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Whole-Group Instruction

1. Google Earth

Description: Google Earth allows users to explore historical locations in 3D detail, providing a virtual field trip experience.

Usage: It can be used during lessons on geography or historical trade routes to provide visual context for student learning.

SAMR Model: Augmentation – Enhances traditional map study with interactive features.

2. Nearpod

Description: Nearpod delivers interactive lessons with polls, quizzes, and virtual reality.

Usage: Teachers can use it for synchronous lessons to engage students through multimedia and real-time feedback.

SAMR Model: Modification – Transforms static content delivery into an interactive experience.

3. Padlet

Description: Padlet allows for collaborative brainstorming and content sharing in a digital space.

Usage: Students can create a timeline or collect sources related to major historical events.

SAMR Model: Augmentation – Enhances collaboration over traditional methods.

4. Flip (formerly Flipgrid)

Description: Flip is a video-based discussion tool that lets students share ideas in short videos.

Usage: Students can explain the significance of historical events in a creative and personal way.

SAMR Model: Modification – Provides a new way for students to present knowledge interactively.

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Gifted and Talented Subgroup

1. Khan Academy World History

Description: Offers self-paced lessons, videos, and quizzes on global historical topics.

Usage: Gifted students can explore advanced topics independently.

SAMR Model: Substitution – Replaces textbooks but with added features like embedded quizzes.

2. Tinkercad

Description: A 3D modeling tool for creating historical artifacts or landmarks.

Usage: Students can recreate structures like the Great Wall of China or Roman aqueducts.

SAMR Model: Redefinition – Enables tasks (like creating 3D models) that were previously impossible.

3. EdPuzzle

Description: Interactive video platform that includes embedded quizzes and notes.

Usage: Assign videos about historical events with embedded questions for deeper analysis.

SAMR Model: Augmentation – Adds interactivity to traditional video content.

4. National Geographic Virtual Reality

Description: Provides immersive VR experiences of historical sites and events.

Usage: Allows students to "visit" ancient civilizations like Mesopotamia or Egypt.

SAMR Model: Redefinition – Creates an immersive learning experience beyond traditional methods.

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Special Needs Subgroup

1. Bookshare

Description: A digital library of accessible books for students with reading challenges.

Usage: Students can listen to audio versions of history texts or follow along with synchronized highlighting.

SAMR Model: Substitution – Replaces print texts with accessible digital versions.

2. Speechify

Description: Text-to-speech software that reads content aloud to students.

Usage: Useful for students who struggle with decoding written text.

SAMR Model: Augmentation – Supports auditory learning with additional tools like speed adjustment.

3. CAST’s UDL Tools

Description: Offers various tools to support Universal Design for Learning (UDL), such as graphic organizers and multimedia options.

Usage: Helps students organize information and process content in multiple formats.

SAMR Model: Modification – Adapts instruction to meet diverse learner needs.

4. Kurzweil 3000

Description: Assistive technology that provides reading, writing, and study support.

Usage: Helps students annotate and summarize historical documents.

SAMR Model: Modification – Makes text analysis more accessible for students with disabilities.

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English Language Learner (ELL) Subgroup

1. Google Translate

Description: Allows translation of text and speech in real-time.

Usage: Helps ELL students access history content in their native language.

SAMR Model: Augmentation – Facilitates comprehension and engagement.

2. Learning Ally

Description: Audiobook platform tailored for struggling readers, including ELLs.

Usage: Provides narration and text support for history textbooks.

SAMR Model: Substitution – Replaces traditional textbooks with audio-supported versions.

3. BrainPOP ELL

Description: Provides animated videos and interactive activities tailored for ELLs.

Usage: Students learn historical vocabulary and concepts in simplified English.

SAMR Model: Modification – Engages students through multimedia and adaptive quizzes.

4. Quizlet

Description: A flashcard app for learning vocabulary.

Usage: Students can use sets of flashcards to study historical terms.

SAMR Model: Augmentation – Enhances traditional study methods with digital convenience.

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edTPA Lesson Plan Template: Secondary

Content Area:  World History

Lesson Title: The Fall of the Roman Empire

Lesson #: 1

Grade Level: 10th Grade

Central Focus: Analyze the political, social, economic, and cultural causes of the fall of the Roman Empire and its impact on world history.

Standards and Objectives

State-Adopted Standard(s): SS.10.W.1.1: Evaluate the decline and fall of classical empires, including Rome, and analyze the causes and effects on subsequent civilizations.

SMART Learning Objective: Students will analyze the causes and effects of the fall of the Roman Empire by engaging in collaborative group work, creating a timeline, and constructing a written argument that explains one major contributing factor.

Instruction and Activities

Instructional Resources and Materials:

Digital timeline tool (e.g., Tiki-Toki or Sutori)

Graphic organizers for note-taking

Primary source excerpts (e.g., writings by Tacitus and Edward Gibbon)

Chromebook/laptops for research

Projector for presentation

Linking Learning: Strategies used with students to link the following:

1) Prior Academic Learning to New Learning:
Students previously studied the peak of the Roman Empire. This lesson connects to prior knowledge by transitioning to its decline, comparing thriving systems to weakening structures.

1) Personal, Cultural, or Community Assets to New Learning:
Students will discuss how empires and governments around the world face challenges today, drawing parallels to modern events, such as economic crises or political instability.

2)

Instructional Strategies and Learning Tasks:

Introduction (10 minutes):

1. Begin with a KWL chart (What students Know, Want to know, and Learned) about the Roman Empire's fall.

2. Show a brief video overview of the Roman Empire's decline.

Guided Practice (20 minutes):

1. Divide students into groups of four, assigning each group one category: political, social, economic, or cultural causes.

2. Groups will analyze primary and secondary source documents, filling out graphic organizers with key evidence.

Collaborative Activity (10 minutes):

1. Groups will use a digital timeline tool to plot their assigned events, connecting them to broader themes.

Closure (5 minutes):

1. Have each group share their timeline and justify their chosen causes in a short oral presentation.

2. Collect exit tickets where students summarize the main cause they believe was most significant and why.

Application of Learning: Students will use their graphic organizers and timelines to write a one-paragraph argument explaining the most critical cause of the Roman Empire’s fall.

Self-Evaluation: Students will complete a reflection at the end of the lesson, rating their understanding of the causes and their contributions to the group activity.

Supports for Learning Needs

*Identify specific needs of individual(s) for each support. Supports must be explicitly connected to learning objective.

1. Specific Need: English Language Learner

Supports: Visual aids (timelines, images), translated excerpts, sentence starters for written responses.

2. Specific Need: ADHD

Supports: Clear task breakdown, use of timers, regular movement breaks, paired work with a peer buddy.

3. Specific Need: Gifted and Talented

Supports: Extension task to compare the fall of Rome to other empires (e.g., Han Dynasty), additional independent research.

Academic Language Instruction & Supports

Vocabulary: 1) Vocabulary words, 2) Vocabulary activities and strategies, 3) Supports for specific student needs

1) Empire, 2) Corruption, 3) Inflation, 4) Barbarian Invasion

2) Vocabulary activities: Create a Frayer model for each term.

3) Supports: Word banks, visuals, and glossary with simplified definitions.

Language Function: 1) Language function, 2) Language function activities and strategies, 3) Supports for specific student needs

1) Analyze

2) Activities: Guided practice identifying cause-effect relationships in texts.

3) Supports: Sentence frames for analysis (e.g., "One significant cause of the Roman Empire's fall was...").

Syntax/Discourse: 1) Choose syntax or discourse, 2) Activities and strategies, 3) Supports for specific student needs

1) Discourse: Constructing arguments using evidence.

2) Activities: Group discussions, timeline annotations, and written justifications.

3) Supports: Sentence starters and discussion prompts.

Assessments

*Each language demand should be assessed in at least one lesson of the learning segment. Delete the unused language demand assessment box if not applicable to this lesson.

Assessment(s): 1) Description of assessments, 2) Evidence of monitoring learning (include multiple forms of evidence) & 3) Adaptations for specific student needs (supports must be tied to learning objective)

1) Formative Assessment: Observe group work, evaluate graphic organizers, and use KWL charts to check understanding.

2) Summative Assessment: Written paragraph explaining a major cause, using evidence from sources.

3) Adaptations: ELL students may submit a verbal recording; special needs students can use a simplified graphic organizer or dictation software.

*Language Function Assessment: 1) Description of language function assessment, 2) Evidence of students’ language function use, & 3) Adaptations for specific student needs (supports must be tied to learning objective)

1) Students’ ability to analyze the causes and effects of the Roman Empire’s fall will be assessed through their use of evidence in discussions and written work.

2) Evidence: Graphic organizer responses, digital timelines, and exit tickets.

3) Adaptations: Visual timelines for ELLs; scaffolded graphic organizers for students with special needs.

*Vocabulary Assessment: 1) Description of assessment, 2) Evidence of students’ vocabulary use, & 3) Adaptations for specific student needs (supports must be tied to learning objective)

1) Vocabulary quiz with matching terms to definitions.

2) Evidence: Use of vocabulary in group discussions and written responses.

3) Adaptations: Word bank for ELLs and sentence completion tasks for special needs students.

*Syntax/Discourse Assessment: 1) Description of assessment, 2) Evidence of students’ syntax/discourse use, & 3) Adaptations for specific student needs (supports must be tied to learning objective)

1) Argument writing task.

2) Evidence: Clarity and coherence in student explanations of causes.

3) Adaptations: Sentence starters for all students and peer review for feedback.

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Technology has transformed education, providing teachers and students with opportunities to engage with content in dynamic, interactive, and personalized ways. Technology plays a crucial role in teaching and learning by fostering creativity, collaboration, and critical thinking while addressing diverse learning needs.

Reflecting on my personal growth since starting this course and my program, I can confidently say that my knowledge and ability to integrate technology into my instruction have improved significantly. This progress not only improves my teaching methods but also helps me create meaningful learning experiences for my students.

Different forms of technology significantly enhance teaching and learning. Interactive whiteboards facilitate dynamic lessons, while mobile devices provide access to resources anytime and anywhere. Applications like Google Classroom streamline communication and assignment management, while platforms such as Kahoot! and Quizlet make assessments more engaging. Additionally, virtual and augmented reality tools, like Nearpod VR, offer immersive experiences for exploring historical landmarks and intricate scientific processes.

Since completing this course, I have gained proficiency in various tech resources. I now utilize Google Workspace, Padlet for collaboration, and Canva for creating instructional content. Moreover, platforms like Flipgrid and Pear Deck encourage student voices and foster interactive lessons, leading to a more engaging and responsive classroom environment.

Integrating technology can transform teaching and learning by addressing diverse learning styles and needs. Auditory learners benefit from podcasts, while visual learners can engage with videos and infographics. Assistive technologies, like text-to-speech and speech-to-text applications, ensure equitable access for students with disabilities.

Additionally, technology encourages critical thinking, creativity, and collaboration through project-based learning. Tools like Trello and Google Jamboard enable students to tackle real-world issues, helping them develop essential analytical skills. Research, including insights from the International Society for Technology in Education (ISTE), shows that technology integration empowers students to become innovative and engaged learners.

Integrating technology to connect concepts and foster critical thinking, creativity, and collaboration has become a fundamental part of my teaching philosophy. For instance, simulations like those provided by PhET Interactive Simulations enable students to experiment with scientific concepts, bridging the gap between abstract theories and practical experiences. Digital storytelling tools, such as Adobe Spark, allow students to creatively express their understanding of historical or literary topics, thereby enhancing both comprehension and engagement. Additionally, global collaboration tools like ePals facilitate communication among students around the world, broadening their perspectives and nurturing empathy. Research by Mishra and Koehler on the Technological Pedagogical Content Knowledge (TPACK) framework emphasizes the importance of aligning technology with content and pedagogy to optimize learning outcomes.

At the beginning of this course, my knowledge of technology integration was limited to basic tools like those offered by Google and Kahoot. Since then, I have expanded my skill set by incorporating tools that promote student engagement and provide actionable data for instructional planning. I have learned to critically evaluate technologies to ensure they align with instructional goals, making their use purposeful and impactful.

Looking ahead, my professional growth goals include deepening my understanding of emerging technologies, such as artificial intelligence (AI) and machine learning, as well as exploring their applications in education. I recently discovered a website called Diffit that utilizes AI to create resources for educators.

Collaboration is key to fostering a culture of innovation in schools. I plan to share my knowledge of technology integration with colleagues by leading professional development workshops, creating resource guides, and modeling lessons that showcase effective technology use. Additionally, I will encourage collaborative discussions through tools like Microsoft Teams or Slack, where teachers can share ideas, troubleshoot challenges, and celebrate successes.

Technology integration is not simply about using tools; it is about transforming teaching and learning to meet the needs of all students in an ever-changing world. As I continue to grow as an educator, I am committed to leveraging technology to inspire curiosity, foster critical thinking, and prepare my students for success in the 21st century.