When I describe something as embedded I mean that the content instruction or skill practice does not require a break from our regularly scheduled programming
What sometimes happens instead is that add-on lessons are developed by one team and handed to classroom teachers to deliver. The classroom teachers interrupt their planned unit to deliver a stand-alone lesson and then resume regular programming. Or, a member of the outside team -- perhaps a library media specialist or a tech integrator -- visits the class and interrupts the ongoing instruction and experience to insert the stand-alone lesson and then leaves.
This is not embedded instruction.
For the additional content to be embedded certain things have to happen first. Either the outside team has to understand the classroom curricula, content and standards (as well as their own) in order to enhance the learning experience with their own content and skills. Or, and better yet, the outside team (let's say a library media specialist) and the content team can co-plan the embedded experience. And, in a real ideal scenario, they also co-facilitate it.
I recently had the opportunity to collaborate with a new member of my PLN, Lauren Jones (@mrsjonesfhs), who is a high school English teacher on the west coast of the U.S. I am a library media specialist on the U.S. east coast. We are members of the same cohort in an EdTechTeam teacher leader course. We collaborated through a Google Hangout and Google Docs to create a lesson as part of her unit on satire in which students would also be examining and practicing good habits of online conduct. Notice that nowhere in the lesson materials do we use the phrase "digital citizenship" yet throughout the satire lesson students are reflecting on different people's online conduct and practicing digital interaction with their classmates.
This series of slides outlines the lesson step-by-step:
And here is a Google Form with questions to gather insight into the students' thinking and learning;
Lauren is excited to use this lesson with her students and has shared it with her colleagues. They may implement this lesson on their own or in collaboration with their school's library media and tech integration faculty. What is exciting to me is how authentic the students' digital citizenship experience will be!
What sometimes happens instead is that add-on lessons are developed by one team and handed to classroom teachers to deliver. The classroom teachers interrupt their planned unit to deliver a stand-alone lesson and then resume regular programming. Or, a member of the outside team -- perhaps a library media specialist or a tech integrator -- visits the class and interrupts the ongoing instruction and experience to insert the stand-alone lesson and then leaves.
This is not embedded instruction.
For the additional content to be embedded certain things have to happen first. Either the outside team has to understand the classroom curricula, content and standards (as well as their own) in order to enhance the learning experience with their own content and skills. Or, and better yet, the outside team (let's say a library media specialist) and the content team can co-plan the embedded experience. And, in a real ideal scenario, they also co-facilitate it.
I recently had the opportunity to collaborate with a new member of my PLN, Lauren Jones (@mrsjonesfhs), who is a high school English teacher on the west coast of the U.S. I am a library media specialist on the U.S. east coast. We are members of the same cohort in an EdTechTeam teacher leader course. We collaborated through a Google Hangout and Google Docs to create a lesson as part of her unit on satire in which students would also be examining and practicing good habits of online conduct. Notice that nowhere in the lesson materials do we use the phrase "digital citizenship" yet throughout the satire lesson students are reflecting on different people's online conduct and practicing digital interaction with their classmates.
This series of slides outlines the lesson step-by-step:
And here is a Google Form with questions to gather insight into the students' thinking and learning;
Lauren is excited to use this lesson with her students and has shared it with her colleagues. They may implement this lesson on their own or in collaboration with their school's library media and tech integration faculty. What is exciting to me is how authentic the students' digital citizenship experience will be!
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