Hint:

Be sure to remember that many of these linked pages were written for the online version of the LInC course.  You will need to modify them to meet the face to face format.  Participants may not have as much experience with engaged learning and best use of technology.  Also, note that the product for the ACT course is to revise an existing online project rather than to write a project from scratch.
 

Lesson Sequence for first four days:

• Act: Legislative Simulation
• Debriefing Simulation
• Engaged Learning Profile Tool
• Pluggin and Best Use of Technology
• Analyzing a Project to Identify the Indicators of Engaged Learning and Best Use of Technology
• Find projects on the Web related to your existing curriculum and state and national standards. Analyze the strengths and weaknesses related to engaged learning and technology integration using the ACT project rubric.  Some starting points for browsing projects are listed below:
  • LInC Project Examples and projects from Winter 2001 and Winter 1999 LInC courses
  • San Diego State University Webquest Collection and Los Alamos Webquest Collection
  • National Teacher Enhancement Program Engaged Learning Projects
  • Handbook of Engaged Learning Projects
• Project Selection
  • Be sure that the students have looked at a variety of projects
  • It is important to ask the participants how the project matches their existing curriculum and the state standards.
  • It doesn't have to be a perfect project, but it has to have the potential for revision and implementation.
  • Help the participant to focus on a project so they don't spend the entire time looking for that "perfect" one.
  • See this page to see how they suggest you Revise an Existing WebQuest Project.
• Revising the Project
  • Use the project rubric to identify the areas that are week and need to be rewritten.
  • The hook and task are the most important elements of engaged learning. If they are written well, the rest of the elements of engaged learning fall into place naturally.
  • Revisions need to be approved by the facilitator before field testing the project.
• Implementation Plan
  • Participants need to write a plan that explains when they will start the project, how long it will last, indicate how long each day students will be involved in the inquiry, and what needs to be addressed before starting the project.  It is also good for the participants to anticipate possible problems or kinks in the process.  What materials or scaffolding needs to be included?  Who should be included in the plans, such as experts, mentors, LRC director, parents, etc.?
  • This plan needs to be submitted to the facilitators for assessment before starting the project with students.

Note:

The implementation plan and project revision may not be completely done by the end of the first four days.  However, it must be completed by the first of the last seven classes.  You might want to assist participants via e-mail during the break between sessions.
 
 

Authors:  Sharon Gatz and Stephen Meehan
Created:  July 1, 2003 - Updated: July 20, 2006
URL:  /lincon/act/fac/lesson_sequence_part1.shtml