Week 7 Modified Lesson Plan - revisited with the TIP model.

The lesson is part of a unit of work from the year 7 and 8 Technology (Mandatory), (Tech Man) course "From Paddock to Plate" and incorporates both food technology and agriculture elements. This lesson included a quick revision/finalisation of the previous lesson's topic on reading and interpreting nutrition labels, then moved to the agriculture farm where students have a discussion of the nutritional value of the vegetables they have been growing since the previous term. This will be expanded on in the following lesson in a group activity and finished with measuring of chicks during their growth and recording the data for future use. It is a very busy lesson but, according to my reflections, it worked well and is one in a series of lessons that are interrelated. 

Using the TIP model (Roblyer & Doering, 2014), I will assess the lesson and the technologies I have used to modify the lesson by chronological order as the lesson progressed on the day. 

For Phase 1, Step 1, Determine relative advantage: 

The advantage of using Kahoot to revise nutrition labels would be; having all students provide an answer to each question rather than the hand up and respond format that was used on the day. The teacher is able to see if there are any students who can't remember the content and this gives an opportunity to differentiate and assist those students. It also provides a resource that is able to be used if the teacher is unable to teach the lesson for any reason and needs a casual teacher to replace them. Students I have observed also find the Kahoot format engaging and when it is used well it can be a good revision tool. For the purpose of offering an alternative for this assessment task, I have changed the Kahoot to a survey using Survey Monkey. 

The advantage of using an online blog instead of word-processing software is that students would be able to post in real time, see the progression without relying on their artistic skills to show the chick growth and students could show their parents, or whomever is at home, their chick and the work they are doing at school to develop positive communication. 

Step 2, Assess Tech-PACK:

In this lesson,the Tech-PACK is used effectively to deliver and revise the content using quality pedagogy to keep students interested in the lesson, use the space and facilities available and include technologies that offer a meaningful improvement to the existing lesson structure.

For Phase 2, Step 3, Decide on objectives, assessments:

This formative assessment has been built into the lesson as has the continued development of the summative assessment, the blog portfolio. The curriculum outcomes and the learning intentions that the lesson has been developed on do not change, but the success criteria are adapted to include the technologies used. 

Step 4, Design integration strategies: 

Using the survey as a quick activity to review prior learning would also help students to settle at the beginning of the lesson. The lesson would still include quality questioning and discussion during the farm visit when describing the characteristics of the vegetables grown in the student plots, the students would be able to look up vitamin and mineral content online if they desired but this section of the lesson would still be intended as a check of existing knowledge of the nutritional qualities of the vegetables, with the following lesson on food for adolescents being used to extend and reinforce these concepts. The blog program would already have been an established element of the unit of work, just as the manual table was, and students would be expected to be able to complete this activity with a certain amount of independence and competence; students who do still need assistance would be asked to work with peers to enable peer to peer assistance in the task under the guidance of the teacher.   

Step 5, Prepare instructional environment:

This school is a non-government, BYOD school with devices also available to supplement and student that may have forgotten to bring or charge their own device. This has been included in the resources section of the lesson plan, that students bring their device and that there is a digital camera available to use in place of laptop cameras or for students without an appropriate mobile phone. 

Week 7 Lesson plan:

Week 2 Lesson Plan for comparison:

Original plan: