Wade Dellow October 20, 2009

Edu528 Project 2

Project 2: Upgrading Traditional Student Work to 21st c. 2.0, Collaborative Strategies (due 10/13/09)
Weighting: x2 in the course grading scheme
Identify the requirements of one “traditional” multimedia project/assignment that you have used or seen in use
with students. Then build a revised UBD-based instructional plan based on collaborative 2.0 or cloud tools that
models best practice. Delineate your instructional plan sand build a student work sample. Publish your materials
to the course Wiki, drop your files to the assigned locations, and post relevant components to the iTunes portion
of the course ANGEL site. Use tools that we have referenced in the course to date. Your goals include:

1. Discriminating traditional multimedia from 2.0/cloud technology applications.

2. Building a plan for doing the project with students (specifying features that describe your targeted
students) (e.g., a unit plan, an instructional sequence, and/or relevant lesson plan(s)).
3. Building a student work sample that is relevant to your discipline/practice and that incorporates 21st
c./Web 2.0 skills and tools.
4. Delineating the elements (tools, applications, etc.) of your student work sample.
5. Describing your assessment plan (including tools you would use).
6. Delineating the universal design/ accessibility/ differentiation features of your plan, to meet a diverse
student group (e.g., readiness, learning profile, interest).
7. Delineating teacher skills/toolbox needs.
8. Expanding your technology tool use.
9. As needed, providing a rationale to amend the district’s Acceptable Use Plan/school rules to
accommodate the planned technology use.

The instructional plan that I chose to use as my (Project 2) lesson plan is a lesson that I have
taught in the past but have only used “traditional” multimedia for this lesson. This lesson is titled
Career Search. To make use of 2.0 technologies, I selected to have the students create a blog.
Each of the student’s blogs will pertain to the career which they chose to search. The students will
learn how to create a blog and continue to use the blog to communicate and network well after the
classroom assignment. This assignment is for 9 – 12 grade students and it meets many of the
requirements to fulfill New York State educational standards for CDOS, MST, and ELA. This lesson
plan is a five day lesson followed by student presentations. A Student work sample would be a
PowerPoint presentation that fulfills the requirements provided within the rubric. Students will need
a computer lab with Micro Soft Office as well as access to the internet. For presentations, the
teacher will also provide a projector for the students PowerPoint presentations. Student’s
individual needs will be provided to help the student reach their educational goals weather or not
the students have an IEP or a 504 the teachers will be there to assist the students. Each student
will need to adhere to the schools polices regarding the computer and internet using agreements.
As with all lesson plans it is a work in progress. This is because technology continues to change
and well as the demographic of each classroom.

The following is my Career Search lesson, Project 2, using the “traditional” multimedia as well as a
lesson plan that includes the blog (2.0 technologies).

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
1
 Lesson Title: Career Search – Using Traditional Multimedia
Teacher: Wade C Dellow
Subject: Technology Education Grade Level: 9 - 12
Time Required: 5 Days
Topic:
Many of today’s young people have not taken the time to consider what they would like to do with their lives
after they leave school. For many now is the time because they could receive some of the training required
for many careers while they are in high school. Over the next few days we will be looking into the careers
we desire and how to get on track for them.

Essential Questions:
1) What are your interest and/or likes as well as your dislikes?
2) What are your career options? Or Job Titles.
3) What is the nature of the work performed on this career?
4) What are the conditions under which you will be working in each of these careers?
5) What education/training is required for these careers?
6) Where can you get the Education/Training for each career?
7) What the expected starting salary is for each of these careers?
8) The job outlook, “what are the chances of getting a job once you have received the education or
training required in this field?
9) What are the job conditions and location?

Prerequisites (Prior knowledge)

1) How to use the internet
2) How to use PowerPoint
3) Background knowledge on giving a presentation.

Stage 1 – Desired Results

Content Area Standard(s) (include complete standard, not just standard #)

New York State Educational Standards
http://www.emsc.nysed.gov/ciai/standards.html

English Language Arts (ELA): 1.1.1, 1.1.2, 1.1.4, 1.1.5, 1.2.1, 1.2.2, 3.2.1,
http://www.emsc.nysed.gov/ciai/ela/

Math Science and Technology : 4.1.1, 4.1.2, 4.2.1 , 5.1.2

http://www.emsc.nysed.gov/ciai/mst/home.html

Career Development and Occupational Studies (CDOS) Resource Guide

with Core Curriculum: all
http://www.emsc.nysed.gov/cte/cdlearn/cdosresourceguidepdffiles2002.html

Intended Learning Outcome (Should define what students will know and be able to do and at what
level of mastery they should be able to do it.)

1. Students will research four careers of interest to them.

2. Students will determine where they can receive Training/Education for these careers.
3. Students will prepare a PowerPoint presentation describing these careers.
4. Students will present their PowerPoint presentation to the class.

Students will know… Student will be able to…

1) How to research a career. 1) Create a PowerPoint presentation
2) How to give a presentation to peers. 2) Search for a career of interest
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
2
 Stage 2 – Assessment Evidence
Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments
Pre-test: Students will list what their interests are and will meet with the high school
guidance consoler to discuss these interests. The guidance consoler will give career
options as well as related information on careers that would be of interest for each
student.

Post-test: The student will be graded based on the rubric. The Rubric was created
cooperatively by Myself and Shawn Canon the now Technology Education Teacher at
Ripley Central School. To whom which I was his cooperating Teacher when he student
taught in my classroom at Brocton Central School through Buffalo State College.

(Performance Assessments) Do the student projects meet the standards set from the
rubric?

(Other Assessments: Peer, Self) rubric

(Assessment Adaptations) rubric

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
3
 Stage 3 – Learning Plan
Learning Activities
Instructional Strategies/Learning Activities:
e.g., demonstration, discussion, small groups, role play, etc.

Introduce students to the Occupational Outlook Handbook web site http://www.bls.gov/OCO/

Introducing the lesson:

(capturing students’ attention, activating students’ prior knowledge).

At this early stage in your lives it’s very hard to focus on the future. You have a lot to do and
thinking about what you might like to do for a living may not be the most exciting subject to think
about and discuss with your friends. Today we are going to take a more in depth look at your
futures.
The teacher will introduce, discuss, and question the students on their interest as well as
careers. In a way such as the following: “Times have changed since your parents and
grandparents first entered the workforce. In those days you left high school or college and
got a job which you typically held for many years and you could possibly retire from that
same job. Not so now. In today’s fast paced world you can expect to change jobs or
careers every 10 years. I myself have been a salesman, landscaper, retail sales person, a
contractor, and most recently a teacher. Who in this class knows what they want to do
when they get out of school? Go around the room and call on those willing to share. Do
you know where and how to get the training for these careers? Same. Does anyone have
a backup plan in case your plans do not work out? Same. Today we are going to look into
our futures. Pass out and go over the career search design challenge.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
4
 Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

Teacher activity (The teacher is doing….) Student activity (The student is doing…)
1. The teacher will introduce, discuss, 1. The Students will be engaged in
and question the students on their interest thinking and answering questions
as well as careers. In a way such as the related to interests and career choices.
following: “Times have changed since your 2. Students will list their interest.
parents and grandparents first entered the 3. Students will meet with the guidance
workforce. In those days you left high consoler and research and discuss what
school or college and got a job which you career or career titles might best fit the
typically held for many years and you could student’s interest.
possibly retire from that same job. Not so 4. The student will explore the internet
now. In today’s fast paced world you can career web sites to find the required
expect to change jobs or careers every 10 information to complete their career
years. I myself have been a salesman, search.
landscaper, retail sales person, a 5. The student will create a PowerPoint
contractor, and most recently a teacher. presentation and prepare a Word
Who in this class knows what they want to document that coincides.
do when they get out of school? Go around 6. The student will present their
the room and call on those willing to share. PowerPoint presentation to the class
Do you know where and how to get the and be fluent in answer question by
training for these careers? Same. Does other students regarding their selected
anyone have a backup plan in case your career.
plans do not work out? Same. Today we are 7. The students will follow the rubrics.
going to look into our futures. Pass out and
go over the career search design challenge.
2. The teacher will instruct the students
to make a list of interest.
3. Have the students report to the
guidance office to meat with the guidance
consoler to discuss career options.
The teacher will introduce to Essential
Questions as well as the Intended
Learning Outcome.
4. The teacher will hand out a copy of
the rubric and explain the requirements and
grading scale.
5. Teacher will demonstrate a career
search on the Occupational Outlook Handbook
web site http://www.bls.gov/OCO/
6. Teacher will assist the students over the
next 5 day researching their career and creating
their PowerPoint presentations.
7. The teacher will use the rubric to grade
the students class work, PowerPoint, and
Presentations.
8. The teacher will give the students
feedback as well as their grades.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
5
 Adaptations to the Instructional Sequence to Differentiate:

Discussion and Assessment of Learning:

(Pointing out to students how what they are learning is related to the driving question; assessing students’
learning as a result of the lesson)
Times have changed since your parents and grandparents first entered the workforce. In those days you left high school
or college and got a job which you typically held for many years and you could possibly retire from that same job. Not
so now. In today’s fast paced world you can expect to change jobs or careers every 10 years.
I myself have been a salesman, landscaper, builder/designer contractor, and most recently a teacher. Who in this
class knows what they want to do when they get out of school? Go around the room and call on those willing to share.
Do you know where and how to get the training for these careers? Same. Does anyone have a backup plan in case your
plans do not work out? Same. Today we are going to look into our futures. Pass out and go over the career search
design challenge.

Closure:
Extensions for early finishers:
Students will have finished their presentations Questions and Answer period will follow
each presentation.
Alternate strategies for struggling students or those who learn differently:
Alternative strategies may very base on student’s individual needs, IEP, and 504 plans.
Modifications will be determined by assessment and discussion.
Procedures:
(already established procedures to be used and procedures to be taught for this lesson)

1. Presentation requirements
2. Writing standards
3. Behavior standards

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
6
 Lesson Development Resources
Technology Tools and Materials:
(Classroom set-up, preparations, resources, etc.)

1) The Computer lab and its resources.

2) The distance learning lab for the presentations.

(Parent/Community Resources)

Often Careers that student pick are career that they are familiar with based on what they
have seen or heard. One of the goals in this assignment is to have them explore
different careers. Parents are to engage in conversation related to careers and what
options or available to their children not only in the area in which they live but through out
the world.

(Contact Information)
wdellow@adelphia.net

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
7
 Lesson Title: Career Search - Using 2.0 technology as well as Using Traditional Multimedia
Teacher: Wade C Dellow
Subject: Technology Education Grade Level: 9 - 12
Time Required: 5 Days
Topic:
Many of today’s young people have not taken the time to consider what they would like to do with their lives
after they leave school. For many now is the time because they could receive some of the training required
for many careers while they are in high school. Over the next few days we will be looking into the careers
we desire and how to get on track for them.

Essential Questions:
10) What are your interest and/or likes as well as your dislikes?
11) What are your career options? Or Job Titles.
12) What is the nature of the work performed on this career?
13) What are the conditions under which you will be working in each of these careers?
14) What education/training is required for these careers?
15) Where can you get the Education/Training for each career?
16) What the expected starting salary is for each of these careers?
17) The job outlook, “what are the chances of getting a job once you have received the education or
training required in this field?
18) What are the job conditions and location?

Prerequisites (Prior knowledge)

4) How to use the internet
5) How to use PowerPoint
6) Background knowledge on giving a presentation.

Stage 1 – Desired Results

Content Area Standard(s) (include complete standard, not just standard #)

New York State Educational Standards
http://www.emsc.nysed.gov/ciai/standards.html

English Language Arts (ELA): 1.1.1, 1.1.2, 1.1.4, 1.1.5, 1.2.1, 1.2.2, 3.2.1,
http://www.emsc.nysed.gov/ciai/ela/

Math Science and Technology : 4.1.1, 4.1.2, 4.2.1 , 5.1.2

http://www.emsc.nysed.gov/ciai/mst/home.html

Career Development and Occupational Studies (CDOS) Resource Guide

with Core Curriculum: all
http://www.emsc.nysed.gov/cte/cdlearn/cdosresourceguidepdffiles2002.html

Intended Learning Outcome (Should define what students will know and be able to do and at what
level of mastery they should be able to do it.)

• Students will research four careers of interest to them.

• Students will determine where they can receive Training/Education for these careers.
• Students will prepare a PowerPoint presentation describing these careers.
• Students will present their PowerPoint presentation to the class.
• Students will communicate with professions in their chosen careers using a Blog

Students will know… Student will be able to…

How to research a career.
Create a PowerPoint presentation

How to give a presentation to peers.
Search for a career of interest

How
© Gradel & Jabot to communicate
2009 (adapted from Jabot,using a blog
Maheady, Rey 2005 (adapted from
UbD,Create
Wigginsa&blog
McTighe))
8
 Stage 2 – Assessment Evidence
Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments
Pre-test: Students will list what their interests are and will meet with the high school
guidance consoler to discuss these interests. The guidance consoler will give career
options as well as related information on careers that would be of interest for each
student.

Post-test: The student will be graded based on the rubric. The Rubric was created
cooperatively by Myself and Shawn Canon the now Technology Education Teacher at
Ripley Central School. To whom which I was his cooperating Teacher when he student
taught in my classroom at Brocton Central School through Buffalo State College. Post
career search project students will connect with individuals in selected careers to build
networks for the future.

(Performance Assessments) Do the student projects meet the standards set from the
rubric?

(Other Assessments: Peer, Self) rubric

(Assessment Adaptations) rubric

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
9
 Stage 3 – Learning Plan
Learning Activities
Instructional Strategies/Learning Activities:
e.g., demonstration, discussion, small groups, role play, etc.

Introduce students to the Occupational Outlook Handbook web site http://www.bls.gov/OCO/

Blog making web sites http://wordpress.org/ http://edu.blogs.com/ http://supportblogging.com/

Introducing the lesson:

(capturing students’ attention, activating students’ prior knowledge).

11. At this early stage in your lives it’s very hard to focus on the future. You have a lot to do and
thinking about what you might like to do for a living may not be the most exciting subject to think
about and discuss with your friends. Today we are going to take a more in depth look at your
futures.
The teacher will introduce, discuss, and question the students on their interest as well as
careers. In a way such as the following: “Times have changed since your parents and
grandparents first entered the workforce. In those days you left high school or college and
got a job which you typically held for many years and you could possibly retire from that
same job. Not so now. In today’s fast paced world you can expect to change jobs or
careers every 10 years. I myself have been a salesman, landscaper, retail sales person, a
contractor, and most recently a teacher. Who in this class knows what they want to do
when they get out of school? Go around the room and call on those willing to share. Do
you know where and how to get the training for these careers? Same. Does anyone have
a backup plan in case your plans do not work out? Same. Today we are going to look into
our futures. Pass out and go over the career search design challenge.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
10
 Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

Teacher activity (The teacher is doing….) Student activity (The student is doing…)
1. The teacher will introduce, discuss, 1. The Students will be engaged in
and question the students on their interest thinking and answering questions
as well as careers. In a way such as the related to interests and career choices.
following: “Times have changed since your 2. Students will list their interest.
parents and grandparents first entered the 3. Students will meet with the guidance
workforce. In those days you left high consoler and research and discuss what
school or college and got a job which you career or career titles might best fit the
typically held for many years and you could student’s interest.
possibly retire from that same job. Not so 4. The student will explore the internet
now. In today’s fast paced world you can career web sites to find the required
expect to change jobs or careers every 10 information to complete their career
years. I myself have been a salesman, search.
landscaper, retail sales person, a 5. The student will create a PowerPoint
contractor, and most recently a teacher. presentation and prepare a Word
Who in this class knows what they want to document that coincides.
do when they get out of school? Go around 6. The student will present their
the room and call on those willing to share. PowerPoint presentation to the class
Do you know where and how to get the and be fluent in answer question by
training for these careers? Same. Does other students regarding their selected
anyone have a backup plan in case your career.
plans do not work out? Same. Today we are Each Student will create a blog to
going to look into our futures. Pass out and discuss with professionals about a
go over the career search design challenge. selected career
12. The teacher will instruct the students 7. The students will follow the rubrics.
to make a list of interest.
13. Have the students report to the
guidance office to meat with the guidance
consoler to discuss career options.
The teacher will introduce to Essential
Questions as well as the Intended
Learning Outcome.
14. The teacher will hand out a copy of
the rubric and explain the requirements and
grading scale.
15. Teacher will demonstrate a career
search on the Occupational Outlook Handbook
web site http://www.bls.gov/OCO/
16. Teacher will assist the students over the
next 5 day researching their career and creating
their PowerPoint presentations.
17. The teacher will use the rubric to grade
the students class work, PowerPoint, and
Presentations\
18. The teacher will discuss what a blog is
and introduce different web site available for
students to use as a web 2.0 technological tool.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
11
 19. The teacher will give the students
feedback as well as their grades.

Adaptations to the Instructional Sequence to Differentiate:

Discussion and Assessment of Learning:

(Pointing out to students how what they are learning is related to the driving question; assessing students’
learning as a result of the lesson)
Times have changed since your parents and grandparents first entered the workforce. In those days you left high school
or college and got a job which you typically held for many years and you could possibly retire from that same job. Not
so now. In today’s fast paced world you can expect to change jobs or careers every 10 years.
I myself have been a salesman, landscaper, builder/designer contractor, and most recently a teacher. Who in this
class knows what they want to do when they get out of school? Go around the room and call on those willing to share.
Do you know where and how to get the training for these careers? Same. Does anyone have a backup plan in case your
plans do not work out? Same. Today we are going to look into our futures. Pass out and go over the career search
design challenge.

Closure:
Extensions for early finishers:
Students will have finished their presentations Questions and Answer period will follow
each presentation. They will also have to report at a later date what networks they have
created through the continued use of a blog in which they will have created to enable them
as students to learn more about possible careers for the future.
Alternate strategies for struggling students or those who learn differently:
Alternative strategies may very base on student’s individual needs, IEP, and 504 plans.
Modifications will be determined by assessment and discussion.
Procedures:
(already established procedures to be used and procedures to be taught for this lesson)

1. Presentation requirements
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
12
 2. Writing standards
3. Behavior standards

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
13
 Lesson Development Resources
Technology Tools and Materials:
(Classroom set-up, preparations, resources, etc.)

3) The Computer lab and its resources.

4) The distance learning lab for the presentations.

(Parent/Community Resources)

Often Careers that student pick are career that they are familiar with based on what they
have seen or heard. One of the goals in this assignment is to have them explore
different careers. Parents are to engage in conversation related to careers and what
options or available to their children not only in the area in which they live but through out
the world.
Parents should be aware that their son and/or daughter will be creating a blog and will be
using to blog to communicate with others outside of the school. Parents are encouraged
to follow their child’s blog.

(Contact Information)
wdellow@adelphia.net

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
14