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Kultur Dokumente
Jason Cooper
April 4, 2018
PORTFOLIO PROJECT: AN ANALYSIS OF A JIT LESSON 2
Just-in-time mini lessons and at-a-glance resources offer many benefits for providing
effective instruction. Just-in-time lessons promote a more efficient use of time in the
that all new learning depends on the learner’s prior knowledge and current state of
understanding. If students’ initial understanding is not engaged, they may fail to grasp new
concepts they are taught, or...they may revert to their preconceptions outside of the
information for students. Organizing the most vital information in a clear and concise manner
is a great way to introduce a topic without overwhelming students with too much
what the most significant elements of the lesson are by highlighting them.
The Lesson
In week 7, I taught my just-in-time lesson from our week 6: “What is your plan?” assignment
to my 5th grade social studies class on African history. This lesson included how students
should handle misuse of technology, access issues, hardware and software issues, and
materials regarding using technology for school research in our school’s computer lab. The
Materials
Critical Analysis
Besides the lessons that I have implemented because of this Social, Ethical, and Legal
Issues in 21st Century Learning course, I realized students at the International School of
Oman are rarely exposed to technology education outside of ICT class. Most students are
pleasantly surprised when I bring up such topics. Perhaps the novelty of their English/ Social
Studies teacher discussing technology stands out and grabs their attention. In any case, my
students were very responsive to the understanding that using technology is a privilege, not a
right, and that this privilege can be taken away if misused. Although the ICT department at
my school is rather small, the individual teachers are effective and have positive relationships
with my students. Because of this, the fact that I use the ICT teachers as my support when
using technology was not only a nonissue, but actually gave my students more security and
encouragement that if a problem arises, they simply need to ask for assistance to solve it.
PORTFOLIO PROJECT: AN ANALYSIS OF A JIT LESSON 5
Because space is limited in our computer lab, a student asked about computer
availability if there is another class present in the lab simultaneously as our class. I simply
addressed it by reminding her that our lab works on a schedule so there should not be an issue
as long as I book the lab early enough. Another student asked if they would have to pay for
any damage in the case of harming the school’s computer or other equipment. First, I
reminded the class that we need to be extra careful when in the computer lab because of the
high costs of the equipment and to treat the property with respect. However, if a student were
to damage any equipment, I assured them that it would be dealt with on a case-by-case
scenario. Intent, cost of damage, and the degree of damage would all be considered when
administration would handle these issues. I concluded by reminding them, that as long as we
Just-In-Time Teaching
Just-in-time teaching allows for more efficient teaching. Because of this, I plan to
continue to implement it in future lessons. When introducing units that students haven’t been
widely exposed to, I will create just-in-time lessons for them to review outside of class.
Providing a panoramic introduction to a subject provides context for what will be taught as
My school is planning on moving into a new building next school year. In the new
building, we will be using technology much more often. There will be a big learning curve at
the beginning of the year both, for the teachers as well as the students. I plan on using just-in-
time teaching to explain proper use and etiquette of tablets, smartboards, and any potential
online aspects of hybrid classes. In Oman, the pace of things can be rather slow compared to
the US so there is still a chance that we do not move into the new building. If this is the case,
I still plan to use just-in-time teaching to introduce English grammar topics and subtopics
PORTFOLIO PROJECT: AN ANALYSIS OF A JIT LESSON 6
with easy to read at-a-glance resources so students can see clearly how different categories of
a grammar topic are related. For example, I plan to create an at-a-glance resource on nouns
that includes pronouns, common vs. proper nouns, and singular vs. plural nouns.
Standards Integration
My school’s technology use is limited so whilst I did integrate some ISTE standards
with my school’s curriculum standards, there is still room for improvement. The standard that
has been best implemented is guiding my students into slowly becoming digital citizens in
school. My just-in-time lessons on “safe and effective web-searching” and “fair use and
copyright compliance” provided instruction for how students can “engage in a positive, safe,
legal and ethical behaviour when using technology, including social interactions online or
when using networked devices” (2018). These lessons were successfully integrated because I
had social studies research projects that required use of the computer lab. Again, once my
school moves into the new building and our technology is updated, my opportunities to use
ISTE standards alongside curriculum-based lessons will expand. While I currently have my
English students set their own personal learning goals on spelling tests and comprehension
assignments, this does not involve technology. I look forward to teaching my students how to
become empowered learners by articulating personal learning goals and developing strategies
using technology to achieve them by using online studying resources, Google spreadsheets to
keep track of their progress, and instant feedback from hybrid course resources next school
year.
Reflection
“Many of the materials on web credibility were state-of-the-art in 1999. So much has
changed but many schools are stuck in the past,” said Joel Breakstone (Donald, 2016).
Unfortunately, my school is “stuck in the past”. While modern schools have many social,
PORTFOLIO PROJECT: AN ANALYSIS OF A JIT LESSON 7
ethical, and legal issues that they face, my school, for the time being, doesn’t have an
abundance simply because of the lack of use of technology. That being said, there are still
issues currently present at my school regarding technology. These issues include fair use and
Regarding fair use and copyright compliance policies, I was astounded to discover
how little exposure my students had to these issues. For the most part, my students were
unaware of the idea of plagiarism and the fact that you cannot use someone’s work without at
least citing it. This is due, in part, to the fact that my school does not assign many research
papers or projects. When I brought this issue up to administration, they explained, admittedly,
that their curriculum is behind the times compared to the western world. However, upon
further investigation, I discovered my school is ahead of and more progressive than every
other school in my city, Muscat, except for the American school (which implements
American curriculum). Because of this Social, Ethical, and Legal Issues in the 21st Century
course, I have asked a plethora of questions to administration regarding these issues and there
have been talks of me presenting workshops addressing these issues once we move into the
new building and implement more technology into our curriculum. As a result, moving
forward, I plan on using The Center for Digital Education’s “Guide to Choosing Digital
Content and Curriculum” as a basis for these workshops. In the guide, it states “The most
difficult part of this mind shift is the gradual release of control required for students to take
ownership” (Rey, Laufenberg, & Bjerede, 2016). Because of this course, I now feel
adequately prepared for the opportunity to help bring my school into the 21st century and
allowing my students to continue to take responsibility for their learning using technology.
PORTFOLIO PROJECT: AN ANALYSIS OF A JIT LESSON 8
References
Donald, B. (2016, November 22). Stanford researchers find students have trouble judging the
https://ed.stanford.edu/news/stanford-researchers-find-students-have-trouble-judging-
credibility-information-online
https://www.iste.org/standards/for-students
National Research Council (2000). How People Learn: Brain, Mind, Experience and School,
Bransford, J.D., Brown, A.L., and Cocking, R.R., eds. Washington, D.C.: National
Rey, K., Laufenberg, D., & Bjerede, M. (2016). Guide to choosing digital content and
DOE GUIDE_V.pdf