The LAT approach is typically used in conjunction with more formalized planning models, including backwards design, direct instruction and the inquiry cycle. It is designed to be inclusive of all pedagogical approaches (e.g., teacher-directed, student-centered, problem-based). Its operational focus ensures that the use of technology is "grounded" in students' curriculum-based learning needs, real classroom contexts, and the particular learning activities and assessments employed. Materials that support (and are essential to) the LAT approach are freely available online at:__http://activitytypes.wmwikis.net/__.

1. In your content area groups put one of your lesson plans from last week into a Google document and share it with each of your group mates so that they can edit it.

2. As a group read through the lesson, divide up the responsibility to identify the following essential attributes and note them via highlighting or comments in the document:
  • Curriculum focus/standards and learning goals around which the lesson is structured
  • Learning activities in which the students will be engaged (What are the students - not the teacher - doing in each phase of the lesson?)
  • Assessments of students’ learning (formally or informally) during the lesson
  • Technologies, both digital (e.g., Web sites, software, digital cameras) and non-digital (e.g., textbooks, paper notebooks, whiteboards), that are used in the lesson
Your group should be working on identifying these elements simultaneously.

2. All lessons (and projects and units, too) are created by combining and sequencing learning activities. What is the LAT sequence in your lesson?

3. Review the lesson’s learning goals and determine the degree to which the learning activities and assessments that comprise them might assist students in meeting the learning goals.
  • Are there other possibilities for learning activities and assessments that you think might be more effective, more efficient, or more practical for your classroom? If so, what would they be? For example, might there be a way to make the lesson more student-centered, to use key pedagogical strategies in your discipline better, or to better vary the strategies used in the lesson?

  • To what degree do you think the technologies in the lesson connect with, support, and/or enhance the learning activities and assessments around which the lesson is structured? Are there other technologies that you think might better match the lesson’s learning goals? How might some of these changes in either learning activities/assessments or technologies change the nature and possible learning outcomes of the lesson?

4. Come to a group conclusion about the quality of the lesson you have been interacting with. Be prepared to share with the class your findings.