Module 2: Case Analysis

Nicole Vigil

Towson University

ISTC 735: Technology, Learning, and Design

Dr. Jeffery M. Kenton

November 08, 2022

 It has been a common theme in the 7 years that I have been teaching 5th grade, that the

most boring subject in school is social studies. It is a dry content area to say the least, but it is

important for our young people to understand how far our country has come. The first social

studies unit taught to 5th graders in Charles County Public Schools is the Development of

American Government. The lesson I will be analyzing (Appendix A) is a lesson that I recently

taught to my 5th graders. After teaching the lesson, students will be able to identify the three

branches of government and provide a comprehensive explanation of the roles and

responsibilities of each branch. Possible misconceptions students may have about the lesson are

mixing up and confusion about the roles and responsibilities of each branch as well as lacking

the understanding of the government being divided into levels like federal and state or the three

branches. This lesson is approximately 60 minutes long and is meant to be divided between 2

days, 30 minutes per lesson.

The students will be reading texts and watching video segments to create presentations to

share with their class about the three branches of government. Students will perform a skit and

complete a writing prompt to show their understanding of the three branches. Considering the

Universal Design for Learning, this lesson addresses multiple guidelines and checkpoints in the

UDL framework. There are a variety of teaching methods and strategies in this lesson that gives

students the opportunity to access the curriculum and show mastery of the concept. There are

chances for movement and collaboration with students turning and talking with a partner and

dividing students into groups. These strategies address the Engagement guideline in the UDL

Framework. Specifically Checkpoint 8.3 “Foster collaboration and community” (CAST, 2018).

Having students create a presentation and perform a skit is an opportunity for students to have an

alternative way to show understanding.

 Students will also be watching a video segment about the three branches of government.

This is the only technology integration the lesson has. Using the video as a teaching tool

addresses the Representation guideline, specifically Checkpoint 2.5 “illustrating through multiple

media” (CAST, 2018). It is beneficial to use a video instead of just a text alone because it makes

the concept more comprehensible for students. Videos can be more comprehensible because it

immerses students in the content, engages students, and shows more than just words making it

easier for students to make connections. Using a graphic organizer for a note taking guide while

watching the video provides options for comprehension as well. This addresses Checkpoint 3.4

“Maximize transfer and generalization” and Checkpoint 6.3 “Facilitate managing information

and resources” (CAST, 2018).

The lesson offers different leveled texts to differentiate the difficulty or complexity

within the presentation activity. This addresses Checkpoint 8.2 “Vary demands and resources to

optimize challenge” (CAST, 2018). While this lesson has many strengths and addresses many

checkpoints and guidelines in the UDL framework, there are two major weaknesses. Students

need to know and reference their expectations, as well as self-assess and reflect. There was no

mention or creation of a rubric or student checklist for the presentation activity or skit

performance. With the complexity of these specific activities and the fact that the lesson is for

elementary aged children, students need to be provided with a clear understanding of what is

expected of them for comprehension and grading purposes.

The integration model being used in the analysis of this lesson is Thomas and Boysen’s

taxonomy. The taxonomy is meant to show that computers can be used in multiple ways in

education. To show this, the taxonomy is broken down into five classifications: experiencing,

informing, reinforcing, integrating, and utilizing. According to Thomas and Boysen, a student’s
“knowledge, skill or attitude” should be considered as a variable and “each category represents a

step in the learning process.” When a student is in the experiencing classification, the use of the

computer precedes “formal instruction and should be used as a foundation for it.” (Thomas et al.,

1984) In the reinforcing classification, students would be completing “drill and practice” types of

activities and the integrating classification, students apply previously learned skills and content.

Lastly, in the utilizing classification, students are using textual information and applying it. The

only technology that was integrated into this lesson was an informational video which fits in the

informing classification because students are gaining information about the three branches of

government.

Keeping Thomas and Boysen’s taxonomy in mind, there are multiple changes I would

make to improve student learning. Using our Learning Management System (Synergy), a virtual

webpage on our class website could be set up with links to the texts, videos, and writing prompts

used in the lesson (informing classification). Short online quizzes can also be integrated as a

checkpoint that students can use to self-assess their knowledge while learning about each of the

branches (reinforcing classification). This can be shared with students to access independently or

as a whole class. Rubrics and student checklists can also be accessed on the virtual webpage for

students to reference at any time (experiencing classification). Using a virtual webpage allows

for comprehensive organization and more accessibility for students. The texts on this virtual

webpage could have recordings at the bottom for those that need support reading the text. There

is also a note taking guide in the lesson that students use while reading the text. The note taking

guide could be integrated into a Word Document, so students have the option to type or utilize

the voice to text function. This lesson could also be integrated into Nearpod or Padlet for a

similar result as the virtual webpage. When putting together their presentation to show
understanding of their assigned branch, students could utilize PowerPoint (utilizing

classification). This will give students the ability to be creative by using text, pictures and even

video to demonstrate their understanding. Skit performances can also be recorded using Flipgrid.

This will take away the pressure and anxiety of performing live and again give students an

opportunity to be more creative. Student responses to the writing prompt at the end of the lesson

can also be done using the recording feature of Flipgrid or Nearpod.

Revisiting the concepts we learned this week, Corous said, “Great educators can work

within the constraints of the system and still create innovative learning opportunities for their

students.” I didn’t change any of the standards or expectations of the lesson that came from the

county curriculum. I did, however, manage to make it more engaging for students by

incorporating technology and giving students more opportunity to demonstrate characteristics of

an innovator’s mindset. Giving students the opportunity to be a creator and reflect empowers

them to take ownership of their learning.

 Works Cited

CAST. (2018). The UDL guidelines. Udlguidelines.cast.org; CAST.

https://udlguidelines.cast.org/

Couros, G. (2015). The innovator's mindset: Empower learning, unleash talent, and lead a

culture of creativity. San Diego, CA: Dave Burgess Consulting, Incorporated 

Thomas, R.A. & Boysen, P. (1984). A taxonomy for the instructional use of computers. AEDS

Monitor, (22)11, 15-17