LibGuides: Technology Integrated Lesson Plan Development: MBA Example

Applying TIM to A MBA Lesson Plan

Discipline/Department: Education

Signature Pedagogy: Communicating ideas, Presenting, Collaborating, Cognitive Development. Lesson Planning, Curriculum Mapping

Lesson Plan Name: Create Your Personal Teaching Philosophy

Students: Undergrad/Grad

Learning Environment: F2F/Online/Hybrid/Remote

Lesson Plan Description: Using the various resources, presentations, links, papers and videos shared in class by the professor and peers, device your personal teaching philosophy. The goal is to understand the different teaching and learning philosophies and visualize yourself rooted in a philosophy while performing as a teacher in the classroom. This assignment is a "keeper". Feel free to add the final version to your e-portfolio.

Broad Learning Outcome: After completing the lesson, students should be able to analyze the different learning and teaching philosophies and identify three philosophies for their personal teaching philosophy statement. Students demonstrate their analysis and connect with their reflections on their past teaching experiences to create a final statement.

Refined Learning Outcomes using Bloom's Taxonomy:

1. Applying, Understanding, Remembering: Entry and Adoption levels of technology integration

After completing the lesson, learners should be able to understand the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

2. Evaluating and Analyzing: Adaptation and Infusion levels of technology integration

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

3. Creating: Transformation level of technology integration

After completing the lesson, learners should be able to create their personal teaching philosophy statements based on their reflections and evaluations.

Content Sharing Strategies: Faculty shares content in the form of Power Points, PDF's, links to various websites, videos etc. Handouts are also distributed in class for interactive exercises.Class Agenda is written out on the whiteboard.

NOTE: The following strategies are already being implemented in the F2F, traditional Carthage College classroom setting. You will find yourself relating to these strategies. The challenge is to re-create these activities with the aid of learning technologies like the Carthage Learning Manegement System (LMS), the edTech tools integrated in the LMS, The Carthage-wide teaching technology-subscriptions available to faculty, as well the G-Suite Applications, Virtual Meeting technologies, and other free-ware and external learning resources.

1. Active Learning and Teaching Strategies:

Faculty demonstrates teaching philosophy (Constructivism, Connectivisim, Behaviorism, Cognitivism, Essentialism, Pragmatism, etc) using the Power Point slides.
Students also receive a list of readings before the class session. Faculty asks them questions and invites them to participate in classroom discussions.
Students create a mind-map of their preferred philosophies and describe the reasons behind their choices on the mind-map-handouts distributed in class. Faculty offers individual feedback for improvement.
Students create their individual teaching philosophies and upload them to the LMS for grading.

2. Collaborative Learning and Teaching Strategies:

The class is divided into groups, each group receives one philosophy to discuss. Group discussions are held to discuss the various philosophies.
Groups create mind maps collaboratively.
They also work on researching the literature behind their given philosophies to work on their group presentations.
Peers evaluate group presentation using the rubric provided by the faculty.
Students create their individual teaching philosophies and upload them to the LMS for grading.

3. Constructive Learning and Teaching Strategies:

Faculty shares images of them when teaching while demonstrating their own teaching philosophies, and invites students to show and tell their own pictures during past field teaching experiences. Students realize the role of philosophies in intentional teaching practices.
Faculty shares videos or testimonials from their past students describing their learning experiences. Faculty invites students to share their student videos/testimonials describing their learning experiences. Students articulate intentions with actions in teaching.
Faculty shares examples and non-examples of philosophy statements and invites students to comment on hand-outs.
Students use a graphic organizer to develop examine, compare, contrast different philosophies. This is done on paper in class with faculty feedback.
Students use a graphic organizer to develop their philosophy positions.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty.

4. Authentic Engagement Strategies:

Faculty shares their own personal teaching philosophy. By connecting students to the real-world teaching practices, faculty creates an authentic learning environment.
Faculty shares philosophies of other professors (with their permissions) for students to connect the practices with philosophies, using an observation rubric.
Students research the needs of the current student body and industry to develop a responsive teaching philosophy.
Students observe and evaluate each other's performance when they teach during their field work. They also evaluate the their peers' reaching philosophies and offer feedback based on their practices, the literature as well as the current needs.
Students create their Personal Teaching Philosophy for future employers.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty.

5. Goal-Directed Learning and Teaching Strategies:

Using an observation rubric, students are asked to observe each other's teaching practices during their field work and identify their practices with philosophies.
Students put together a detailed philosophy matching observation diagram that describes the different philosophies applied to a learning environment, from the teacher and learner perspective its connectedness with the current demands of the education sector.
Using an evaluation rubric, students create a teaching e-portfolio for their future employers.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty.

In the next section we will apply these TIM strategies using technology integration. Please refer to the TIM Table, the TIM and Bloom Table as well as the Pedagogy Hexagon before you go through each section.

1. Technology-Integrated ACTIVE LEARNING

ACTIVE/ENTRY: Information passively received

Learning Outcomes: Applying, Understanding, Remembering

Technology Integration : Entry

After completing the lesson, learners should be able to understand the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty demonstrates teaching philosophy (Constructivism, Connectivisim, Behaviorism, Cognitivism, Essentialism, Pragmatism, etc) using the Power Point slides.
Students also receive a list of readings before the class session through email. Faculty asks them questions and invites them to participate in classroom discussions.
Students create a mind-map of their preferred philosophies and describe the reasons behind their choices on the mind-map-handouts distributed in class. Faculty offers individual feedback for improvement. This is done in class using paper and pencil.
Students create their individual teaching philosophies in a Word format (as requested by faculty) and upload them to the LMS for grading.

ACTIVE/ADOPTION: Conventional, procedural use of tools

Learning Outcomes: Applying, Understanding, Remembering

Technology Integration : Adoption

After completing the lesson, learners should be able to understand the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty demonstrates teaching philosophy (Constructivism, Connectivisim, Behaviorism, Cognitivism, Essentialism, Pragmatism, etc) using the Power Point slides and You Tube Videos.
Students also receive a list of readings before the class session through the LMS file upload feature. Faculty asks them questions and invites them to participate in classroom discussions using the LMS Discussion Board feature.
Students create a mind-map of their preferred philosophies and describe the reasons behind their choices on the mind-map-handouts distributed in class. Faculty offers individual feedback for improvement. This is done in class using paper and pencil.
Students create their individual teaching philosophies in a Word format (as requested by faculty) and upload them to the LMS for grading.

ACTIVE/ADAPTATION: Conventional independent use of tools; some student choice and exploration

Learning Outcomes:Evaluating and Analyzing

Technology Integration: Adaptation

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty demonstrates teach philosophy (Constructivism, Connectivisim, Behaviorism, Cognitivism, Essentialism, Pragmatism, etc) using Interactive Webpage, Google Sites. Google Slides and EdPuzzle Videos. Students are invited to comment on the main Google Slides (using a shareable and editor privilege link) of the lecture with their questions, muddy points and any confusions. Faculty responds to each comment on the lecture with feedback. The Google Slide is available for all students to refer to throughout the semester.
Students also receive a list of readings before the class session through the LMS file upload feature. Faculty creates a Poll on the LMS to determine the student comprehension of learning materials and re-organize teaching strategies.
Course announcements are also used to provide timely updates to students. Students are encouraged to ask questions under any announcement.
Faculty creates several LMS Discussion Board assignments to encourage social learning through peer responses. Both original and peer grading is rubric-centered. Rubric has been created on the LMS.
Students create a mind-map of their preferred philosophies using online mind mapping tools like Canva Mind Map Templates and describe the reasons behind their choices on the mind-map-handouts distributed in class. Faculty offers individual feedback for improvement. This is done in class using paper and pencil.
Students create their individual teaching philosophies in a Word format or PDF format of the mind maps created on Canva. (as requested by faculty) and upload them to the LMS for grading. Faculty encourage the use of LMS E-Portfolio to submit multiple assignments.

ACTIVE/INFUSION: Choice of tools and regular, self-directed use

Learning Outcomes: Evaluating and Analyzing

Technology Integration: Infusion

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty creates Learning Outcomes mentioned in the Course Syllabus using the available feature in the LMS.

Faculty creates Rubrics for some assignments and discussion board activity.

Faculty uses Hyperdocs within the LMS to share classroom agenda.

Faculty demonstrates the different format in which the assignments can be submitted: Word, Mp4 (video), Prezi, Google Slides, Power Point, Mind Map, Infographic, Interactions, PDF. These examples are used for a variety of content delivery. Setting examples, places freedom of expression in students.

Faculty demonstrates teach philosophy (Constructivism, Connectivisim, Behaviorism, Cognitivism, Essentialism, Pragmatism, etc) using Google Slides, Google Sites, Articulate Rise, Interactive Webpage and EdPuzzle Videos. Students are invited to comment on the main Google Slides (using a shareable and editor privilege link) of the lecture with their questions, muddy points and any confusions. Faculty responds to each comment on the lecture with feedback. The Google Slide is available for all students to refer to throughout the semester.
Students also receive a list of readings before the class session through the LMS file upload feature. Faculty creates a Poll on the LMS to determine the student comprehension of learning materials and re-organize teaching strategies.
Course announcements are also used to provide timely updates to students. Students are encouraged to ask questions under any announcement.
Faculty creates several LMS Discussion Board assignments to encourage social learning through peer responses. Both original and peer grading is rubric-centered. Rubric has been created on the LMS.
Students create a mind-map of their preferred philosophies using online mind mapping tools like Canva Mind Map Templates and describe the reasons behind their choices on the mind-map-handouts distributed in class. Faculty offers individual feedback for improvement. This is done in class using paper and pencil.
Students create their individual teaching philosophies in a Word format or PDF format of the mind maps created on Canva. (as requested by faculty) and upload them to the LMS for grading. Faculty encourage the use of LMS E-Portfolio to submit multiple assignments.

ACTIVE/TRANSFORMATION: Extensive and unconventional use of tools

Learning Outcome: Creating

Technology integration: Transformation

After completing the lesson, learners should be able to create their personal teaching philosophy statements based on their reflections and evaluations.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty creates Learning Outcomes mentioned in the Course Syllabus using the available feature in the LMS.

Faculty creates Rubrics for some assignments and discussion board activity.

Using the social media features of the LMS and other external tools like Instagram, Slack, Twitter, LinkedIn etc, faculty demonstrates how to consume their content shared in these applications, collaboratively as a class.

Faculty demonstrates the use of Google Extensions in improving learning and assignment productivity.

Students produce assignments through active collaboration, regardless of time (promoting outside the class learning) and produce superior assignments and assessments that are enjoyable to grade.

Faculty demonstrates teach philosophy (Constructivism, Connectivisim, Behaviorism, Cognitivism, Essentialism, Pragmatism, etc) using Google Slides, Google Sites, Articulate Rise, Interactive Webpage and EdPuzzle Videos. Faculty responds to each comment on the lecture with feedback. The Google Slide is available for all students to refer to throughout the semester.
Students also receive a list of readings before the class session through the LMS file upload feature. Faculty creates a Poll on the LMS to determine the student comprehension of learning materials and re-organize teaching strategies.
Course announcements are also used to provide timely updates to students. Students are encouraged to ask questions under any announcement.
Faculty creates several LMS Discussion Board assignments to encourage social learning through peer responses. Both original and peer grading is rubric-centered. Rubric has been created on the LMS.
Students create a mind-map of their preferred philosophies using online mind mapping tools like Canva Mind Map Templates and describe the reasons behind their choices on the mind-map-handouts distributed in class. Faculty offers individual feedback for improvement. This is done in class using paper and pencil.
Students create their individual teaching philosophies in a Word format or PDF format of the mind maps created on Canva. (as requested by faculty) and upload them to the LMS for grading. Faculty encourage the use of LMS E-Portfolio to submit multiple assignments.