Journal #3 - online information

- How do we shape our ability to critically evaluate the credibility of information available online?
- How do we represent ourselves online?

How do we represent ourselves online and muddle through the truths and non-truths of other online identities? Excellent question!

I begin with myself. How I portray myself online is pretty much how I am in real life...well, the way I am now in real life. I have to agree with some of our reading assignment that identity is fluid and ever-changing. So my identity now, may not be the same in the future...for example, this post may last much longer than my opinion of my online identity. I can freely admit that in chats and IM's of the past I have outright lied to my fellow chatters, on purpose, because I knew I'd never meet them face-to-face, and so, why not be somebody else. Oddly enough, now I don't care how I am perceived and pretty much say whatever I want. For this reason, I think how we want to be perceived shapes what and how we say things online. And that is probably where the un-truths come into the picture. The speaker wants to be perceived as this or that, so he/she may tell half-truths or non-truths ("touch-ups" according to our reading) to get you thinking those thoughts. When you are chatting away with someone, or reading their blog, how do you sort through what they are really saying and what they want you to think??? I guess the real question is do you really care? If you are vested in what this person is telling you, then it makes a difference to find out the truths vs. the non-truths. Online, this may be a bit more of a challenge since there is no body language to cross-reference with the information the speaker is stating. But, I don't think the absence of body language is necessarily a bad thing. Without emotion and without facial and body miscues, lies and un-truths may be easier to spot. Sometimes, while reading a tall tale, the reader just has a "gut feeling" that the author may be stretching the truth. I would say that the reader's subconscious, without the distraction of the person standing in front of them, is putting together bits of information that are starting not to add up. When 2 + 2 = 5, alarms start to go off and your subconscious starts to grab your attention until your conscious can put the pieces together for itself. Therefore, I would have to say that there is no clear-cut recipe to figuring out online myths and reality. If it matters to you, if you are vested in the truth, then listen to (well, read carefully) the facts and see if they add up. Otherwise, it is best to take things "with a grain of salt" so to say.

Journal #2 - How do we define who we are, and shape or reaffirm our identity using social networks?

After reading the material, I began to realize exactly how much we confuse children - teenagers, especially. Dannah boyd really spells it out with several contradictions that we set up for teenagers. For example, we "sell sex to teens but prohibit them from having it; we tell teens to grow up but restrict them from the vices and freedoms of adult society." She's right, this is hypocrisy! It's no wonder that teenagers are so confused! I begin to understand the importance of them having their own "space" to figure out who they are. They need social interactions to figure out the cultural importances, rules, morals, faux pas, and so on that they are expected to not only understand, but to manipulate without fail. For this reason, teenagers set up profiles online to help them express themselves and understand the world they live in. By viewing others profiles, they can compare the similarities and differences. Soon a culture exists - one that is truly theirs. And then a cultural norm exists, where things are socially excepted or rejected, making it an organic, evolving thing. This allows them to experiment and evolve as individuals. They can try out different perspectives. They can be whoever they want to be. And if they try out a false identity, they often can't keep it up because their peers soon detect it. But that's ok, because they find who they are not. For example, as stated in the reading, a boy pretending to be a girl couldn't keep the conversation going along without being caught. This reaffirms to the boy that he is indeed male. This suggests that the more social interactions online that teen encounters, will actually help the teen understand their true identity. The acceptance or rejection of behaviors (a.k.a. being "cool" or being a “dork”) helps develop a cultural norm that teaches teens to live with society - maybe not accept everything, but at least learn to live within it. So, online identities help these teens understand their limitations...well, at the very least complain to sympathetic listeners, who understand completely since they are teens too. This interaction helps confirm who the individual really is.

Also, in an online environment, teens can discuss topics that may not be socially acceptable in face-to-face conversations. Race is a good example. In AsianAvenue, BlackPlanet, or MiGente, they can discuss racial issues with some degree anonymity. Some of the racial slang or issues (maybe even questions about races) may not be socially acceptable as a conversation in a school yard or classroom. But here, online, these teens can talk openly and freely discuss sensitive issues like race without worry. In a sense, it also helps reaffirm their identity, because they are finding out what it means to be Black or Hispanic or Asian or whatever race. Therefore, discussing races or problems or issues in this manner gives teens the views and opinions of others of the same race. The norms of this culture are different, based upon the race, and what is “cool” in a race-oriented website may be very different from a teen-oriented website. The individual can contrast and hopefully resolve the two opposing viewpoints within their own thoughts and opinions, consequently reaffirming the individual’s identity.

In conclusion, I have to agree that social networking sites helps teens find the answers to the confusion that society places upon them. By interacting with other teens, with peers within their own race or culture, helps the individual to understand his or her own ideas and thoughts. By seeing the constraints placed by their peers about accepted and rejected ideas and behaviors, the individual can modify their own thoughts and behaviors to live within that society. Exploring, trial and error, and lurking are all great ways that individuals can discover their true identity on social networking sites. And the small degree of anonymity provided by the Internet makes this form of discovery more accessible than facing your peers in a ‘real-life’ situation.

Journal #1 - How do we perceive ourselves (and others) in the real and digital worlds in which we live?

At first, I argued the importance of perception. What does it matter how you are perceived because it doesn't change who you really are?!? But the more I pondered this question, along with the reading assignment, and a conversation with my students, my opinion shifted and now I think perception of yourself does change who you are.

As I was considering this question, I began to come around to the influence of perception. Let me give you an example of my line of thought. If you are perceived by a particular person as someone who is always cheerful and always joking, then when you make a comment to that person they automatically take what you are saying as cheerful and joking. In other words, how you mean things and how you are perceived shapes the entire conversation (contact) with that person. Therefore, what you say is completely open to interpretation and that interpretation is completely based on how people see you. It's amazing that how you are perceived carries such weight! And I hadn't really put together how important perception is, until now.

Ok, so now I can understand the importance of perception - especially in face-to-face interactions. But what about the importance of escaping perception that people do online? For example, in the reading there was a girl, Clarissa, that used her online role-playing identity to be a boy during the day and a girl at night. There wasn't an opportunity for her to explore different gender identities in face-to-face interactions because she couldn't change how she was perceived. But online, she was able to change how she was perceived and could therefore "experiment" with being a boy and the perceptions that go along with being a boy.

Another example of changes in online perception came with how adults were perceived by some teenagers. In the reading, the authors suggest that interactions online can widen the circle of contact with adults for teens - specifically that they could interact with adults that aren't family or friends of the family or educators. To me that is saying that they could interact with adults who didn't know who the teenagers were and therefore didn't have any particular perception of them (i.e., that they were a "trouble-maker" or a "class clown" or some other label). When teens contacted these adults, they were sort of "blank slates" and therefore the adults couldn't judge them from perceptions, but only judge them from those specific interactions. I think this is what really makes teens want to talk to these adults, the lack of judgment and previous perceptions.

But please don’t think this only applies to teens. Very often you get adults who pose as children online…sometimes for the wrong reasons, but sometimes because they view being a child as having freedom from responsibilities. In the “real” world, most adults have many responsibilities, like holding a job, paying bills, raising kids, being politically correct, being environmentally responsible, understanding complex political issues, and so on. Perhaps, by becoming a kid online, they want to change how they are perceived (i.e., from a responsible adult to a kid without responsibilities). This is something that would be impossible in a face-to-face setting, but is completely possible (and often done) in the online setting.

While reading this article, I was thinking about Clarissa (see above) and asked my students about “Faraway Lands” since I hadn’t heard about it before reading this article. My students didn’t really know anything about it, so I started giving a brief description based on the reading. Before I could describe too much, a young lady exclaimed that it sounded like World of Warcraft. She went on to explain that she has been playing W.O.W. for years as a few different characters including a male elf character and a male wizard/mage character. Another teen chimed in that he played a few different ones as well. When I asked about the change in genders, he said that he did have one character that was female, but she was a very good warrior that could “kick some a**” and just happened to be “hot” too. Well, the rest of classroom started relating their W.O.W. experiences and soon I began to realize that these teens were trying on identities not only inside role-playing games, but in various online media. For example, one girl had a MySpace profile as a boy and another girl had an email account set as a boy which linked to several online gaming and social profiles, including a blog. All of this really made me sit back and wonder about perception. I hadn’t realized how much perception defines someone and how much escapism online identities provide. I guess I hadn’t really thought about it before now. I understand teenagers wanting to explore their own identity by trying on different online identities – I mean, figuring out who you are is what makes the teen years so darn confusing. But, now I understand that everyone – all genders, ages, races, in short, EVERYONE – needs to escape how they are perceived from time to time because that perception can sometimes be a stone around the neck. In face-to-face interactions, you can rarely escape from that burden. Online, though, you can escape it with just a few clicks. Now, I finally see the appeal.

Instructional Design Project Report #4

Theoretical framework:For Natural Selection – This task is experiential in nature, so constructivist theory is more compatible. Students are actively taking new information and applying it to the task of trying to get their species to live a million years. Therefore, they are active participants in this simulation where by applying their knowledge allows meaningful learning to take place.

For Blood Typing – The instructional design task is clearly defined performance objectives (i.e., blood transfusion and blood typing), so behavioral theory with its principles of practice and reinforcement (i.e., patients die unless treated properly) are more compatible. The positive reinforcement is that the patient gets better with the correct transfusion blood types. The negative reinforcement is that the patient’s condition worsens, and the patient may die, unless treated with the correct blood type.

The context and need for the instruction:
The immediate need (felt and anticipated) is to incorporate lessons that use technology while addressing various learning styles, levels of motivation, and academic levels. Educational games and simulations are new vehicles for education by providing a form of assessment, problem-based learning, a fail-safe environment, and a highly motivational learning environment.

Interviews with students led to complaints about “boring” lessons. Students also said they had a hard time applying the lessons on tests when they had no other form of practice. This illustrated a gap in mastering biology lessons because students had no practice of applying lessons before taking their tests. Also during the interview, students were asked their opinion of gaming. Most students considered themselves gamers. When asked if they would like some of the biology lessons to incorporate gaming, 100% of the students replied positively.

By implementing an intermediary lesson that incorporated technology, the lesson must use technology that is already found in the classroom (like computers and the internet, for example) and it must be able to be accessed by more than one person at a time. There must not be any financial cost to the implementation of the new lessons. Lessons, games, and simulations must be challenging enough to engage the student, but not too difficult to encourage quitting. Each lesson, game, or simulation implemented must follow the biology curriculum.

Your goals:Overall Goal - By incorporating technology, in the form of games and simulations, into biology lessons, I will create curriculum that students consider highly motivating, but that will also, at the same time, improve student content knowledge, build student conceptual knowledge, and increase student problem-solving skills.

Specific Student Learning Goal For Natural Selection – Students will play the game “Who Wants to Live a Million Years,” in addition to their prescribed lessons, to learn about natural selection and evolution. Students will address Benchmark: SC.912.L.15.3 (which states: Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction (FLDOE 2009)) by playing the game “Who Wants to Live a Million Years?” and completing the corresponding lessons & worksheets.

Specific Student Learning Goal for Blood Typing – Students will play “The Blood Typing Game,” in addition to their prescribed lessons, to learn about the genotypes that make up the blood phenotypes. Students will address Benchmark: SC.912.L.16.1 (which states: Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance (FLDOE 2009), Benchmark: SC.912.L.16.2 (which states: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles (FLDOE 2009), Benchmark: SC.912.L.14.34 (which states: Describe the composition and physiology of blood, including that of the plasma and the formed elements (FLDOE 2009)), and Benchmark: SC.912.L.14.35 (which states: Describe the steps in hemostasis, including the mechanism of coagulation. Include the basis for blood typing and transfusion reactions (FLDOE 2009)) by playing “The Blood Typing Game” and completing the corresponding lessons & worksheets.

Your objectives:
Specific Instructional Objectives for Natural Selection:
- Students will explore how several varieties of a species can, through natural selection, evolve into one new species with the most successful and heritable traits to help students comprehend and apply Natural Selection and Evolution.

- Given the information, students will conclude that Natural Selection is a primary mechanism leading to evolutionary change (i.e., survival of the fittest / those with the traits to live pass those traits on to their offspring). This will allow them to apply, analyze, and synthesize their own species to try to succeed, evolutionarily speaking.

- Students will identify the natural processes in the environment and interactions with other species may cause extinction (i.e., disease, climate change, predation, and so on) so that they can evaluate the situation and possibly synthesize their own preventions of extinction for their species.

Specific Instructional Objectives for Blood Typing:
- Students will analyze the genotypes involved in phenotypic blood types (i.e., AO genotype results in Type A phenotype, and so on) so students can determine where blood types originate.

- Students will recognize characteristics (traits) that offspring inherit from parents (i.e., inheriting an O from Mom and a B from Dad results in a BO genotype and Type B phenotype, and so on) so that students can deduct where the genes for each blood type originates.

- Students will identify that blood cells have characteristic structures and functions that make them distinctive (i.e., antigen A, antigen B, and so on) so that students can comprehend the differences in blood types.

- Students will evaluate the process of blood typing and determine how to interpret the results (genotype and phenotype) so that the student can apply this information to patients in the game.

- Students will analyze the process of blood transfusions and the problems that can occur if done incorrectly (i.e., patient may die) so that students may apply this information to patients in the game.

A brief summary of the strategies and materials:
Necessary materials – students are given a prescription and list of instructions for each unit of Biology class. These items are attached. The instructions clearly identify the objectives and the Sunshine State Standards involved in that particular unit. The two new lessons are placed in the instructions to allow students to obtain background information from various reading assignments and worksheets. Once students have this information, they can do the new lesson. The students can also see from the prescription when they should do the new lesson. The prescription also tells them how many points the lesson is worth. When the student is ready, they request the lesson. Each lesson is attached. The student uses the work they have already done in the class, their textbook, the computer, and the internet to complete the assignment. The teacher may also be considered a resource. These are all the materials necessary for the new lessons.

The new lessons – each lesson begins with an introduction. This preinstructional material will help introduce the topic and draw the student into the assignment. Motivation will be high because games/simulations and technology have been incorporated into the new lessons. The objectives are clearly stated so that the student understands the purpose of the lessons. Materials are also listed so students can gather what they need to successfully complete the assignments. A list of procedures, step-by-step instructions, and diagrams help guide the student and reduce confusion. Questions are designed to assess pre-lesson knowledge, post-lesson knowledge, and engaged knowledge during the process. Please see each lesson for more specific information.

A short synopsis of your assessment experiences:
I’ve had 7 students try the Blood Typing lesson and two students try the Natural Selection lesson. I also had two biology instructors review the lessons. One English teacher, one social studies teacher, and one administrator also reviewed the lesson and watched my demonstration. I got very good feedback from everyone and addressed their concerns. The students were a great source of constructive feedback as well. All students were highly motivated and completed the lesson rather quickly compared to the time they took to complete other assignments. Some students also ran the game/simulation extra times. I am assuming they did this because they were highly engaged and wanted to see the outcome when trying different scenarios and options.

Pre-lesson and post-lesson questions were designed to match the benchmarks set up by the Florida Department of Education. Please see the list above for specific benchmarks.

Considerations for planning implementation of instruction:Configuration and Linkages – the lessons and the answer keys were printed for all the biology instructors. I then demonstrated the lessons and the websites. Instructors (and one administrator that was present) were allowed to access the websites on their own while I walked around answering their questions.

Environment – I offered technical support if they needed it. The lessons were incorporated into class units so instructors and students would know when to do the lessons. I made sure each computer in the classroom had internet access and the websites were accessible.

Resources – I am a good resource for the biology instructors. We have good communication and they approach me with all their problems and concerns. Also, the answer key to the assignment may be used if they get stuck on a specific question.

First Offering – I offered the lesson to students first so that I could catch any problems or inconsistencies. The other biology instructors watched my examples, so that they could familiarize themselves with the process.


References
Florida Department of Education. (2009). Next Generation Sunshine State Standards. Retrieved 12 June 2009 at http://www.floridastandards.org/Standards/FLStandardSearch.aspx

Kiili, K. (2005). Educational Game Design: Experiential gaming model revised. Tampere University of Technology. Pori, Research report 4, 1-12. Retrieved 22 May 2009 at http://amc.pori.tut.fi/publications/EducationalGameDesign.pdf

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing Effective Instruction, Fifth Edition. New Baskerville: John Wiley & Sons.

Shih, Y., E. (2005). Seize Teachable and Learnable Moments: SMSE instructional design model for mobile learning. Paper presented at the International Association for Development of the Information Society International Conference Mobile Learning June 28-30, Malta. Retrieved 22 May 2009 at http://www.iadis.net/dl/final_uploads/200506L012.pdf

Ulrich, Kathy. (2004). Designing Constructivist Lessons Using the 5 E Model. Retrieved 12 June 2009 at http://cte.jhu.edu/techacademy/fellows/Ullrich/webquest/mkuindex.html

Wetzel, D. R. (2008). How to Design an Effective Science Lesson: Developing lessons which engage students in critical thinking. Suite 101.com. Retrieved 12 June 2009 at http://teachertipstraining.suite101.com/how_to_design_an_effective_science_lesson

Instructional Design Unit Plan for Natural Selection

Unit plan for Natural Selection includes:

Educational goals and a statement of rationale for the goals:
Overall Goal - By incorporating technology, in the form of games and simulations, into biology lessons, I will create curriculum that students consider highly motivating, but that will also, at the same time, improve student content knowledge, build student conceptual knowledge, and increase student problem-solving skills.

Specific Student Learning Goal For Natural Selection – Students will play the game “Who Wants to Live a Million Years,” in addition to their prescribed lessons, to learn about natural selection and evolution. Students will address Benchmark: SC.912.L.15.3 (which states: Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction (FLDOE 2009)) by playing the game “Who Wants to Live a Million Years?” and completing the corresponding lessons & worksheets.

Description of learners: social background, experiential background, developmental level, motivation, knowledge level, and learning style:
Students who attend this school have withdrawn from public school for various reasons. Some are over 18, but the majority of students are under 18 years old. There are a variety of social and cultural backgrounds and learning levels. For example, some are poor, some are rich, some are Caucasian, some are African –American or another minority, some dropped out of public school because classes were boring or going too slowly, some dropped out of public school because they had fallen behind and couldn’t catch up, and so on. One major difference from public school is that all students must TABE at least at a level 9. This means that all the students in class can read, at the very least, at a 9th grade level, which isn’t always true of public school classrooms. Any curriculum has to be varied to fit a variety of learning styles and attention spans. Technology is promoted at my school and most students really seem to enjoy technology infused curricula.

Instructional objectives for Natural Selection:
- Students will explore how several varieties of a species can, through natural selection, evolve into one new species with the most successful and heritable traits to help students comprehend and apply Natural Selection and Evolution.

- Given the information, students will conclude that Natural Selection is a primary mechanism leading to evolutionary change (i.e., survival of the fittest / those with the traits to live pass those traits on to their offspring). This will allow them to apply, analyze, and synthesize their own species to try to succeed, evolutionarily speaking.

- Students will identify the natural processes in the environment and interactions with other species may cause extinction (i.e., disease, climate change, predation, and so on) so that they can evaluate the situation and possibly synthesize their own preventions of extinction for their species.

Performance measures that evaluate student learning outcomes, including that learning which occurs prior to, during, and following the instruction:
I will ask students pre-lesson questions. I will also ask them procedural questions within the game/simulation to help them pay attention to how the game/simulation works. I will ask them questions about how their game/simulation is working and why “this or that” (will be specific to a game/simulation and event) has occurred. I will also ask them post-lesson questions to assess their gain in knowledge and abilities after completing the game/simulation. Please see the attached lessons for specifics.

Strategies and materials for each objective:The game/simulation sets up the scenario for each objective to be obtained. The questions asked during the lesson will help clarify student thought and hopefully measure student gain in knowledge. Please see attached lesson for specific strategies and materials for each of the objectives.

Instructional Design Unit Plan for Blood Typing

Unit plan for Blood Typing includes:

Educational goals and a statement of rationale for the goals
Overall Goal - By incorporating technology, in the form of games and simulations, into biology lessons, I will create curriculum that students consider highly motivating, but that will also, at the same time, improve student content knowledge, build student conceptual knowledge, and increase student problem-solving skills.

Specific Student Learning Goal for Blood Typing – Students will play “The Blood Typing Game,” in addition to their prescribed lessons, to learn about the genotypes that make up the blood phenotypes. Students will address Benchmark: SC.912.L.16.1 (which states: Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance (FLDOE 2009), Benchmark: SC.912.L.16.2 (which states: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles (FLDOE 2009), Benchmark: SC.912.L.14.34 (which states: Describe the composition and physiology of blood, including that of the plasma and the formed elements (FLDOE 2009)), and Benchmark: SC.912.L.14.35 (which states: Describe the steps in hemostasis, including the mechanism of coagulation. Include the basis for blood typing and transfusion reactions (FLDOE 2009)) by playing “The Blood Typing Game” and completing the corresponding lessons & worksheets.

Description of learners: social background, experiential background, developmental level, motivation, knowledge level, and learning style
Students who attend this school have withdrawn from public school for various reasons. Some are over 18, but the majority of students are under 18 years old. There are a variety of social and cultural backgrounds and learning levels. For example, some are poor, some are rich, some are Caucasian, some are African –American or another minority, some dropped out of public school because classes were boring or going too slowly, some dropped out of public school because they had fallen behind and couldn’t catch up, and so on. One major difference from public school is that all students must TABE at least at a level 9. This means that all the students in class can read, at the very least, at a 9th grade level, which isn’t always true of public school classrooms. Any curriculum has to be varied to fit a variety of learning styles and attention spans. Technology is promoted at my school and most students really seem to enjoy technology infused curricula.

Instructional objectives for Blood Typing:- Students will analyze the genotypes involved in phenotypic blood types (i.e., AO genotype results in Type A phenotype, and so on) so students can determine where blood types originate.

- Students will recognize characteristics (traits) that offspring inherit from parents (i.e., inheriting an O from Mom and a B from Dad results in a BO genotype and Type B phenotype, and so on) so that students can deduct where the genes for each blood type originates.

- Students will identify that blood cells have characteristic structures and functions that make them distinctive (i.e., antigen A, antigen B, and so on) so that students can comprehend the differences in blood types.

- Students will evaluate the process of blood typing and determine how to interpret the results (genotype and phenotype) so that the student can apply this information to patients in the game.

- Students will analyze the process of blood transfusions and the problems that can occur if done incorrectly (i.e., patient may die) so that students may apply this information to patients in the game.

Performance measures that evaluate student learning outcomes, including that learning which occurs prior to, during, and following the instruction:
I will ask students pre-lesson questions. I will also ask them procedural questions within the game/simulation to help them pay attention to how the game/simulation works. I will ask them questions about how their game/simulation is working and why “this or that” (will be specific to a game/simulation and event) has occurred. I will also ask them post-lesson questions to assess their gain in knowledge and abilities after completing the game/simulation. Please see the attached lessons for specifics.

Strategies and materials for each objective:The game/simulation sets up the scenario for each objective to be obtained. The questions asked during the lesson will help clarify student thought and hopefully measure student gain in knowledge. Please see attached lesson for specific strategies and materials for each of the objectives.

Instructional Design Project Report #3

Project title: Incorporating games and simulations into biology curriculum

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Revisions since Report 2: Incorporated many more questions into the lessons. After the trials, I then edited the lessons (reworded, added, subtracted, etc.) to enhance the learning experience.

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Goal statementOverall Goal - By incorporating technology, in the form of games and simulations, into biology lessons, I will create curriculum that students consider highly motivating, but that will also, at the same time, improve student content knowledge, build student conceptual knowledge, and increase student problem-solving skills.

Specific Design Goal For Natural Selection – Students will play the game “Who Wants to Live a Million Years,” in addition to their prescribed lessons, to learn about natural selection and evolution.

Specific Design Goal for Blood Typing – Students will play “The Blood Typing Game,” in addition to their prescribed lessons, to learn about the genotypes that make up the blood phenotypes.
Specific Student Learning Goal For Natural Selection – Students will address Benchmark: SC.912.L.15.3 (which states: Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction (FLDOE 2009)) by playing the game “Who Wants to Live a Million Years?” and completing the corresponding lessons & worksheets.

Specific Student Learning Goal for Blood Typing – Students will address Benchmark: SC.912.L.16.1 (which states: Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance (FLDOE 2009), Benchmark: SC.912.L.16.2 (which states: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles (FLDOE 2009), Benchmark: SC.912.L.14.34 (which states: Describe the composition and physiology of blood, including that of the plasma and the formed elements (FLDOE 2009)), and Benchmark: SC.912.L.14.35 (which states: Describe the steps in hemostasis, including the mechanism of coagulation. Include the basis for blood typing and transfusion reactions (FLDOE 2009)) by playing “The Blood Typing Game” and completing the corresponding lessons & worksheets.
***

Task analysis
I plan on using topic analysis for understanding the facts, concepts, and principles tied to understanding the science concepts. But I also will tie in parts of a procedural analysis because I want the students to apply those facts, concepts, and principles in games and simulations so that the students will understand and learn those lessons well.

For a task analysis specific to both games – Most of the facts, concepts and principles will be addressed in the prep-work, before the students play this game. The rules and procedures of the game must be addressed in the accompanying worksheet (see procedural analysis, below). I will try to make the lesson fun and attractive to help motivate the students.

For a procedural analysis specific to both games – I will need to cover the game rules and player instructions in this section. Once students are playing the Evolution game, I will need to cover the procedures and processes of Natural Selection & Evolution. This will help them to understand the concepts and lesson. While students are playing the blood typing game, I will ask questions to help them understand why blood types are specific and the inherited genes that cause those specific blood types. Also, they will need to understand the procedures for blood transfusions and blood typing.

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Instructional objectives
General Instructional Objectives:Cognitive – students will need to understand the facts, concepts, and principles associated with each lesson. The games will provide intellectual activities that will help them demonstrate these concepts and help them predict future situations in the games.
Psychomotor – students will be actively manipulating the games, using psychomotor skills, in order to play.

Affective – students will hopeful learn an appreciation and value for the lessons and the species/patients involved in the game. Also, the incorporation of game will be highly motivational for the student.

Specific for Natural Selection and Evolution:To explore how several varieties of a species can, through natural selection, evolve into one new species with the most successful and heritable traits to help students comprehend and apply Natural Selection and Evolution.

To understand that Natural Selection is a primary mechanism leading to evolutionary change (i.e., survival of the fittest / those with the traits to live pass those traits on to their offspring) so that students can apply, analyze, and synthesize their own species to try to succeed, evolutionarily speaking.

To understand that the natural processes in the environment and interactions with other species may cause extinction (i.e., disease, climate change, predation, and so on) so that students can evaluate the situation and possibly synthesize their own preventions of extinction for their species.

Specific for Blood Typing:
To analyze the genotypes involved in phenotypic blood types (i.e., AO genotype results in Type A phenotype, and so on) so students understand where blood types originate.

To recognize characteristics (traits) that offspring inherit from parents (i.e., inheriting an O from Mom and a B from Dad results in a BO genotype and Type B phenotype, and so on) so that students understand where the genes for blood types originate.

To understand that blood cells have characteristic structures and functions that make them distinctive (i.e., antigen A, antigen B, and so on) so that students can comprehend the differences in blood types.

To understand the process of blood typing and how to interpret the results (genotype and phenotype) so that the student can apply this information to patients in the game.

To understand the process of blood transfusions and the problems that can occur if done incorrectly (i.e., patient may die) so that students may apply this information to patients in the game.

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Plan for one-to-one formative evaluation:

For both lessons:
Learners: students are between the ages of 15 and 19. All have at least a ninth grade reading level (requirement for our school). All students are taking Biology (Ref#2000310) 1A.
Materials: students will use their textbook, worksheet, writing utensils, and lab computers. The students will access the internet from the lab computer. Students will be given an oral interview, after they finish, about what they thought of the game/simulation and lesson.
Procedures: students, one at a time and at their own pace, will complete background work (required reading and assignments) before attempting the new lessons. When students think they are ready, I will give them the new lesson. Students can then go to the computers and bring up the internet/website. The lesson will have detailed procedures for the students, in case they are not comfortable using the computer/internet. Students can use their textbook and worksheets as reference materials. While they are working on the lesson, I will periodically go talk to them to see if they are in need of assistance. I will also ask them some easy questions about whatever is on their screen, to help them feel more secure about asking questions and perhaps get some preliminary feedback about the lesson. When students have completed the lesson, I will grade it and give them feedback on their work. During this time, I will interview them about the lesson and the game/simulation so that I can get feedback on my lesson.
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Results of one-to-one formative evaluation:Blood Typing:
Grades on the assignment: 70% (45/64), 72% (46/64), 77% (49/64), 83% (53/64), 86% (55/64), and 92% (59/64).

Natural Selection:
Grades on the assignments: 94% (64/67) and 100% (67/67)

Revisions for both assignments: After seeing the students’ answers and talking to them about the assignment, I revised several questions to make them a bit more clear. Also the directions needed revising in a few spots because the students were unclear about how to go on to the next step. All students liked the lessons and playing the games/simulations. They really liked that they could “see” what they were learning about in action. I was most interested in the fact that everyone passed the assignment the first time. It is our school policy that students must pass every assignment with at least a 70%. If students don’t pass something, they must re-do the assignment until they get a passing grade. Several of these students have needed to re-do assignments because they weren’t comprehending the material. So, I find it very interesting that those same students who were challenged by other assignments passed these assignments on the first try.

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Materials and assessments for small-group evaluation:N/A - I am unable to work with small groups at my school. It is a self-paced learning system, so no students are working on the same lessons at the same time.

However, if I were able to do a small learning group of students at my school, I would have gave them all the worksheets and done a small presentation on the SMART board with student volunteers. Then I would have taken them to the computer lab and had them do the lessons on their own too.

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Characteristics of small-group learners:N/A - I am unable to work with small groups at my school. It is a self-paced learning system, so no students are working on the same lessons at the same time.

However, if I were able to do a small learning group of students at my school, the students are described in the one-to-one formative evaluation.

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Instruments for small-group evaluation:
N/A - I am unable to work with small groups at my school. It is a self-paced learning system, so no students are working on the same lessons at the same time.

However, if I were able to do a small learning group of students at my school, the students are described in the one-to-one formative evaluation.

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Procedures for small-group evaluation:N/A - I am unable to work with small groups at my school. It is a self-paced learning system, so no students are working on the same lessons at the same time.

However, if I were able to do a small learning group of students at my school, the students are described in the one-to-one formative evaluation.

Summary of small-group evaluation:N/A - I am unable to work with small groups at my school. It is a self-paced learning system, so no students are working on the same lessons at the same time.

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Discussion of small group data:N/A - I am unable to work with small groups at my school. It is a self-paced learning system, so no students are working on the same lessons at the same time.

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Revisions for instruction and assessment:I’m not entirely sure that I’m demonstrating every Sunshine State Standard efficiently. So, I want to rehash the questions to make sure I incorporate everything necessary. Also, I’m not sure the pre-game/pre-simulation questions are corresponding to the post-game/post-simulation questions well enough. I think I may need to re-word a few of the questions to obtain clearer results about the effectiveness of the lessons. Also, the students really seemed to enjoy the playing of the game/simulation. I will put in some more prompts to get them to continue playing.

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Relevant current references:Florida Department of Education. (2009). Next Generation Sunshine State Standards. Retrieved 12 June 2009 at http://www.floridastandards.org/Standards/FLStandardSearch.aspx

Kiili, K. (2005). Educational Game Design: Experiential gaming model revised. Tampere University of Technology. Pori, Research report 4, 1-12. Retrieved 22 May 2009 at http://amc.pori.tut.fi/publications/EducationalGameDesign.pdf

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing Effective Instruction, Fifth Edition. New Baskerville: John Wiley & Sons.

Shih, Y., E. (2005). Seize Teachable and Learnable Moments: SMSE instructional design model for mobile learning. Paper presented at the International Association for Development of the Information Society International Conference Mobile Learning June 28-30, Malta. Retrieved 22 May 2009 at http://www.iadis.net/dl/final_uploads/200506L012.pdf

Ulrich, Kathy. (2004). Designing Constructivist Lessons Using the 5 E Model. Retrieved 12 June 2009 at http://cte.jhu.edu/techacademy/fellows/Ullrich/webquest/mkuindex.html

Wetzel, D. R. (2008). How to Design an Effective Science Lesson: Developing lessons which engage students in critical thinking. Suite 101.com. Retrieved 12 June 2009 at http://teachertipstraining.suite101.com/how_to_design_an_effective_science_lesson