Introduction to ACT KeyTrain
Nicole Kanieski
April 3, , 2019
MN Digital Literacy Tech Cohort 2019
Lesson 3: Exploring ACT KeyTrain
Title: Exploring Digital Learning Using ACT KeyTrain[a][b]
Overview:
For this assignment students will practice navigating a new online learning tool called ACT KeyTrain in order to increase their ability to understand multiple tools available to identify and practice skills which will assist them in passing the GED exam.
Content/Context:
Log into online learning, navigating learning choices, determining best fit, and discussing why tool is helpful in goal attainment, searching for earned data (earned time and percent correct) and discussing it.[c]
Length of lesson: 1 lessons (2) 45 minute blocks
Digital Literacy Standards addressed:
ILS: https://assets.digitalliteracyassessment.org/static/main_website/docs/NDLA-standards-2018-11-18.pdf
Review:
- All Basic Computer Skills Standards
- All Internet Basics Standards
- All Information Literacy Standards
New:
CCRS[d]: https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf
Review:
- Make strategic use of digital media. (CCRS pg 32)
New:
CCR Anchor 10: Read and comprehend complex literary and informational texts independently and proficiently.5
TIF: http://mnabe.org/sites/default/files/TIF-REV052716.pdf
Review:
- Engage positively and actively with individuals in both one-on-one and team settings to accomplish goals.
New:
Evaluate personal skills, strengths, values, and beliefs to inform decisions about one’s future pathway
Materials/links: Ipads, cell phones, and computers
Lesson Outline:
Lesson Objective(s): After completion of this lesson students will be able to decide if ACT KeyTrain is helpful in helping them pass the GED[e].
Assessing Mastery of the Objective(s): At the end of this lesson, students will show mastery of the objectives as evidenced class discussion and hard data on ACT KeyTrain..
Materials/links:
Smart Screen
Lesson Outline:
Introduction:
Question posed “Why digital learning ?” “What DL programs do you have experience with ?” “What are the pros and or cons ?”
Explanation/Modeling:
As a whole group our classroom STA (student teacher assistant) will model logging into ACT KeyTrain. The a students will come up to use the program on the smart screen in front of class. They will repeat this process with their individual devices.
Guided Practice:
The a students will come up to use the program on the smart screen in front of class.
Independent Practice:
Each student will repeat this process with their individual devices.
Student Reflection on Learning, Closure, Connection[f][g]:
As a class we will have a share out at the end of the night talking about our learnings ad the relevance of the activity to our education and lives specifically on how DL platforms could help us further our goals.
Teacher Notes:
Team Questions and Feedback:
What would you like help with or feedback on?
I would like feedback on how I can extend this activity with other DL platforms[h][i].
Pose a question for your partner or team:
Why was this lesson so much easier for me to write out ?
How do you incorporate talking about DL platforms regularly in your[j][k][l][m][n][o] classrooms.
[a]Why did you choose this tool? Is it fee based? If so, does your program cover the cost?
[b]The students like it and I used it because it ties in computer pathways.
[c]We have a staff member who has created a wonderful "Distance Learning Contract" for our students which has orientation as part of the requirements before they can use the program at home. Works really well for us. They complete the orientation in class so we can make sure they know how to log in and work through the program successfully.
[d]What CCRS Reading level (A-E) are you thinking this fits? Have you done any readability checks or found any lexile levels from the software company?
[e]I like this emphasis on students deciding if this tool/platform is a good fit for them. Having meaningful choices helps put students more in charge of their learning, so they can take ownership and feel more in control.
[f]Have the students be shown how to use other digital platforms?
Could there be some sort of class created list of what makes an appropriate platform? I'm thinking something that the students can use with other platforms. Throughout this lesson, the students are finding out if this platform will work form them and why or why not. Could they be encouraged or expected to look at an additional program of their choice to see if it matches what they prefer? I'm not sure how you would do this because most of the platforms require accounts. But I do like having the students determine if it is an appropriate platform for them. Sometimes we give students too many options, so they don't do any of them. This might be a way to focus them in on what works for them, and then they will actually use it.