IDE 656 – Computers as Critical Thinking Tools

 
Lesson Plan Format - Part One  
   
  

Project Number: 1
Author: Erin Cunia
Lesson Title: Graduate Research Organization Project for Education (GROPE)
Tool: Database, Semantic Mindtool

 

 

Overview of Lesson:
Throughout the graduate program, there are many textbooks, additional assigned readings of journal articles, websites, and various other course supplemental resources. Creating a database to organize these resources enables the user to quickly and easily retrieve a particular resource for later use. Organizing these resources using the APA format makes properly citing sources easier as well.

One important aspect of this process is developing a naming convention and set of categories. i.e. using the ADDIE model to organize information in the database. If all instructional design entries are organized using a designation of analysis, design, development, implementation, or evaluation, queries can then be developed to research a particular category. Developing a naming convention for personal files provides consistency and order. Personal files can also be added to the database and linked to their electronic location.
 

 

Learning Outcomes: (What will student learn during this lesson?)
The Gagne and Briggs Format: Situation, Learned Capability, Object, Action, Tools and Other Constraints.

  • Research the American Psychological Association (APA) Stlye and outline the proper way to cite various sources.
  • Given a set of textbooks throughout a Master's program of study, develop a database using MS Access (or equivalent database software), organizing the sources in APA format.
  • Determine what resources are relevant for inclusion in the database and how the different resources will be represented.
  • Create a database that catalogs all research thoughout graduate study. The important part of the process is to select the key field for the database. Initially the database requires at least 80 cells (the equivalent of 10 records with 8 fields). Must have at least one query.
Learner should use this database throughout their Master's learning career (and beyond) to catalog textbooks, online resources, journal articles, etc.
 

 

Intended Audience:
Graduate level student with basic computer skills and working knowledge of MS Access (or equivalent database software)
 

 

Key content concepts:  

  • Properly citing references.
  • Creating a database tool to organize research sources.
  • Using the tool to retrieve information about a source.
 

 

Rationale for computer tool chosen:
A database is a Semantic Mindtool used to organize information, develop relationships between data records, search and sort data records, and retrieve data information.
 

 

Materials and Technology required for lesson:
Necessary materials and technology include a computer, MS Access (or equivalent database software), textbook resources, online resources, etc.

Learners should also have access to the Publication Manual of the American Psychological Association. [American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: Author. (ISBN 1-55798-791-2)]
 

 

Evaluation Criteria: (Linked to learning objectives)

Grading Rubric
  Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
Complete data structure Few fields (7) represent only a fraction of the content domain Many fields but missing several important dimensions of content domain Several fields represent most aspects of content domain, missing some important aspects Numerous fields represent all aspects of content domain  
Meaningful data structure (layout) Fields overlap with inconsistent content in fields Some redundancy among fields, relationships between fields unclear Fields are different, differentiating most important aspects of content domain Fields are clearly distinct, differentiating all important aspects of content domain  
Quality of written queries Queries related to single field, require only “looking up” skills Queries interrelate only two fields, call for classification learning Queries interrelate number of fields, do not always require inferences/higher order thinking Queries interrelate information in several fields and call for inferences / higher order thinking  
Accuracy of information in records Little data included, most inaccurate Some data included in records, some inaccuracies Most data included in records, most accurate All data are included, all data are accurate  
Completeness of records Few instances (10) identified; missing information in different fields Several instances identified; missing information in different fields Most instances identified, missing little or no information in fields All instances identified; described in all fields  
      Total Score (of possible 20)  
 

 

 
  
   
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IDE 656 – Computers as Critical Thinking Tools

 
Lesson Plan Format - Part Two  
   
  Event of Instruction Lesson Rationale  
1. Gaining Attention Distribute lesson outline. Giving the scope of the lesson provides background and introduction.  
         
2. Informing the Learner of the Objectives Discuss learning outcomes. Make learners aware of expectations.  
         
3. Recall of Prior Learning Discuss prior use of a database tool and how to cite sources. Prior knowledge assists the learner in focusing on the new information.  
         
4. Presenting the Stimulus Discuss how APA style is used in citing sources. Presenting new information for learner to build on.  
         
5. Learner Guidance Present demo database. Gives example for what is expected from the learner.  
         
6. Eliciting Performance Instruct learner to research APA style and plan database. Discovery-based, independent learning to prompt critical thinking.  
         
7. Giving Feedback Provide rubric for completed database. Clear, regular feedback enhances learning.  
         
8. Assessing Performance Instruct learner to create database. Use grading rubric to assess performance. A means of testing learner outcomes.  
         
9. Retention and Transfer Encourage continued use of the database. Aids in retention and assists learner in organizing sources throughout graduate program.  
         
Gagne', Robert M., Briggs, Leslie J., and Wager, W. (1992). Principles of Instructional Design. Belmont, CA: Wadsworth/Thomson Learning.  
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