be difficult for her to change her preferred teaching style. There is no reason for her.  Any TLIP compliments and supplements not replace an existing instructor’s strengths. From the departmental perspective, a subsequent instructor with weaker lecturer skills has time to develop them since the lesson plan is not wholly depended on speaker skills but designed to compliment a good speaker or support an inexperienced one.  If the next instructor prefers a more active classroom environment, this instructional plan is not dependent on the classroom connection. The lesson plan is designed to permit the instructor to maximize face-to-face classroom time for those act ivies of the instructor’s liking.  However, I believe the students would benefit from an opportunity to enhance the classroom lecture using an advance organizer of websites and electronic databases. Advance Organizers permit analysis and synthesis of key points rather then students hurriedly taking notes (a mechanical cognitive tasks) instead concentrating on cognitive listening and processing tasks for learning comprehension and in participating in the class discussion.  The example that follows is very basic integration of educational technology and lecture.  The instructor can assign the learning teams the tasks of preparing the advance organizer and this is consistent with the research with preparing students to learn what they need to learn.  Actual credit is not given but random selection is another method for assuring attendance.

 

 

6.     When is the project due?

 

      This course will be offered again, fall 2003

.                                                                             

7.     What will the students do to determine competency?

 

       See the Proposed New Syllabus.

 

8.    Pedagogy?          

 

      The main pedagogy used is Seven Good Teaching Principles by Chickering and Gameson.

                   

                   1. Encourages faculty to student interaction

                   2. Encourages student to student interaction

                   3. Promotes active learning

                   4. Communicates high expectations

                   5. Facilitates time on task

                   6. Provides rich, rapid feedback

                   7. Respects diverse learning

 

 

9.  Additional Needs Assessment Factors

 

A.         System of Interest: University of Missouri – Columbia’s Departments of Sociology and Black Studies Course, “The Black Americans” course.

 

B.         Summary of Needs Identified: Sociology 139, Black Americans - There is a need to revise this course to utilized appropriate pedagogy and effective college teaching methods.  As the course is taught now, students are inundated with readings and lecture notes without an opportunity to process, digest, internalize and evaluate the many controversial issues inherent in the course topic. Students are not presented an opportunity to gain perspective and draw conclusions based on the evidence presented. Therefore, students are overwhelmed with the amount of material and have little time for analysis, synthesis and evaluating the course content, ideas and vary various sociologists’ perspectives.

                    

C.         Problem Statement: The problem is the gap between passive instructional methods reflecting the objectivist epistemology (view about the nature of knowledge) of the instructor which is in conflict to the instructor’s explicit and implicit goals for the students developing a critical sociological perspective (a more contemporary epistemology) about the issues surrounding the Black American community

 

 

 

II. The Design Phase

 

1.  Select the most appropriate Web-based environment by examining the kinds of cognitive skills required to achieve your goal.

 

This course will use WebCT course management tools rather then Blackboard because WebCT has many more features that are likely to encourage the adoption of this technology integration plan.

 

WebCT: Seven Best Teaching Principles, Learning Styles and Cognitive Skills

 

And the (types of learning) Supported.

 

Adapted from Georgia State University’s Distance & Distributed Learning Website

 

 

 

 

 

Sociology 139- Evaluation Summary

 

                                                                                                                           

2.  Write the instructional objectives; select an overall approach and the program's look and feel; outline units, lessons, and modules

Instructional Objectives:

1.     Student will be able to examine, identify and define “classical” and “contemporary” sociologists’ perspectives concerning Black Americans. 

2.     Student will be able examine, identify and define the major sociological theories, thesis, research and terminology regarding the disciplines attempts examine critical issues in the Black American community. 

3.     Student will be able to identify and explain the sociological contributions to race relations in the United States. 

4.     Students will form critical perspectives of the Black American community taking into account of the historical, social, economic, and politics of our time by identifying their own preconceptions, evaluating the research and readings and drawing their own conclusions about the Black American community.

 

 

4.     3.  Design course content specifically for use with an interactive, electronic medium

 

Course Content and Learning Goals

 

III.   The Development Phase

 

1.  Obtain and/or create the required media.

 

     The in-class lecture notes and overhead transparencies already exist.

 

2.  Use the Internet's strength to present information in many different multimedia formats so that the learners' preferences can be met.

 

      This instructional designer has number of supplemental resources and notes from the Internet to be used in the course to add more depth and provide for a variety of learning styles.

 

3.  Determine the appropriate interactions.  They should be creative, innovative, and encourage learners to explore further.

 

       See the previous chart describing the relationship between the learning goals, WebCT tools and student interactions.

 

4.  Plan activities that allow for student group work to help construct a supportive social environment 

         See syllabus and learning portfolio assignments. 

 

IV. The Implementation phase

      Duplicate and distribute materials.

      Install and maintain the course. Be prepared in the event that technical problems occur and discuss alternative plans with the students ahead of time

                                                                              

                                                                    

Sociology 139 Syllabus Revised

 

             

This course is designed to provide students with an:

 

      Overview of “classical” and “contemporary” sociology concerning Black Americans including a critical review of the works of both early Black sociologist (e.g. Dubois, Johnson, Frazer and Cox) and contemporary Black Sociologist (e.g. Wilson, Steele, Feagin, and Hill Collins);

 

      A look at how the discipline of sociology has attempted to examine critical issues in the Black American community beginning this examination in Africa and ending with the current status of Black Americans.

 

      An examination and exploration the sociological contributions to race relations in the United States.

 

      Finally, in this course we will attempt to form critical perspectives on our social world, which take account of the historical, social, economic, and politics of our time.

 

The following topics will be covered:

 

1.       Black sociology and sociologist

2.       Significance of Race

3.       Residential Segregation

4.       Education and Higher Education

5.       Culture

6.       Economics: crime and employment

7.       Social Remedies:

       

      Affirmative Action

      Wealth and Reparations

             

The course format will consist of three times a week, in-class session with lectures, films, and dialog and WebCT online discussion forums, quizzes and learning team activities. 

 

EXPECTATIONS

 

Be Prepared: Students are expected to read (or at least skim) weekly reading assignments prior to attending class.  Reading the assigned and optional materials prior to class meetings will be to your advantage.  Please be prompt, courteous, and prepared in order to enhance the learning process.

 

COURSE FORMAT

 

      Online quizzes due just before the start of class provide students an opportunity to check their comprehension and knowledge of key points from the assigned readings.  During the open period, students may take the quiz as often as they like and the highest score will count.

      Total Points = 55.

 

      Attendance is required and will be checked on a random basis each week by the collection of feedback index cards at the end of class. The index card activity also provides an opportunity for students to stay on track with their weekly journal entries.

      Total Points = 45.

 

      Online Discussion Forum Questions provide an opportunity for students to check their understanding with peers and develop a critical perspective regarding the material presented.

      Total Points = 50.

 

      Basic Computing Skills are a prerequisite for the course as a significant portion of the work will be done online or in electronic format including a simple “fill in the form” homepage.

      Total Points = 25.

 

      Learning Portfolio with Annotated Bibliography and Learning Team Presentation assignments provide an opportunity for students to critically examine their own preconceptions, analyze, synthesize and evaluate the course materials to form a critical perspective of the issues affecting the Black American community. This project worth 40% of the total grade and is both a personal journal and collaborative effort to form a critical perspective about the issues presented in the course.  Portfolio of Weekly Journal Entries/Annotated Bibliography = 100 pts; Learning Team Oral Presentation = 75 pts; Average Score of Learning Team Peer Reviews = 25 pts.

      Total Points = 200.

 

      Two Exams* will be administered to check student knowledge and comprehension and the student’s ability to critically evaluate the material presented in this course. The first exam will be a timed one-hour activity to evaluate student understanding of the material.  The final exam will be in class and primarily essay to evaluate student’s critical thinking skills with regard to the material presented during the semester. Midterm = 75 pts; Final = 50 pts. *Consistent with contemporary research, I subscribe to the epistemology that exams tend to measure the ability to take tests rather then fairly evaluate a students’ knowledge, comprehension and higher order critical thinking skills.        

      Total Points = 125.

 

      Classroom Lecture and Discussion: lecture material to add to textbook readings; strengthen and deepen your understanding; and participate in classroom discussion and supplement the learning team and online discussion activities.  The lecture is not intended as regurgitation of the textbook reading but designed to enhance and expand on them through highlighting key points for classroom discussion and lecturing about other sociologists’ works and research.

 

             

REQUIRED TEXTBOOKS

“Less is More” and textbooks that provide more sweeping coverage and overview is more appropriate for low-level undergraduate course – overwhelming the student does not increase their understanding; nor does providing them the most extreme readings of a given topic.  These are best covered in the lecture as they currently are.

 

      Gender, Slavery and Historical Background

·        Within the Plantation Household: Black and White Women of the Old South (Gender and American Culture (Paper))
by Elizabeth Fox-Genovese (Paperback 1988) $19.95

 

      Education and Cultural Identity

·        Why Are All The Black Kids Sitting Together In The Cafeteria? And Other Conversations About Race: A Psychologist Explains the Development of Racial Identity, Revised edition 5^th Ed
by Beverly Daniel Tatum (Paperback 2003) $15.95

 

      Housing, Historical Background, Cultural Status and Politics

·        The Promised Land: The Great Black Migration and How It Changed America By Nicholas Leman (Paperback - April 1992) $16.00

 

      Socioeconomic, Business and the Basis for Social Remedies

·        Black Wealth, White Wealth: A New Perspective on Racial Inequality
by Melvin L. Oliver, Thomas M. Shapiro (Paperback - March 1997) $20.95

 

·        Wealth and Democracy: A Political History of the American Rich
by Kevin Phillips (Hardcover - May 2002)

 

 

OPTIONAL TEXTBOOK:  Sociology 139 Reader

 

 

                                                             

ACADEMIC INTEGRITY

There is no excuse for cheating.  So, please do your own work!  Furthermore, there is no excuse for plagiarism.  Plagiarism is defined as the intentional or unintentional misrepresentation of someone else’s work as your own.   Consult the ASA, APA, or MLA style manual for appropriate citation of references.   Academic dishonesty is a very serious matter and punishable by probation, expulsion, or any combination thereof.

 

STUDENTS WITH DISABILITIES

             

             

If you need accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please inform me immediately.  Please see me privately after class, or at my office.           

             

COURSE OUTLINE

(Subject to Change at Instructor’s Discretion)

             

WEEK 1 DISCUSSION TOPIC:  HISTORICAL OVERVIEW & BLACK & WHITE SOCIOLOGISTS           

Course Introduction

 

 

TASKS LISTS

1. In-class Lecture based on the “old reading list.”

 

2. Readings: Within the Plantation Household: Black and White Women of the Old South pp ______

 

3. Online Quiz – due Sunday at midnight

      Covers pp __ – __ Within the Plantation

      Covers in-class lecture and materials

 

4. Online Discussion Forum Postings

 

5. Learning Portfolio

      Journalize Index Card Activity and other comments

      Start thinking about Annotated Bibliography

 

6.  Supplemental (OPTIONAL) Reading List

             

                         

      Myrdal, Gunnar.  “An American Dilemma.”     

 

      Park, Robert.  “The Race Relations Cycle of Robert E. Park.”  

 

      “W.E.B. Dubois as Sociologist” by Rudwick Elliot in Sociology 139 Reader on the African/Black American.  Also in Black Sociologists: Historical and Contemporary Perspectives.  1974. Eds.: James Blackwell and Morris Janowitz.  The University of Chicago Press.  Pp. 25-53.                 

                         

      “Charles S. Johnson” by Richard Robbins in Sociology 139 Reader on the African/Black American.                

 

      “E. Franklin Frazier” by Franklin G. Edwards in Sociology 139 Reader on the African/Black American.                

                         

WEEK 2:  DISCUSSION TOPIC:  THE NEW BLACK SOCIOLOGY      

Black Sociologist, Sociology, and a Historical Overview (continued)

 

TASKS LISTS

1. In-class Lecture based on the “old reading list.”

 

2. Readings:

Within the Plantation Household: Black and White Women of the Old South pp ____

 

The Promised Land pp 1 – 59

 

3. Online Quiz – due Sunday at midnight

      Covers pp ___ Within the Plantation

      Covers in-class lecture and materials for Weeks 1 and 2

 

4. Online Discussion Forum Postings

 

5. Learning Portfolio

      Journalize Index Card Activity and other comments

      Start thinking about Annotated Bibliography

 

6. Student Homepage due Monday at 8 am

             

 7.  Supplemental (OPTIONAL) Reading List

                         

      “The Contribution of Black Sociologists to Black Studies” by Nathan Hare in Black Sociologists: Historical and Contemporary Perspectives.  1974. Eds.: James Blackwell and Morris Janowitz.  The University of Chicago Press. 

 

      “The New Black Sociology” by William J. Wilson in Black Sociologists: Historical and Contemporary Perspectives.  1974. Eds.: James Blackwell and Morris Janowitz.  The University of Chicago Press                  

 

      These readings can also be found in Black Sociologists: Historical and Contemporary Perspectives.  1974. Eds.: James Blackwell and Morris Janowitz.  The University of Chicago Press.

 

 

                         

WEEK 3: DISCUSSION TOPIC:  THE SIGNIFICANCE OF RACE            

 

TASKS LISTS

      In-class Lecture based on the “old reading list.”

      Film, Ethnic Notions

 

2. Readings:

      Why Are All The Black Kids Sitting Together In The Cafeteria?  pp ____

 

      The Promised Land pp ____

 

3. Online Quiz – due at ________

      Covers pp____ Why Are All the Black Kids

      The Promised Land pp ____

      Lecture and materials for Weeks 3

 

4. Online Discussion Forum Postings

 

5. Learning Portfolio

      Journalize Index Card Activity and other comments

      Start Annotated Bibliography readings

       

                   

6. Film:  Ethnic Notions                     

 

7.  Supplemental (OPTIONAL) Reading List

                   

      “The Declining Significance of Race: Blacks and Changing American Institutions” by William J. Wilson in Sociology 139 Reader on The African/Black American.                    

 

      “The Inclining Significance of Race” by Charles V. Willie in Sociology 139 Reader on The African/Black American.                   

 

      “The Continuing Significance of Race: Anti-black Discrimination in Public Places” by Joe R. Feagin in Sociology 139 Reader on The African/Black American.                    

                         

WEEK 4 and 5: DISCUSSION TOPIC:   EDUCATION

 

TASKS LISTS

      In-class Lecture based on the “old reading list.”

      (“A Class Divided”)  Discussion of Blue Eyes as the experiment is often referred to. 

 

 

 

                                                           

2. Readings:

Why Are All The Black Kids Sitting Together In The Cafeteria? pp ____

 

3. Online Quiz – due at Week 5, Fri ___

      Why are All the Black Kids pp ____

      Lecture and materials for Weeks 4 - 5

 

4. Online Discussion Forum Postings

      Week 4

      Week 5

 

5. Learning Portfolio

      Journalize Index Card Activity and other comments

      Annotated Bibliography readings

 

 6.   Supplemental (OPTIONAL) Reading List

             

                         

      Massey, Douglas S. and Nancy A. Denton.  1993.  American Apartheid: Segregation and the Making of the Underclass.  Pp. 1-108.

      Massey, Douglas S. and Nancy A. Denton.  1993. pp.  109 - 217.      

       

                         

WEEK 6, 7 and 8: DISCUSSION TOPIC:  HIGHER EDUCATION

 

TASKS LISTS

      In-class Lecture based on the “old reading list.”

      Film, School Daze

 

2. Readings:

 

      The Promised Land  pp 1 – 350 (at this point, students should be learning how to pace themselves; understand the types of questions asked on the quizzes and the instructor can ask as many as question wanted with the computer scoring them and keeping the grade book there is much more flexibility in using quizzes as learning tools)

       

3. Online Quiz – due at Week 7 Sun ____

      The Promised Land pp ____

      Lecture and materials for Weeks 5 -7

 

4 .Online Discussion Forum Postings

      Week 6

      Week 7

      Week 8

 

5. Learning Portfolio

      Journalize Index Card Activity and other comments

      Annotated Bibliography readings

      

6. Learning Team should have met and assigned tasks

       

                   

7. Film:  School Daze by Spite Lee

 

8.   Supplemental (OPTIONAL) Reading List               

                   

      McWhorter, John H.  2000.  Losing the Race:  Self-Sabotage in Black America.   New York:: The Free Press.  Pp.  1-100.                   

 

      McWhorter, John H.  2000.  Losing the Race:  Self-Sabotage in Black America.   New York:: The Free Press.  Pp. 101-137.                 

 

      McWhorter, John H.  2000.  Losing the Race:  Self-Sabotage in Black America.   New York:: The Free Press.  Pp. 164-212.                 

                         

WEEK 9:  DISCUSSION TOPIC:  BLACK CULTURE 

 

TASKS LISTS

      In-class Lecture based on the “old reading list.”

      Film, Bamboozled Pt. 1 & 2  (alternate “GOOD FENCES” produced  for SHOWTIME)

 

 

 

2. Readings: 

      Studying for the Mid-term

      Reading Lecture Support Material if necessary

      Wealth & Democracy: A Political History of the American pp __

 

3. Online Exam – due at Week 10 (after the Break) Monday 8 am____

      The Promised Land (all)

      Within the Plantation (all)

      Black Kids in the Cafeteria (all)

      Lecture and materials for Weeks 1 – 9

      Films: Ethnic Nations, Bamboozled, Blue Eyes

 

4. Online Discussion Forum Postings

 

5. Learning Portfolio

      Journalize Index Card Activity and other comments

      Annotated Bibliography readings

      Rewrite or expand on journal entries during the Break

      Team Presentations are Weeks 14 and 15 of the course

 

6. Learning Team should be working

 

WEEK 10 DISCUSSION TOPIC: BLACK POPULAR CULTURE

 

TASKS LISTS

      In-class Lecture based on the “old reading list.”

      Review Mid-term

 

2. Readings: 

      Wealth & Democracy: A Political History of the American (all)

 

3. Online Quiz – due at ____

      Wealth & Democracy: (all)

      Lecture and materials for Weeks 9-10

 

4. Online Discussion Forum Postings

 

5. Learning Portfolio

      Journalize Index Card Activity and other comments

      Annotated Bibliography readings

      Continue to Rewrite or expand on journal entries

      Learning Team Presentations are Weeks 14 and 15 of the course

 

6. Learning Team should be working  

             

WEEK 11 & 12 DISCUSSION TOPIC:  CRIME & EMPLOYMENT   

Topic 6:  Economics: Crime & Unemployment

 

TASKS LISTS

      In-class Lecture based on the “old reading list.”

 

2. Readings: 

      Wealth & Democracy: A Political History of the American pp __

 

      Kalleberg, Arne L., Reskin, Barbara F., and Ken Hudson.  2000.  “Bad Jobs in America:  Standard and Nonstandard Employment Relations and Job Quality in the United States.”  American Sociological Review 65: 256-278.    

 

3. Online Quiz – due at  ____

      Wealth & Democracy: (all)

      Lecture and materials for Weeks 11 -12

 

4. Online Discussion Forum Postings

 

5. Learning Portfolio

      Journalize Index Card Activity and other comments

      Annotated Bibliography readings

      Continue to Rewrite or expand on journal entries

      Team Presentations are Weeks 14 and 15 of the course

 

6. Learning Team should be prepared to present Friday of Week 13

             

WEEK 13 & 14 DISCUSSION TOPIC:    Learning Team Presentations

 

TASKS LISTS

      In-class Lecture based on the “old reading list.” 

      - Catch Up & Review Lecture

 

2. Readings: 

      Black Wealth/White Wealth: A New Perspective on Racial Inequality pp __ 

 

      The Case for Affirmative Action for Blacks in Higher Education.  1978.  John E. Fleming, Gerald R. Gill and David H. Swinton.  Institute for the Study of Educational Policy, Howard University Press.  3-47, 209-275 

 

3. Online Quiz – due at ____

      Black Wealth/White Wealth

      Lecture and materials for Weeks 12 – 13

 

 

4. Learning Team Presentations

Week 13 - Friday

Week 14 - Monday

                - Wednesday

                - Friday

 

5.  Finalize Individual Learning Portfolios

 

      Submit to instructor by Monday at __ of Week 15.

 

      Include Peer Review in Individual Portfolios

 

6.  Online Quiz of Learning Team Presentations due Sunday at midnight of Week 14

 

7.  Discussion Forum Postings

 

 

WEEK 15 & 16 DISCUSSION TOPIC:  SOCIAL REMEDIES

Topic 7:  Social Remedies 

 

TASKS LISTS

      In-class Lecture based on the “old reading list.” 

 

       Course Conclusions

 

2. Online Quiz

      Week 15 – 16 lectures and course materials due __

      Optional Practice Exam (no credit)

      Black Wealth/White Wealth due __

 

3. Discussion Forum

 

      Post a Question about the course material to Discussion Forum 

      Answer and Respond to Others Questions as means of studying the exams – this will form the basis of the 20 quality points

             

WEEK 17 DISCUSSION TOPIC:  NO CLASS THIS WEEK.    FINALS WEEK

In Class Final Exam – 50 Points

 

Check your Email for Grades and Comments Regarding Learning Portfolio after the Finals Week.     

                         

FINAL EXAM _____day     _____________    ____ to ____   in Room ____ of ________________________ Hall          

Blue Book and #2 pencils required.          

 

                                                                                                                                                                    

 

Individual Learning Portfolio* Instructions

INTRODUCTION

 

The learning portfolio presents documentation on the learning that took place during a specific time period. A major goal of the learning portfolio is to help students develop and demonstrate critical thinking skills to develop a critical perspective about sociological issues. Consequently, the portfolio needs to represent the student's best effort at meeting unit’s goals and objectives.

                          

There are three parts to the Learning Portfolio Assignment:

  

 

1.     Annotated Bibliography: the purpose of this learning activity is to supplement the course material in a particular interest area of the student.  The annotated bibliography will list ten external resources.  For each resource, the student is to write a:

 

     Several paragraphs summarizing the thesis and themes of the resource;

     Several bibliographical  paragraphs of the author focusing on the author’s credibility and credential regarding the resource

     Several paragraphs regarding how the resource fits into the issue discussed in this class.

 

The purpose of the annotated bibliography is to help students develop a more critical perspective of the sociological issues and to evaluate references and resource material.  See Criteria for Evaluating for Information Resources.

                                                                          

2.      Learning Journal: the purpose of this learning activity is for the student to determine what they have learned and how they have grown in their thinking about the issues surrounding the Black American Community.  The learning journal will consist of a:

 

     Minimum of 12 weekly entries regarding the student’s preconceptions regarding a specific topics and issues;

     The student’s reactions to the readings, multimedia, class discussion and online discussion regarding the topic;

     Identification of any changes in their own thinking or perspective.

 

In short the journal is compilation of the student’s in-class written and oral remarks and their online class discussion writings.

 

 

3.     Learning Team Oral Presentation: the purpose of this learning activity is for students to form a learning community to:

 

     Help each other study and learn the concepts, terminology and theories;

     Provide a forum for sharing and re-examination of ideas and perspectives;

     Through consensus, form a critical perspective regarding the major sociological issues of the Black American community.

     Develop higher order evaluation thinking skills.

 

Each student will be expected to work with their Learning Team members to produce a 15 – 20 minute oral presentation of their group’s consensus about the sociological perspective of Black Americans using electronic presentation aid of their choice: Microsoft PowerPoint; Live Web Page; Corel Presentations; Slide Projector; etc.  

 

The resources used to support the group’s position must come from the individual learning team member’s annotated bibliographies.

 

Students will include in their Learning Portfolio their assessment of each team member’s contribution to their Learning Team and their own self-assessment.

 

 

COMPILING THE INDIVIDUAL LEARNING PORTFOLIO

(The instructor will provide additional details regarding print and/or electronic submission options)

 

– 1. The Title Page –                                                            

 

– 2. The Executive Summary –

 

This is the fruition of the individual portfolio and as such is the major piece within the portfolio. The executive summary discusses THE LEARNING THAT OCCURRED (often referred to as the learner’s reflection) as a result of completing the various other elements of the portfolio; it does not discuss what was accomplished in doing the activity since this is quite obvious from its inclusion within the portfolio. Additionally, the executive summary needs to demonstrate the synthesis of the various components of the portfolio.

 

– 3. Individual Learning Portfolio Journal Entries – 

 

3.1   The Learning Goal Statement describes the learning and experiences of the student at the start of each topic, readings and other learning activities. Therefore, the student needs to write this statement within the first few days of a new unit, reading, discussion forum question or other learning activity. This statement needs to comment on what the student intends to learn regarding the acquisition and comprehension of new knowledge or perspective.

 

3.2    The Vision Statement describes the student after completing the unit; that is, what skills, perspective and learning are achieved. At a minimum, the student needs to comment regarding the lecture topics, readings and discussion forum question.

 

3.3    The Learning Gap Statement describes those activities that the student plans to undertake to close the gap between their original learning goal and their current vision statements. These activities help the student achieve the stated learning objectives at minimum, show synthesis of the concepts in the unit or show a desire to discovery more about particular topic, question or item covered. This synthesis and discovery learning becomes a part of the executive summary showing your growth as a learner over the course of the semester.

 

 

– 4. The Activities –

 

The Learning Activities - Each of the various activities that the student undertakes to meet the learning goals included within the portfolio whether assigned or not should be reflected upon and discussed in this section.  For instance, changes in reading habits regarding class preparation or quiz preparation, as the semester progresses should be noted.  The quality and quantity of online discussion postings, group and class participation activities should be noted and how they contribute (or not) to achievement to learning goals.

 

4.1. Learning Journal: the purpose of this learning activity is for the student to determine what they have learned and how they have grown in their thinking about the issues surrounding the Black American Community.  The learning journal will consist of a:

 

      Minimum of 12 weekly entries regarding the students preconceptions regarding a specific topics and issues and what they wish to or think they will learn;

      The students reactions to the readings, multimedia, class discussion and online discussion regarding the topic;

      Identification of any changes in their own thinking or perspective.

 

In short the journal is compilation of the students’ in-class written and oral remarks and their online class discussion writings.

 

– 4.2 Annotated Bibliography – 

For each resource, the student is to write a

      Several paragraphs summarizing the thesis and themes of the resource;

      Several bibliographical  paragraphs of the author focusing on the author’s credibility and credential regarding the resource

      Several paragraphs regarding how the resource fits into the issue discussed in this class.

 

– 4.3 Learning Team Oral Presentation –

 

       Peer Review: Learning Team Oral Presentation

 Students will include in their Learning Portfolio their assessment of each team member’s contribution to their Learning Team and their own self-assessment based on the Peer Review Rubric provided by the instructor.

 

                                                                                        

 

                                       – Learning Portfolio Evaluation –

Each student will be evaluated based on their:

 

     Individual Learning Portfolio with Annotated Bibliography (100 points)

     Their Contribution to the Group Oral Presentation based on the Peer Review checklist using the Average Score (25 points)

     Their Groups Presentation based on the Oral Presentation Rubric provided by the instructor (75 points)

 

The Learning Portfolio/Annotated Bibliography and Learning Team Presentation are worth 40% of the course grade. Students should start reading and preparing their annotated bibliography now – waiting to the last minute will adversely impact your individual efforts as well as the contribution made to your learning team. The weekly discussion forum questions and random in-class index exercise are also designed to encourage students to stay on track with their weekly journal entries.  The topic is a complex one and the learning activities are designed to help students assess their own preconceptions and develop their own perspectives within the sociological framework fortified by self-directed research, peer collaboration and group discussion.

                                                                                        

Criteria for Evaluating Information Resources

 Learning how to determine the relevance and authority of a given resource is a core skill to develop a critical thinking perspective and to properly do research.

 

I.     SOURCE

                                     

A. Author

 

1.      What are the author's credentials--institutional affiliation (where he or she works), educational background, past writings, or experience?

 

2.      Is the book or article written on a topic in the author's area of expertise? You can use the various Who's Who publications for the U.S. and other countries and for specific subjects and the biographical information located in the publication itself to help determine the author’s affiliation and credentials.

 

3.      Has your instructor mentioned this author?

 

4.      Have you seen the author's name cited in other sources or bibliographies? Other scholars cite respected authors frequently for this reason; always note those names that appear in many different sources.

 

5.      Is the author associated with a reputable institution or organization? What are the basic values or goals of the organization or institution?

 

B. Date of Publication

 

1.      When was the source published?

 

2.      Is the source current or out-of-date for your topic? Topic areas of continuing and rapid development, such as the sciences, demand more   current information. On the other hand, topics in the humanities often require material that was written many years ago. At the other extreme, some news sources on the Web now note the hour and minute that articles are posted on their site.

                                                                                   

C. Edition or Revision

 

1.      Is this a first edition of this publication or not? Further editions indicate a source has been revised and updated to reflect changes in knowledge, include omissions, and harmonize with its intended reader's needs. Also, many printings or editions may indicate that the work has become a standard source in the area and is reliable.

 

2.      If you are using a Web source, do the pages indicate revision dates?

 

3.      For printed resources, are indexes included in each issue? Are they cumulated each year? Are there instructions for use included in the volume?

 

 

D. Publisher

 

     Note the publisher. If a university press publishes the source, it is likely to be scholarly.

     Although the fact that the publisher is reputable does not necessarily guarantee quality, it does show that the publisher may have high regard for the source being published.

 

E. Title of Journal

     Is this a scholarly or a popular journal?

     This distinction is important because it indicates different levels of complexity in conveying ideas.

 

F. Evaluative Reviews

 

1.            Locate critical reviews of books in a reviewing source, such as Book Review Index, Book Review Digest, or Periodical Abstracts.

2.            Is their view positive?

3.            Is the book under review considered a valuable contribution to the field?

4.            Does the reviewer mention other books that might be better? If so, locate these sources for more information on your topic.

5.            Do the various reviewers agree on the value or attributes of the book or has it aroused controversy among the critics?

 For Web sites, consider consulting one of the evaluations and reviewing sources on the Internet.

                                                               

 

II. CONTENT ANALYSIS

 

A. Intended Audience

 

1.      What type of audience is the author addressing?

2.      Is the publication aimed at a specialized or a general audience?

3.      Is this source too elementary, too technical, too advanced, or just right for your needs?

 

B. Objective Reasoning

 

1.      Is the information covered fact, opinion, or propaganda? It is not always easy to separate fact from opinion. Facts can usually be verified; opinions, though they may be based on factual information, evolve from the interpretation of facts. Skilled writers can make you think their interpretations are facts.

 

2.      Does the information appear to be valid and well researched, or is it questionable and unsupported by evidence? Assumptions should be reasonable. Note errors or omissions.

 

3.      Are the ideas and arguments advanced more or less in line with other works you have read on the same topic? The more radically an author departs from the views of others in the same field, the more carefully and critically you should scrutinize his or her ideas.

 

4.      Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?

 

C. Coverage

 

1.            Does the work update other sources, substantiate other materials you have read, or add new information?

2.            Does it extensively or marginally cover your topic? You should explore enough sources to obtain a variety of viewpoints.

3.            Is the material primary or secondary in nature? Primary sources are the raw material of the research process. Secondary sources are based on primary sources. Choose both primary and secondary sources when you have the opportunity.

 

D. Writing Style

1.      Is the publication organized logically?

2.      Are the main points clearly presented?

3.      Do you find the text easy to read, or is it stilted or choppy?

4.      Is the author's argument repetitive?

 

III. Content, Function and Structure Analysis Questions:

 

1.      What is the intended purpose of this resource?

2.      Does it serve any other purpose?

3.      Who is the intended audience?

4.      What subjects are covered?

5.      Is the subject coverage focused or interdisciplinary?

6.      What languages are covered?

7.      What time period is covered?

8.      What types of publications are included?

9.      Is this resource comprehensive or selective?

10.   Is the focus popular or academic?

11.   What kind of information is included? Factual? Bibliographic? Abstracts or full text?

12.   How is the information organized?

13.   What kind of subject indexing is available?

14.   How are author names included? How are author names formatted?

15.   Are all author names included?

16.   What unique features are available?

17.   Unique indexes (such as names)?

18.   Tables?

19.   Glossaries

 

 

 

Criteria for Evaluating Information Resources adapted from   Ormondroyd, J., Engle, M. and Cosgrave, T.  (September 2001). Critically Analyzing Information Sources. Olin*Kroch*Uris Libraries, Cornell University Library http://www.library.cornell.edu/okuref/research/skill26.htm   Science & Engineering Library. (1997). Criteria for Evaluating Information Resources. University of Southern California. http://www.usc.edu/isd/locations/science/sci/pubs/criteval.html

                                                                    

 

 

V. The Evaluation phase           

 

Sociology 139- Evaluation Summary

 

 

PEER EVALUATION RUBRIC
for Group Projects

 

 

 

 

 

 

Online Discussion Rubric

 

 

 

Oral Presentation Rubric

 

REFERENCES

 

 

Cal State Fullerton. (2000). the ADDIE Instructional Design Model. Retrieved from the Internet February 28, 2003. http://distance-ed.fullerton.edu/pages/faculty_staff/online_guide/guide24.htm

 

Chickering, A.W. and Gamson, Z.F. (1991). Seven Principles for Good Practice in Undergraduate Education.  Retrieved from the Internet March 13, 2003. http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

 

Georgia State University.  (No date). Topics & Tools WebCT tools and the Good Teaching Principles and Learning Styles they Support. Retrieved from the Internet March 3, 2003 http://www.gsu.edu/~wwwdls/webCT/topics_&_tools/webct_tools.html

 

 

Mabry-Hubbard, R.Y. (2002). Management 202 Technology Integration Plan. Retrieved from the Internet February 28, 2003.

 

Ormondroyd, J., Engle, M. and Cosgrave, T.  (September 2001). Critically Analyzing Information Sources. Olin*Kroch*Uris Libraries Cornell University Library. Retrieved from the Internet March 10, 2003. http://www.library.cornell.edu/okuref/research/skill26.htm

 

Science & Engineering Library. (1997). Criteria for Evaluating Information Resources. University of Southern California. Retrieved from the Internet March 10, 2003. http://www.usc.edu/isd/locations/science/sci/pubs/criteval.html

 

Skiffer, L.T. (2003). Sociology 139 Syllabus. Retrieved from the Internet January 2003. http://bbapp1.missouri.edu/bin/common/course.pl?course_id=_1250_1&frame=top

 

University of Maryland University College. (2003). Teaching/Learning Activities what do you want to use technology for? Retrieved from the Internet March 5, 2003.  http://www.umuc.edu/virtualteaching/module1/strategies.html

 

 

                                             

APPENDIX

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                

 

 

 

Robin –

This sounds like an interesting instructional design conundrum. ;-)  You provided a good theoretical background and explanation for doing it this way, which was the major point of this project.  You also did an excellent job of linking in the “seven practices” with ways in which you could implement them in a WebCT site, although there was a lot of extra stuff overall which you could remove or link out to rather than include.  Good job overall, I hope this works out, that sounds like a tough class!  I think it will be very helpful for the students.   Please let me know if you have questions.   

 

Activity	Your Score
Overview clearly describes what the learning activity is. (10 points total)	10
Analysis of learners is complete and articulates what is known, to be learned, and the gap between. (20 points total)	20
Learning activity is based on the needs assessment of your learners, not just something you want to do. (20 points total)	20
Design and development plan explains importance of technology in the activity, and learning integration strategies (10 points total)	10
Design and development plan describes the technology's role in supporting learners and theoretical learning perspective of the activity as well as how it pertains to this particular activity (40 points total)	40
Outcomes and assessment are clearly described, with assessment tied to Missouri Show-Me Standards (or your state's standards), or national standards. (20 points total)	20
Implementation plan describes possible implementation issues (10 points total).	10
Evaluation plan describes how you will determine the value and feasibility of the learning activity. (20 points total)	20
Mechanics (i. e., spelling, grammar) (10 points total)	10
File identification and naming (15 points total)	15
Total Possible	175

 

 

 

Copyright 2003 © Curators of the University of Missouri -  and Robin Y. Mabry-Hubbard - All Rights Reserved