EASy Framework with Online Tools
The adjacent lesson was developed to promote health and well-being for elementary level students in a face-to-face environment. Students were to learn how to not only recognize the effects of their current choices but also to learn to make choices that will positively impact their life. Objectives are noted within the lesson plan.
The original lesson was very collaborative and heavily relied on learner-learner interaction. However, the activities did not include a balance for each individual being a full participant. Students could easily become shadow students, whereby hijackers dominate in conversations and participation. Lehmann & Chamberlin (2009), define hijackers as "students who take over the control of the class or an instructor's discussion" (p. 146). The original lesson was void of synthesis critical thinking; the original assessment targeted lower level critical thinking skills by probing for application of content learned only. The objectives remain the same for the newly revised online lesson. However, the activities, though collaborative in nature, extend learner-content and learner-product relationships for deeper critical thinking for each individual participant through active learner content interactivity via the incorporation of a variety of online tools. Each activity was altered/replaced to align within one of the three categories within the EASy critical thinking process (Evaluate, Analyze, Synthesize) and are identified. Embedding comparison, discernment, reflection and metacognition as a necessary component for completion of each activity was intentional to assist students in digging deeper into the content. Students are encouraged to gather information and determine its significance based upon their personal experiences. The use of additional resources allows the student opportunities for comparisons to understand relationships, eliminate misconceptions, discard insignificant materials and increase new thought processes. The generation of new products synthesized their personal perspectives with newly presented content/considerations to create a new perspective of their learning. |
Original Lesson Target Audience: Elementary Grades 2-5
Revised Target Audience: Elementary Grades 2-5; Community School Program for diverse populations; Reflection
The EASy framework was a useful tool to maintain my focus when redefining activities. Constant review and reflection was required to choose key words, actions/verbs and assessments that aligned within the evaluation, analysis and synthesis of the subject matter content. The original lesson did include some higher level thinking skills, however it was selected because it was void of personal learning and more reliant on group collaboration and not individual learning. I have altered the lesson to an online environment as well as to utilize collaboration to support individualized learning. |
Citation:
Lehmann, K. & Chamberlin, L. (2009). Making the Move to eLearning: Putting Your Course Online. Rowman & Littlefield Education Publishers.
Lehmann, K. & Chamberlin, L. (2009). Making the Move to eLearning: Putting Your Course Online. Rowman & Littlefield Education Publishers.