Final TIP Presentation Elizabeth Madison


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Close-up on Cancer: Causes, Symptoms, Treatments and Personal Stories Lesson for Integrating Technology in the Classroom Exeter Adult Education March 2015 1

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Introduction to the Lesson As two of my classes recently moved into the “science” portion of HiSet reading skills, we began the study of cells; normal and cancerous. My students brought up the fact that they all knew a friend or family member who had struggled or was struggling with some form of cancer. As we did more reading, they started to share some of their personal stories with the class. 2

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This led to an idea: why not research specific types of cancer, and tell their personal stories in a short narrative. The students were excited about this idea, and it turned out to be informative as well as uplifting for them to remember and support their friends and families. The following lesson plan (or short unit) addresses the activities and work the students did. 3

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POST People: My classes are a mix of students, some needing college prep skills, others needing HiSet skills. They also vary in ages from 16-65. Some of them have goals of passing tests, others are trying to get into college or nursing school. The technology skills of this group vary; some are masters of it, others are just getting familiar with different software programs and applications. 4

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Objectives: In this short project/unit, students are expected to first learn about cancer in general. Then, they will research their loved one’s type of cancer in detail. They will be asked to find valid, reliable websites with up to date information. In the final part of the project, they will write a one page narrative about their specific person. This must include symptoms, treatments, causes, and details of how these people dealt with their cancer mentally, and who supported them throughout. They will share their papers on google docs, and ask for comments and questions from classmates. 5

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Strategy: First of all, the class will discuss what constitutes a reliable website. There will be guided reading questions, dual-entry note-taking, graphic organizers, one-on-one help, and an outline organizer for the final paper. The guided questions are one component of the formative assessment, as they address the specifics of cancer. We will also go through how to use google docs. 6

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Technology: I chose website research because I know that many students don’t know how to find valid sites. Google docs and publishing was appropriate because writing and reading were the two skills being taught. I do think these two components support my students’ needs well, since they are not all experts, but the ones who are can still use what they know while they write. The technology was available at our school. 7

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How Did Technology Enhance or Transform the Learning Process? The web searches enhanced the research process greatly. Many students didn’t know the difference between a .com and .org. They also looked frequently on ads and didn’t realize it. The ones who knew more helped a lot and ended up devoting a good chunk of time to those who needed it. Google docs is always a great tech idea in classes. Students enjoyed the sharing aspect. As for alterations, I would probably whip up a good reference for what to look for when you research online. Also, the sharing part of google docs was a bit difficult. Next time I might have another teacher to help with one-on-ones. 8

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Anchors Addressed: Anchor 8 Writing: gather relevant information from multiple digital and print sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. (Paraphrasing) Anchor 7 Reading: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 9

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Formative Assessments: Here is the outline for the final paper, which is one of the assessments: Introduction: Who are you, and what is your personal experience with cancer? What type of cancer are you researching? Body Paragraphs 2nd Paragraph: Describe the symptoms of this cancer, the treatments, and the prognosis for your person. 3rd Paragraph: What specific treatments did your person receive, and how did they work? How did you support this person throughout their treatments? 4th Paragraph: What helped your person get through his/her ordeal? Did he/she have a change in attitude for the better or worse? Who was his/her support system? Conclusion: Wrap up your paper by explaining what this experience meant to you, and how it changed you. 10

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Guided Questions Questions for reading: How would you define cancer in your own words, using the information you have read online? What are some causes of cancer? (Name at least two) How is damaged DNA a driver of cancer cells? What danger would a mole present if it changed color and shape? What is the primary goal in the treatment of metastic cancer? (Cancer that has spread) What is the current information regarding the relationship of obesity and cancer? On, one of the articles states that sugar itself does not cause cancer. Find a valid argument from another source that says it does. 11

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Among other videos, these are two that students used in their research. Click on them to view. Cancer: I Survived, Now What? Beating Cancer and Its Side Effects 12

Summary: Close-up on Cancer

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