8-Henry's+Lesson+Plans+(9th-12th+Grades)

LESSON PLAN

Title: A Great Place to Live

Description:

To answer the guiding question -- What makes our community a great place to live? Our students will engage in a comparative study of their favorite community, city, and state attractions. Lesson content will also pull from prior knowledge (obtained from student traveling experiences and classroom field trips) and from collaborative group study. As a culminating, authentic assessment activity, each individual class will create a printable travel brochure and collaborate on creating a VoiceThread to present their information. The National Social Studies Standards for Geography K-12 targeted by this project are: Standards 1-6 (The World in Spatial Terms, Places and Regions, Physical Systems, and Human Systems).

Teacher/Instructor Name: Henry Briggs or Substitue Teacher, if applicable Subject: Geography Grade Levels: 9-12 School Environment: Small Public High School with a school population of 80. A supportive environment Learner Characteristics: Alternative High School, Grades 9 – 12, small class sizes 5 – 10 students Anticipated entry level skills of Audience: Some computer skills, but will need direction and support Standards: National Standards 1-6: The World in Spatial Terms, Places and Regions, Physical Systems, and Human Systems. Connecticut State Standards: 2.5: Create and present relevent social studies materials using both print and electronic media. 2.1-.2: Access, gather and interpret information from a variety of primary and secondary sources, including electronic media. Lesson/Module Title: “A Great Place to Live” Class Days: Monday – Friday, Five days Class Duration: One and a half hour per day = 5 days and one field trip Field Trip Location: My Community Class Strengths: Young- high growth potential <span style="display: block; font-family: 'Times New Roman',Times,serif;">Class Concerns for Growth: Low interest and motivation for typical classroom activities <span style="display: block; font-family: 'Times New Roman',Times,serif;">Strategy: Experiential and Interactive Brainstorming, jigsaw and tiered

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Adaptations: Adaptations should also be made for students with learning disabilities and extensions for others. The main specific adaptations for many students will be keeping their attention on the assigned project. In addition, all individual differences will be taken into consideration. Also, for the field trip a vehicle that is ADA compliance may be necessary.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Resources and Materials:
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">Colored pencils and pens
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">Writing and printer paper
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">CD/DVD to keep paper as back-up in case of computer issues or shared system
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">Hard cover or internet dictionary
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">Computer usage with Microsoft Office Word processing software [Additional Preferred: Adobe Acrobat]
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">Access to the internet and possible useful internet resources
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">Printer to print final project
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">Digital camera, web-cam, cell phone with camera, video camera, web-sites and any digital device to interface with VoiceThread
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">Rubrics
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">Access to a Wiki site
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">GIS/GPS software if available
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">fieldtrip mini-bus for transportation

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Release: Student Personal Information Web Release which must be completed and signed by the student's parent or guardian.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Goals: <span style="display: block; font-family: 'Times New Roman',Times,serif;">Students will:

<span style="display: block; font-family: 'Times New Roman',Times,serif;">﻿Anticipatory Set: <span style="display: block; font-family: 'Times New Roman',Times,serif;">To lead into the lesson plan and develop the students' interest in learning what is about to be taught. The teacher could start by asking the students how they would divide up the tasks to create the brochure making sure that the tasks are assigned equally and fairly as much as possible. Assigning task time making sure all students would spend an equal amount of time on the project including homework. Explaining time management would help. Perhaps fractions may be helpful too. <span style="display: block; font-family: 'Times New Roman',Times,serif;">Objective:
 * 1) ======<span style="display: block; font-family: 'Times New Roman',Times,serif;"><span style="font-family: 'Times New Roman',Times,serif;">create a brochure of their favorite community attraction  ======
 * 2) <span style="display: block; font-family: 'Times New Roman',Times,serif;">know how various digital technologies are interfaced.
 * 3) <span style="display: block; font-family: 'Times New Roman',Times,serif;">share the best of their community with other communities
 * 4) <span style="display: block; font-family: 'Times New Roman',Times,serif;">collaborate with other schools and each other
 * 5) <span style="display: block; font-family: 'Times New Roman',Times,serif;">present materials in a print and electronic format
 * 6) <span style="display: block; font-family: 'Times New Roman',Times,serif;">research and gather information by print or electronic media

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<span style="display: block; font-family: 'Times New Roman',Times,serif;">The students will know how to demonstrate and show that their community is a Great Place to Live. The objectives will be directly measurable by the outcome of the brochure. The student will also complete an assessment and evaluation. In other words, we will be able to know if the objectives were met by the end results the brochure and evaluation of VoiceThread. The students will learn or enhance other learning opportunities by using Google Maps, VoiceThread, and many other software and tasks along the way to the final project. In addition, the class will be logging into another class site to interact with other students in another state and at a different level grade than themselves. ====== <span style="display: block; font-family: 'Times New Roman',Times,serif;">Outcomes: <span style="display: block; font-family: 'Times New Roman',Times,serif;">1. The outcome for A Great Place to Live will be an informative and visually attractive brochure hard copy and electronic copy. 2. Students will understand how technological developments have changed our perception and understanding of location and space in the modern world. 3. Students will gather and present relevent social studies materials using various formats such as print and electronic media.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Keywords: VoiceThread, collaboration, community, brochure, digital technology, residential choice

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<span style="display: block; font-family: 'Times New Roman',Times,serif;">Instructional Procedure: Tiered jigsaw lesson. <span style="display: block; font-family: 'Times New Roman',Times,serif;">Students will work in small groups within the classroom. Students will collect artifacts from any educational discipline to show their community is a great place to live. Brainstorming sessions will determine the appropriateness of the artifacts collected. Students will post their artifacts to a VoiceThread after determining the appropriateness of the artifact. Students will post comments to the other class' collaborative partners. All students with proper web release authorization and field trip permission slip will add their voices to the VoiceThread to give their reasons why their community is a great place to live. Stress all aspects to have a professional quality product. A printed brochure and VoiceThread will be the culmination of the project. ======

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Complimentary Standards and Connections for other related discipline subject matter: <span style="display: block; font-family: 'Times New Roman',Times,serif;">Anthropology: “the study of human beings and their ancestors through time and space and in relation to physical character, environmental and social relations, and culture” [Webster.Com 7/28/07] of where families and individuals choose to live. <span style="display: block; font-family: 'Times New Roman',Times,serif;">Art: “the conscious use of skill and creative imagination especially in the production of aesthetic objects”, images, etc. The creation of the visually pleasing brochure for the class will require artistic skills and using basic artistic methods. <span style="display: block; font-family: 'Times New Roman',Times,serif;">Communication: “A process by which information is exchanged between individuals through a common system of symbols, signs, or behavior.” The way information is given to the general public and professions giving information to the general public, individuals living in certain areas, the research institutions, real estate companies, the media, teachers [us], and many others. <span style="display: block; font-family: 'Times New Roman',Times,serif;">Economics: “A social science concerned chiefly with description and analysis of the production, distribution, and consumption of goods and services”. Cost of the total cost of living in areas and moving. <span style="display: block; font-family: 'Times New Roman',Times,serif;">History: “A chronological record of significant events” (as affecting a town, city, state, nation or institution) “often including an explanation of their causes”. The recording of information throughout the history of a town or city <span style="display: block; font-family: 'Times New Roman',Times,serif;">Psychology: “The mental or behavioral characteristics of an individual or group” “in relation to a particular field of knowledge or activity”. How living in an area, moving or other related items are reacted to behaviorally by all others including self, individuals, families and all groups as mentioned above. <span style="display: block; font-family: 'Times New Roman',Times,serif;">Sociology: The “scientific analysis of a social institution as a functioning whole and as it relates to the rest of society” [Webster.Com, 7/28/07] in relation to the living or moving or working in a particular area <span style="display: block; font-family: 'Times New Roman',Times,serif;">Technology: “The practical application of knowledge especially in a particular area.” In this category it can mean the research develops new technology which can assist in choosing where to live or work. Some student learners in this age of technology may see it linking with communication in the spreading of information as quick as the speed of light on the internet or intranet via the computer. In addition, GIS/GPS software may be utilized. <span style="display: block; font-family: 'Times New Roman',Times,serif;">Strategy: Jigsaw Tiered Lesson <span style="display: block; font-family: 'Times New Roman',Times,serif;">Steps: <span style="display: block; font-family: 'Times New Roman',Times,serif;">Day 1 <span style="display: block; font-family: 'Times New Roman',Times,serif;">1. I﻿ntroduction lesson <span style="display: block; font-family: 'Times New Roman',Times,serif;">a. Why is your community a great place to live? Brainstorming <span style="display: block; font-family: 'Times New Roman',Times,serif;">b. VoiceThread - [] VoiceThread examples - http://educ7900-capstoneproject2010.wikispaces.com/4-Resources <span style="display: block; font-family: 'Times New Roman',Times,serif;">c. Assign groups of three to four students <span style="display: block; font-family: 'Times New Roman',Times,serif;">d. Students will select subtopic to explore the essential question <span style="display: block; font-family: 'Times New Roman',Times,serif;">2. Handouts <span style="display: block; font-family: 'Times New Roman',Times,serif;">a. web release signed by parent or guardian for underaged students <span style="display: block; font-family: 'Times New Roman',Times,serif;">b. rubrics <span style="display: block; font-family: 'Times New Roman',Times,serif;">c. lesson plan <span style="display: block; font-family: 'Times New Roman',Times,serif;">3. Create a class wiki - []

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<span style="display: block; font-family: 'Times New Roman',Times,serif;">5. Field trip [all students who go must have a Field Trip Permission slip authorized by parent or guardian] to began collecting information for visitors given out at a visitor’s center or digital copies ======

<span style="display: block; font-family: 'Times New Roman',Times,serif;">a. Brainstorming- How does this relate to the essential question?
<span style="display: block; font-family: 'Times New Roman',Times,serif;">Day 4 & 5 <span style="display: block; font-family: 'Times New Roman',Times,serif;">7. Write narrative for VoiceThread <span style="display: block; font-family: 'Times New Roman',Times,serif;">a.Use appropriate language to describe artifact <span style="display: block; font-family: 'Times New Roman',Times,serif;">b.Image of artifact is appropriate. <span style="display: block; font-family: 'Times New Roman',Times,serif;">c. Grammer is correct <span style="display: block; font-family: 'Times New Roman',Times,serif;">8. Post artifact to VoiceThread <span style="display: block; font-family: 'Times New Roman',Times,serif;">create, post and print brochure: [] <span style="display: block; font-family: 'Times New Roman',Times,serif;">a. Post to VoiceThread of the collaborative class wikis <span style="display: block; font-family: 'Times New Roman',Times,serif;">http://educ7900-capstoneproject2010.wikispaces.com/6-Leasa%27s+Lesson+Plans+%28Kindergarten%29 <span style="display: block; font-family: 'Times New Roman',Times,serif;">http://educ7900-capstoneproject2010.wikispaces.com/7-Alison%27s+Lesson+Plans+%283rd+Grade%29

<span style="display: block; font-family: 'Times New Roman',Times,serif;">﻿Evaluations [systematic observation]:

<span style="display: block; font-family: 'Times New Roman',Times,serif;">GOOGLE MAPS: [|Google Maps Norwich CT USA]media type="custom" key="6691975"
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">Collaborative teamwork skills
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;">Communication skills with classmates in their own and other groups
 * <span style="display: block; font-family: 'Times New Roman',Times,serif;"><span style="font-family: 'Times New Roman',Times,serif;">Creating informative and visually pleasing travel brochures
 * <span style="font-family: 'Times New Roman',Times,serif;">Narrative posted is appropriate to audience
 * <span style="font-family: 'Times New Roman',Times,serif;">Artifact is appropriate
 * <span style="font-family: 'Times New Roman',Times,serif;">Electronic technology is used correctly

<span style="display: block; font-family: 'Times New Roman',Times,serif;">VoiceThread Working media type="custom" key="6711381"

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<span style="display: block; font-family: 'Times New Roman',Times,serif;">Classroom Collaboration Activity: The three classes short-term project will be to answer the essential question: Why is my community a great place to live? The class will pull from previous experiences, field trips, research, advertisements on visitors/residents [] (example) communities, photos, videos amongst other artifacts. The lesson allows the learners to accentuate the positives of the community in which they live and access tools that are essential for success in the 21st Century educational environmental and employment workplace. Students will learn to research the topic, perform internet searches, picture and map searches perhaps using Google Maps ®, creating and posting to a Wiki, creating online identities either personally or as a class [depends on parental release], create and contribute to VoiceThread, contribute and share information to other children in another school not in their state on their class internet site, create a hard copy and online brochure for their town, city or region of the state, and many other learner unplanned incidental teaching opportunities that arise during the course lesson plan. Learners will use the internet to achieve some of the goals. The classes will take separate class field trips in their respective states to collect artifacts to showcase why their community is “a great place to live”. Each class will embed their VoiceThread to their class Wiki they create. The classes will access the other classes’ wiki and post to VoiceThread. Each class will access and post to the VoiceThread of the other classes. Brochures are created to exhibit the artifacts collected from the class field trips. The culmination of the project will be the final products mentioned above. After the implementation and the completion of this multi-classroom project, the students will not only help the learners to gain skills which are helpful to their learning process but also teach them to teach others – their student colleagues who are not the same age ranges. Part of the incidental teaching is students can learn from their colleagues in the same age range and older students, but also from students who are much younger than themselves who can provide a viewpoint which is less years experience than them but is a different lens or perspective which may provide insight the student or group did not expect. ======

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Literature Review:

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. Clearing House, 83(2), 39-43. Doi: 10.1080/00098650903505415.

The article is about the use of problem-based learning to develop skills by the learner that can not be measured by standardized test. A question answered by the learner guided and supervised to ensure the process of finding the solution. Standardized testing does not measure critical skills needed in the 21st Century. The authentic question is a motivating factor to the learners, because it is applicable to the real-world. Learning responsibility, independence, and discipline are three outcomes of PBL (Bell, 2010). PBL promotes social learning as children practice and become proficient with the twenty-first-century skills of communication, negotiation, and collaboration.

This is relevant to the project to answer the question; why is our town a great place to live? The project will allow learners to use some of the skills needed to be successful in the 21st Century. The educator will guide the learners through the process of communication and collaboration while using digital technology to answer a real-world applicable question that pique the interest of the learners.

Kim, D., Kwok-Bun, Y., Hall, S., & Gates, T. (2009). Global Diffusion of the Internet XV: Web 2.0 Technologies, Principles, and Applications: A Conceptual Framework from Technology Push and Demand Pull Perspective. Communications of AIS, 2009(24), 657-672. Retrieved from Business Source Complete database. ISSN: 1529-3181 Accession number: 45267836.

This article discusses web 2.0 technologies and their implications for education and business. Web 2.0 technologies allow participation, collaboration, rich user experiences, social networking, semantics and interactivity responsiveness (Kim, Kwok-Bun, Hall & Gates 2009). Web 2.0 features have improved the ability of users to create, distribute, and use content. Web 2.0 technologies have increased availability of materials that learners use for the educational community. For our team’s collaborative project, we are using the web 2.0 tool known as VoiceThread. VoiceThread has all of the features mentioned above of a web 2.0 tool. The learners use skills needed in the 21st Century workplace such as; critical thinking, collaboration and using digital technology communication tools.

Lim, D., & Yoon, S. (2008). Team Learning and Collaboration Between Online and Blended Learner Groups. Performance Improvement Quarterly, 21(3), 59-72. Retrieved July 29, 2010, from ABI/INFORM Global. (Document ID: 1814830191).

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This study is to determine the differences between online learning and collaboration and blended learning and collaboration. This article defined online instruction as a form of virtual learning and instructional environment that facilitates participants' cognitive, constructive, and communicative learning needs. Blended instruction as most commonly defined as the mix of traditional on-site instruction with innovative learning technologies (Lim & Yoon 2008). The result of the study is the blended instruction is more effective than the online instruction. Researchers strongly suggest adopting blending because it improves learner satisfaction and educational experiences from increased access to knowledge, enhanced social presence, ease of updating content, and technology-enhanced learning experiences (Lim & Yoon 2008). Instructors should be competent in aligning live events, self-paced learning, collaboration, assessment, and learning support materials. The article is relevant to my team’s research project because it is using the blended instructional strategy to implement the project. There will be online collaboration with face to face instruction to complete the project. The educator will be the “guide on the side” opposed to “sage on the stage”.

Meyer, R., E. (2009). Multi-Media Learning (2nd ed.). New York, NY: Cambridge University Press New York, NY. . In this book, the author feels the research base and theoretical base of multi-media continues to grow. The book describes some of the principles of multi-media learning and the implications it has on cognitive processing. One of the principles is the modality principle which is, people learn more deeply from pictures and spoken words than from pictures and written text (Mayer 2009, ch.11, pg, 200). This one of the assumptions of the modality approach, but there is a rationale that claims the modality approach does not matter. The information-delivery hypothesis is the idea that multi-media learning is presenting the information to learners via as many <span style="display: block; font-family: 'Times New Roman',Times,serif;">routes as possible (Mayer 2009, ch.11, pg, 2004, p.3). Part of the hypothesis is that learning is deeper when narration presented with pictures either by spoken words or written text to prevent cognitive overload, because in either case; there are only two paths of delivery to the learner. The book is relevant to the project because we are presenting information by narration and pictures and printed text and pictures. Each picture presented will have one form of narration to explain the picture to prevent information overload.

Pollalis, Y., & Mavrommatis, G... (2009). Using similarity measures for collaborating groups formation: A model for distance learning environments. European Journal of Operational Research, 193(2), 626. Retrieved July 29, 2010, from ABI/INFORM Global. (Document ID: 1591906401). The article makes the case that learning environments should be streamlined to prevent the possibility of multiple solutions to the problem presented. When the learning objectives known, the next step is finding accepted tools: learning theories, instructional design, information retrieval, and taxonomy in online environments. In the article, there is a method used to select appropriate learning objects to form educational packages. The authors believe that because distance learners hardly get into physical contact, characteristics like gender, nationality, age, shyness, religion and color are of less importance than they are in the case of traditional classroom collaboration (Pollalis & Mavrommatis, 2009). This article is relevant to our project in that a plethora of learners will be collaborating using a tool accepted in k-12 online learning environment. The learning objective is clearly defined with only one solution to the problem. Tivadar, M. (2010). Is it Better to Live in a US or European City? ScientificCommons; Regional Science and Urban Economic vol.40 (4) pg.221 retrieved from; [|http://de.scientificcommons.org/58028413 on 7/13/10] doi:10.1016/j.regsciurbeco.2010.03.006. In the article, location to a workplace is a factor to decide where one should live. Households with individuals working in different areas may opt to live in a location central to workplaces. According to the author living expenses in this area are cheaper. My learners are alternative high school, and only a few will go to higher education. A good part of the learners will enter the work <span style="display: block; font-family: 'Times New Roman',Times,serif;">force. This project will stimulate their thinking in hopes they will apply locations to a workplace as a factor when they move. This has real-world implications to help the learners make good decisions that affect their lives. Valentine, B., & Bernhisel, S. (2008). Teens and Their Technologies in High School and College: Implications for Teaching and Learning. Journal of Academic Librarianship, 34(6), 502-512. Retrieved from Library, Information Science & Technology Abstracts database.

This article is a study on digital technology and the implications of popular digital technologies used by high school students. The technologies have the potential to be transferred for use by educators at the college level to engage students in online environments. The survey also compared the use and frequency of various digital and communication technologies by high school and college students. The survey found that many of the popular technologies used by high school students in the past are helpful when college educators create effective curriculum in online environments. The article is relevant to the project because my section of the project created by high school students and many of the devices are new. The students will use any of their popular digital devices that interface with VoiceThread to present their information. Currently the data bases I have used for information on educational technology are Walden University EBSCO and Google search. I have not subscribed to any publications at this time; however, I read articles found in newspapers and magazines whenever located.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Conclusion:

By using a tiered lesson plan the diversity of the differentiated classroom can be met and each student will have the opportunity to reach the standard that is set. The goal is the same but the students will take different paths to reach it and the student will take the path they are more comfortable with and at an appropriate level. The educator will be effective with the design and implementation of their tiered lesson plan curriculum thus the educator will be successful in assisting all students to participate in the learning process. “No child left behind.”

<span style="display: block; font-family: 'Times New Roman',Times,serif;">References: Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning. Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Januszewski, A. & Molenda, M. (2008). Educational technology: a definition with commentary. New York, NY: Lawrence Erlbaum Associates.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">New Haven Region circa 1650 map, Accession Number 299619; Ellickson personal collection donated to Yale University.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">PBL-Online. (n.d.). Project based learning: The online resources for PBL. Retrieved July 2, 2010, from [|http://pblonline.org/default.htm]

<span style="display: block; font-family: 'Times New Roman',Times,serif;">South Central Connecticut Region1990 map. Accession Number 299615; Ellickson personal collection donated to Yale University.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">[|www.merriam-webster.com] Definition retrievals in July and August 2010 and on 7/28/10 and 08/08/2010.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">EDUCATIONAL TECHNOLOGY MINDMAP:

[|Mindmap.docx]

Facilitating Learning - Using, creating or managing external resources to activate the intended audience's internal processes of information, knowledge and skill's acquisition from the material presented, by relating the learning environment to real-world contexts.

Improving Performance - Instructional design practices that lead planners to think about a wide range of learning outcomes and clarify what types and levels of learning are desired. The systematic approach to target the types and levels of capabilities to be learned based upon rich experiences and applied to real-world context that give the intended audience the opportunity to recognize the consequences of their decisions.

Process - Using, creating and managing researched-based instructional models to provide materials, tools, devices and interactions to the intended audience for facilitating learning and improving performance.

Resources - Any tools, materials, devices and interactions used in the process of facilitatimg learning and improving performance.

ANNOTATED REFERENCES

LITERATURE REVIEW

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. Clearing House, 83(2), 39-43. Doi: 10.1080/00098650903505415. The article is about the use of problem-based learning to develop skills by the learner that can not be measured by standardized test. A question answered by the learner guided and supervised to ensure the process of finding the solution. Standardized testing does not measure critical skills needed in the 21st Century. The authentic question is a motivating factor to the learners, because it is applicable to the real-world. Learning responsibility, independence, and discipline are three outcomes of PBL (Bell, 2010). PBL promotes social learning as children practice and become proficient with the twenty-first-century skills of communication, negotiation, and collaboration. This is relevant to the project to answer the question; why is our town a great place to live? The project will allow learners to use some of the skills needed to be successful in the 21st Century. The educator will guide the learners through the process of communication and collaboration while using digital technology to answer a real-world applicable question that pique the interest of the learners.

Kim, D., Kwok-Bun, Y., Hall, S., & Gates, T. (2009). Global Diffusion of the Internet XV: Web 2.0 Technologies, Principles, and Applications: A Conceptual Framework from Technology Push and Demand Pull Perspective. Communications of AIS, 2009(24), 657-672. Retrieved from Business Source Complete database. ISSN: 1529-3181 Accession number: 45267836. This article discusses web 2.0 technologies and their implications for education and business. Web 2.0 technologies allow participation, collaboration, rich user experiences, social networking, semantics and interactivity responsiveness (Kim, Kwok-Bun, Hall & Gates 2009). Web 2.0 features have improved the ability of users to create, distribute, and use content. Web 2.0 technologies have increased availability of materials that learners use for the educational community. For our team’s collaborative project, we are using the web 2.0 tool known as VoiceThread. VoiceThread has all of the features mentioned above of a web 2.0 tool. The learners use skills needed in the 21st Century workplace such as; critical thinking, collaboration and using digital technology communication tools.

Lim, D., & Yoon, S. (2008). Team Learning and Collaboration Between Online and Blended Learner Groups. Performance Improvement Quarterly, 21(3), 59-72. Retrieved July 29, 2010, from ABI/INFORM Global. (Document ID: 1814830191). This study is to determine the differences between online learning and collaboration and blended learning and collaboration. This article defined online instruction as a form of virtual learning and instructional environment that facilitates participants' cognitive, constructive, and communicative learning needs. Blended instruction as most commonly defined as the mix of traditional on-site instruction with innovative learning technologies (Lim & Yoon 2008). The result of the study is the blended instruction is more effective than the online instruction. Researchers strongly suggest adopting blending because it improves learner satisfaction and educational experiences from increased access to knowledge, enhanced social presence, ease of updating content, and technology-enhanced learning experiences (Lim & Yoon 2008). Instructors should be competent in aligning live events, self-paced learning, collaboration, assessment, and learning support materials.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">The article is relevant to my team’s research project because it is using the blended instructional strategy to implement the project. There will be online collaboration with face to face instruction to complete the project. The educator will be the “guide on the side” opposed to “sage on the stage”.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Mayer, R., E. (2009). Multi-Media Learning (2nd ed.). New York, NY: Cambridge University Press New York, NY. . In this book, the author feels the research base and theoretical base of multi-media continues to grow. The book describes some of the principles of multi-media learning and the implications it has on cognitive processing. One of the principles is the modality principle which is, people learn more deeply from pictures and spoken words than from pictures and written text (Mayer 2009, ch.11, pg, 200). This one of the assumptions of the modality approach, but there is a rationale that claims the modality approach does not matter. The information-delivery hypothesis is the idea that multi-media learning is presenting the information to learners via as many routes as possible (Mayer 2009, ch.11, pg, 2004, p.3). Part of the hypothesis is that learning is deeper when narration presented with pictures either by spoken words or written text to prevent cognitive overload, because in either case; there are only two paths of delivery to the learner. The book is relevant to the project because we are presenting information by narration and pictures and printed text and pictures. Each picture presented will have one form of narration to explain the picture to prevent information overload.

Pollalis, Y., & Mavrommatis, G... (2009). Using similarity measures for collaborating groups formation: A model for distance learning environments. European Journal of Operational Research, 193(2), 626. Retrieved July 29, 2010, from ABI/INFORM Global. (Document ID: 1591906401). The article makes the case that learning environments should be streamlined to prevent the possibility of multiple solutions to the problem presented. When the learning objectives known, the next step is finding accepted tools: learning theories, instructional design, information retrieval, and taxonomy in online environments. In the article, there is a method used to select appropriate learning objects to form educational packages. The authors believe that because distance learners hardly get into physical contact, characteristics like gender, nationality, age, shyness, religion and color are of less importance than they are in the case of traditional classroom collaboration (Pollalis & Mavrommatis, 2009). This article is relevant to our project in that a plethora of learners will be collaborating using a tool accepted in k-12 online learning environment. The learning objective is clearly defined with only one solution to the problem.

Tivadar, M. (2010). Is it Better to Live in a US or European City? ScientificCommons; Regional Science and Urban Economic vol.40 (4) pg.221 retrieved from; [|http://de.scientificcommons.org/58028413 on 7/13/10] doi:10.1016/j.regsciurbeco.2010.03.006. In the article, location to a workplace is a factor to decide where one should live. Households with individuals working in different areas may opt to live in a location central to workplaces. According to the author living expenses in this area are cheaper. My learners are alternative high school, and only a few will go to higher education. A good part of the learners will enter the work force. This project will stimulate their thinking in hopes they will apply locations to a workplace as a factor when they move. This has real-world implications to help the learners make good decisions that affect their lives.

Valentine, B., & Bernhisel, S. (2008). Teens and Their Technologies in High School and College: Implications for Teaching and Learning. Journal of Academic Librarianship, 34(6), 502-512. Retrieved from Library, Information Science & Technology Abstracts database. This article is a study on digital technology and the implications of popular digital technologies used by high school students. The technologies have the potential to be transferred for use by educators at the college level to engage students in online environments. The survey also compared the use and frequency of various digital and communication technologies by high school and college students. The survey found that many of the popular technologies used by high school students in the past are helpful when college educators create effective curriculum in online environments. Alos, the article is relevant to the project because my section of the project created by high school students and many of the devices are new. The students will use any of their popular digital devices that interface with VoiceThread to present their information. Currently the data bases I have used for information on educational technology are Walden University EBSCO and Google search. I have not subscribed to any publications at this time; however, I read articles found in newspapers and magazines whenever located. The books in this program are also great to find information on educational technology. The Yale University Library is another data base used for information on educational technology.