Garner Planning FRIT 7230 Selection and Development of Instructional Technologies Digital Video Project Planning Document By Katie

ie Garner Standards Addressed 1) Inquire, think critically, and gain knowledge 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.3.4 Contribute to the exchange of ideas within the learning community. 3) Share knowledge and participate ethically and productively as members of our democratic society. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.4.2 Assess the quality and effectiveness of the learning product. 4) Pursue personal and aesthetic growth. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.4 Seek information for personal learning in a variety of formats and genres. 4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. 4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.4.1 Identify own areas of interest. 4.4.2 Recognize the limits of own personal knowledge. 4.4.3 Recognize how to focus efforts in personal learning. 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for

Garner Planning personal interests and needs. Target Audience Age, Cultural Background, & Educational Level

The target audience for this presentation includes middle grades students within a typical, rural, north Georgia public school. Students ages range from 11 to 14, and cultural diversity is limited as demonstrated by the charts below, but learner diversity is prevalent. Standard classroom sizes can range from 20 30 students and often accommodate special education students, regular education students, gifted education students, and English language learners in the same room. The following table displays the ethnic/racial demographic information according to the Georgia Department of Education for a Title I classified, rural middle school in north Georgia for the year 2010: Total Asian/Pacific Number of Islander Students 957 Black 14 Hispanic 61 American Indian/Alaskan White 864 Multiracial

The following table displays the sub-group demographic information according to the Georgia Department of Education for the same Title I classified, rural middle school in north Georgia for the year 2010: Total Number of Students 957 Students With Disabilities (SWD) 123 English Language Learners (ELL) 15 Economically Disadvantaged 478

This school is over 90% white, with a small minority of black and Hispanic students. Students with special needs make up almost 13% of the student body, and close to half of the student population is considered economically disadvantaged. Title I data acknowledges 45.77% of students in poverty. Using these statistics and applying them to a classroom of 25 students, a typical room in this school would have about 22 white students, zero to two Hispanic students, and zero to one black student. Almost half of the classroom would be economically disadvantaged, about 12 students. Teachers could also expect four students with special needs due to disabilities and zero to one English Language Learner. The remainder of the students would be regular education, high achieving, or gifted education students. Entry Skills & Learning Styles Due to the diverse nature of the modern inclusion classroom, student entry skills vary greatly with regard to the chosen standard. Many students have a strong ability to read and a significant affinity for reading. Others, though having ability, exhibit indifference toward or disdain for reading. Still others, such as the special education and English language learners, lack both grade level reading ability and interest. Furthermore, no matter what the reading level or

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level of interest, students in each category exhibit reservation concerning the charge to share knowledge and experience with others. The student learning styles vary as greatly as do their skill levels. Within one classroom, a learning style inventory identified learners as visual, auditory, or kinesthetic learners, or frequently some combination of the three. Learners exhibited various modalities and respond to a variety of teaching methods. Learners also exhibited differences in their stages of development and cognitive abilities. Therefore, it becomes necessary to simply include activities addressing the chosen standard that cater to a variety of teaching and learning methods. Motivation Using John Kellers ARCS model, the school-wide reading promotion plan follows: Attention: Grab student body attention by featuring fellow students and community members in brief, promotional reading videos discussing a love for reading. Relevance: Communicate with students the statistical effects of reading literacy on present and future quality of life. Confidence: Invite students to easily demonstrate their reading accomplishments by utilizing the AR program to pass tests and track progress in achieving a higher reading level and by using a media center based genre-tracking sheet. Satisfaction: Students will receive school-wide recognition for achieving higher reading levels and will receive an opportunity to be featured on morning announcements for book talks in a variety of genres. Objectives Given access to books in a variety of genres, reading levels, and AR tests, 6th, 7th, and 8th grade students will increase reading frequency to 25 books per year and increase reading level by one grade level at the end of the school year.