November 14, 2013
Reflection: Question 4
Planning Assessment: Embed or link to your assessment tools and describe how you will demonstrate
The performance of linked goals and/or objectives: The assessment is a worksheet which directly corresponds with the Power Point presentation. The students will be taking notes throughout the presentation and then apply their knowledge to the worksheet.
Student engagement in higher order thinking: The assessment requires the students to recall knowledge gained during the presentation and the varied tasks this lesson and those previous, but related within the same concept. The students will need to use their higher order thinking to translate, reflect, and apply what they learned into the formative assessment at the end of this lesson.
Meeting individual student needs: The assessment does meet the needs of the students, but for those students who have specific needs, they will be met with whatever they need in order to understand and complete the task at hand in entirety. The modifications and accommodations that specific students will need will depend on what their learning levels, styles, and capabilities in regards to more special needs cases or English Langauge Learners.
The performance of linked goals and/or objectives: The assessment is a worksheet which directly corresponds with the Power Point presentation. The students will be taking notes throughout the presentation and then apply their knowledge to the worksheet.
Student engagement in higher order thinking: The assessment requires the students to recall knowledge gained during the presentation and the varied tasks this lesson and those previous, but related within the same concept. The students will need to use their higher order thinking to translate, reflect, and apply what they learned into the formative assessment at the end of this lesson.
Meeting individual student needs: The assessment does meet the needs of the students, but for those students who have specific needs, they will be met with whatever they need in order to understand and complete the task at hand in entirety. The modifications and accommodations that specific students will need will depend on what their learning levels, styles, and capabilities in regards to more special needs cases or English Langauge Learners.
Reflection: Question 3
Designing Instruction: Include a link to your lesson plan and discuss how your instructional design
Is contextually and logically organized: The Madeline Hunter format organizes the content logically and the content is contextual because of its close relation to the concept “Functions of Government.” The content in this lesson relates to the performance objective at hand and everything the students learn within this lesson will be used in the concept unit as a whole.
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Uses varied instructional methods that meet individual student needs and target higher order thinking skills: This lesson challenges the students thinking and builds on their critical thinking skills because of the need to recall information before we begin and then they delve into a number of tasks that require them to take notes, learn from a complex and detailed Power Point, and then apply what they learn to add to their unit lap books. The students will be working simultaneously on varied tasks that make the entire lesson come together by the end of the unit.
Aligns with research based understanding of technology integration: As for the technology integration, this lesson encompasses the use and engagement in the Power Point presentation and the creation of the addition to their lap books.
Addresses or does not address:
o Safe, legal, and ethical use of digital information and technology: Students will know how to behave with technology in the classroom appropriately and will be aware of the consequences for not adhering to the pre-set rules. (This will be a concrete discussion any time before use of technology in the classroom and/or for an assignment)
o Digital etiquette and responsible social interactions: Students will know how to behave with technology in the classroom appropriately and will be aware of the consequences for not adhering to the pre-set rules. (This will be a concrete discussion any time before use of technology in the classroom and/or for an assignment)
o Meeting diverse needs of learners through learner-centered strategies and equitable access: The lesson does address how I will meet the diverse needs of learners. The lesson is student-centered and is designed to be equally accessible for all learners in the classroom.
o Global awareness and digital-age communication: As for global awareness and digital-age communication I believe this lesson integrates the appropriate technology for what is required for the students to learn. The students will have technological global awareness beforehand due to classroom awareness taught about technology from the beginning of the year.
Is contextually and logically organized: The Madeline Hunter format organizes the content logically and the content is contextual because of its close relation to the concept “Functions of Government.” The content in this lesson relates to the performance objective at hand and everything the students learn within this lesson will be used in the concept unit as a whole.
Aligns with research based understanding of technology integration: As for the technology integration, this lesson encompasses the use and engagement in the Power Point presentation and the creation of the addition to their lap books.
Addresses or does not address:
o Safe, legal, and ethical use of digital information and technology: Students will know how to behave with technology in the classroom appropriately and will be aware of the consequences for not adhering to the pre-set rules. (This will be a concrete discussion any time before use of technology in the classroom and/or for an assignment)
o Digital etiquette and responsible social interactions: Students will know how to behave with technology in the classroom appropriately and will be aware of the consequences for not adhering to the pre-set rules. (This will be a concrete discussion any time before use of technology in the classroom and/or for an assignment)
o Meeting diverse needs of learners through learner-centered strategies and equitable access: The lesson does address how I will meet the diverse needs of learners. The lesson is student-centered and is designed to be equally accessible for all learners in the classroom.
o Global awareness and digital-age communication: As for global awareness and digital-age communication I believe this lesson integrates the appropriate technology for what is required for the students to learn. The students will have technological global awareness beforehand due to classroom awareness taught about technology from the beginning of the year.
Reflection: Question 2
Plans Instruction: Discuss how your goals, objectives, and outcomes are
Clearly stated: My lesson is explicitly detailed in the format of Madeline Hunter. The goals and objectives and expectations for the final result are clearly organized and detailed in the appropriately titled sections.
Appropriate for students: The objectives, goals, and expectations are appropriate for this grade level because it is challenging and engaging for this age range. The students will have been previously motivated to get involved with this lesson specifically because the lap books they are building acts as a portfolio for the unit. Hopefully, this will act as a motivator for the students to want to be involved in what we do.
Clearly stated: My lesson is explicitly detailed in the format of Madeline Hunter. The goals and objectives and expectations for the final result are clearly organized and detailed in the appropriately titled sections.
Appropriate for students: The objectives, goals, and expectations are appropriate for this grade level because it is challenging and engaging for this age range. The students will have been previously motivated to get involved with this lesson specifically because the lap books they are building acts as a portfolio for the unit. Hopefully, this will act as a motivator for the students to want to be involved in what we do.
Aligned to state standards: The state standard is: Identify the process by which a bill becomes a law. I do believe my extensive lesson plan does align to the state standards and what is expected of them to learn as far as this strand, concept, and performance objective is.
Reflection: Question 1
Lesson Plan II: How a Bill Becomes a Law
5th Grade Social Studies
Assessing Prior Knowledge: If you were teaching this with the targeted grade level students
How would prior experience have been assessed? The students will be filling out a K-W-L chart during the anticipatory set. This is where the teacher will find out what the student recalls from third grade since this objective was introduced prior.
What would you expect to learn from assessing your students’ prior knowledge? The teacher should expect to find out as much as the student is able to recall from this objective that was introduced back in third grade. With what results on the K-W-L chart the teacher will take that knowledge and decide how much they need to build the background knowledge necessary to delve into this lesson and build upon it. This lesson almost acts as a refresher course for the students. The assessment of the students’ prior knowledge will just give the teacher a good diving board to jump into the lesson from.
How would this information be useful in the planning process? As far as being useful in the planning process, the K-W-L chart will tell the teacher how much “building” or “activating” time will be needed in order to begin the lesson with the whole class on the same page. Hopefully the School House Rock video will be of some great help refreshing the students’ minds, if in fact the third grade teacher used the same video when the objective was taught previously.
5th Grade Social Studies
Assessing Prior Knowledge: If you were teaching this with the targeted grade level students
How would prior experience have been assessed? The students will be filling out a K-W-L chart during the anticipatory set. This is where the teacher will find out what the student recalls from third grade since this objective was introduced prior.
What would you expect to learn from assessing your students’ prior knowledge? The teacher should expect to find out as much as the student is able to recall from this objective that was introduced back in third grade. With what results on the K-W-L chart the teacher will take that knowledge and decide how much they need to build the background knowledge necessary to delve into this lesson and build upon it. This lesson almost acts as a refresher course for the students. The assessment of the students’ prior knowledge will just give the teacher a good diving board to jump into the lesson from.
How would this information be useful in the planning process? As far as being useful in the planning process, the K-W-L chart will tell the teacher how much “building” or “activating” time will be needed in order to begin the lesson with the whole class on the same page. Hopefully the School House Rock video will be of some great help refreshing the students’ minds, if in fact the third grade teacher used the same video when the objective was taught previously.
Reflection: Question 4
Planning Assessment: Embed or link to your assessment tools and describe how you will demonstrate
The performance of linked goals and/or objectives:
The assessment links directly with what the students will have taught through their presentation to their peers. The Power Point is built with each slide as a question that the students will answer independently. They will have taken notes from each other’s presentation and should be able to answer the twenty corresponding questions. Student engagement in higher order thinking: The students’ engagement in higher order thinking occurs during the “students-teaching-students” process. They have to reverse roles with the teachers and teach each other about one of three cultures that are important to American history. Meeting individual student needs: As far as meeting individual needs with this assessment, depending on the specific need of the student, I will pull the students back, print the questions for them to have in hand, allot more time, and walk-through the question with deeper explanation for better understanding. This assessment will be a precursor to what will have to be taught by the actual teacher after the students have had a chance to teach.
The assessment links directly with what the students will have taught through their presentation to their peers. The Power Point is built with each slide as a question that the students will answer independently. They will have taken notes from each other’s presentation and should be able to answer the twenty corresponding questions. Student engagement in higher order thinking: The students’ engagement in higher order thinking occurs during the “students-teaching-students” process. They have to reverse roles with the teachers and teach each other about one of three cultures that are important to American history. Meeting individual student needs: As far as meeting individual needs with this assessment, depending on the specific need of the student, I will pull the students back, print the questions for them to have in hand, allot more time, and walk-through the question with deeper explanation for better understanding. This assessment will be a precursor to what will have to be taught by the actual teacher after the students have had a chance to teach.
Reflection: Question 3
Designing Instruction: Include a link to your lesson plan and discuss how your instructional design [attach lesson plan (Task Stream)]
Is contextually and logically organized:
The lesson plan will be organized from the beginning to end as far as how it is conducted both on the teacher’s and students’ parts. The lesson details how each part will be carried out and what needs to be accomplished in what ways. The class will have been taught prior about how research-group projects are conducted and what responsibilities come with member jobs.
Uses varied instructional methods that meet individual student needs and target higher order thinking skills:
The lesson plan will explain how multiculturalism and diversity needs will be met in the classroom. My students’ needs will be consistently met with individualized attention and depending on what the specific needs are I will modify and accommodate accordingly. I will target higher order thinking skills by challenging the groups to include bonus information outside of what is required in their projects.
Aligns with research based understanding of technology integration:
This lesson integrates technology in a number of ways. The students will be using computers to conduct their research and create their presentations. The assessment is built in Power Point and they will be using various technology applications to learn the necessary knowledge.
Addresses or does not address:
o Safe, legal, and ethical use of digital information and technology: Students will know how to behave with technology in the classroom appropriately and will be aware of the consequences for not adhering to the pre-set rules. (This will be a concrete discussion any time before use of technology in the classroom and/or for an assignment)
o Digital etiquette and responsible social interactions: Students will know how to behave with technology in the classroom appropriately and will be aware of the consequences for not adhering to the pre-set rules. (This will be a concrete discussion any time before use of technology in the classroom and/or for an assignment)
o Meeting diverse needs of learners through learner-centered strategies and equitable access: The lesson does address how I will meet the diverse needs of learners. The lesson is student-centered and is designed to be equally accessible for all learners in the classroom.
o Global awareness and digital-age communication: This lesson does address global awareness and students will be using digital-age communication to communicate with their peers.
The lesson plan will be organized from the beginning to end as far as how it is conducted both on the teacher’s and students’ parts. The lesson details how each part will be carried out and what needs to be accomplished in what ways. The class will have been taught prior about how research-group projects are conducted and what responsibilities come with member jobs.
Uses varied instructional methods that meet individual student needs and target higher order thinking skills:
The lesson plan will explain how multiculturalism and diversity needs will be met in the classroom. My students’ needs will be consistently met with individualized attention and depending on what the specific needs are I will modify and accommodate accordingly. I will target higher order thinking skills by challenging the groups to include bonus information outside of what is required in their projects.
Aligns with research based understanding of technology integration:
This lesson integrates technology in a number of ways. The students will be using computers to conduct their research and create their presentations. The assessment is built in Power Point and they will be using various technology applications to learn the necessary knowledge.
Addresses or does not address:
o Safe, legal, and ethical use of digital information and technology: Students will know how to behave with technology in the classroom appropriately and will be aware of the consequences for not adhering to the pre-set rules. (This will be a concrete discussion any time before use of technology in the classroom and/or for an assignment)
o Digital etiquette and responsible social interactions: Students will know how to behave with technology in the classroom appropriately and will be aware of the consequences for not adhering to the pre-set rules. (This will be a concrete discussion any time before use of technology in the classroom and/or for an assignment)
o Meeting diverse needs of learners through learner-centered strategies and equitable access: The lesson does address how I will meet the diverse needs of learners. The lesson is student-centered and is designed to be equally accessible for all learners in the classroom.
o Global awareness and digital-age communication: This lesson does address global awareness and students will be using digital-age communication to communicate with their peers.
Reflection: Question 2
Plans Instruction: Discuss how your goals, objectives, and outcomes are
Clearly stated:
In the Madeline Hunter format I will have the goals, objectives, and the expectation of the lesson clearly stated in the goals and objective, summary, and content of the lesson implementation sections.
Appropriate for students:
The goals, objectives, and outcomes are appropriate for students because the lesson is built upon a strong foundation of community learners. They will be coming together in groups and teaching each other about three cultures in a jigsaw puzzle format. This lesson will build togetherness, awareness, and give the students a chance to reverse roles with the teacher which will hopefully keep them entirely engaged in the assignment at hand.
Aligned to state standards:
The state standard is: Describe the cultures of the Mogollon, Ancestral Puebloans (Anasazi), and Hohokam: a. location, agriculture, housing, arts, and trade networks b. how these cultures adapted to and altered their environment. I do believe the lesson will closely align with what needs to be taught.
Clearly stated:
In the Madeline Hunter format I will have the goals, objectives, and the expectation of the lesson clearly stated in the goals and objective, summary, and content of the lesson implementation sections.
Appropriate for students:
The goals, objectives, and outcomes are appropriate for students because the lesson is built upon a strong foundation of community learners. They will be coming together in groups and teaching each other about three cultures in a jigsaw puzzle format. This lesson will build togetherness, awareness, and give the students a chance to reverse roles with the teacher which will hopefully keep them entirely engaged in the assignment at hand.
Aligned to state standards:
The state standard is: Describe the cultures of the Mogollon, Ancestral Puebloans (Anasazi), and Hohokam: a. location, agriculture, housing, arts, and trade networks b. how these cultures adapted to and altered their environment. I do believe the lesson will closely align with what needs to be taught.
Reflection: Question 1
Phase I: Reflection on Micro Lesson Preparation
Lesson Plan I: Mogollon, Anasazi, Hohokam with a Bit of Tech…
6th Grade Social Studies
Assessing Prior Knowledge: If you were teaching this with the targeted grade level students how would prior experience have been assessed?
For this lesson, students’ prior knowledge will be assessed through the anticipatory set which asks them to write down five characteristics of hunting and gathering societies. This is the lead-in performance objective of the early civilizations concept under the social studies strand: American history. They will then be asked what characteristics make up a culture.
What would you expect to learn from assessing your students’ prior knowledge?
I would expect to learn whether or not students understand what hunting and gathering societies are and what characteristics make up a culture. I will be looking for the following answers: location, agriculture, housing, arts, and trade networks or explanations in regards to any of these features.
How would this information be useful in the planning process?
This information will be useful because it would give me an idea as to how much I would need to back track and build their knowledge before delving into this lesson.
Assessing Prior Knowledge: If you were teaching this with the targeted grade level students how would prior experience have been assessed?
For this lesson, students’ prior knowledge will be assessed through the anticipatory set which asks them to write down five characteristics of hunting and gathering societies. This is the lead-in performance objective of the early civilizations concept under the social studies strand: American history. They will then be asked what characteristics make up a culture.
What would you expect to learn from assessing your students’ prior knowledge?
I would expect to learn whether or not students understand what hunting and gathering societies are and what characteristics make up a culture. I will be looking for the following answers: location, agriculture, housing, arts, and trade networks or explanations in regards to any of these features.
How would this information be useful in the planning process?
This information will be useful because it would give me an idea as to how much I would need to back track and build their knowledge before delving into this lesson.
November 7, 2013
Global Awareness and Digital-Age Communication
Digital-age communication is something that my generation almost knows no way of living without. The generation we will be teaching will have little to no idea of what a real book smells like because Ipads and Kindles do not smell. Global awareness of what is going on in the world around us is so imperative in this day and age because so much is revolving around smart phones, smart tablets, smart computers, and so on. People of all ages in all career avenues need to have a global awareness of what digital-age communication means and how it is and will affect their lives. Students need to learn that they are global citizens and need to take part in the knowledge of worldly issues and what occurs around them. Digital-age communication gives people nowadays such ample opportunity to share in stories, natural disasters, and friendships across continents, and day-to-day news is amazing and something that is only growing with more and more avenues to do so in. It is light speed communication that allows for global citizens to feel as if they live right next door to each other. Students and teachers should relish in the delight and ease of being able to communicate with just the click of a mouse. Teachers need to share the importance of this amazing availability and what it truly means so that students realize what opportunities and responsibilities they have before them.
Meeting Diverse Needs of Learners Through Learner-Centered Strategies and Equitable Access
It is so important in today’s education realm that teachers take the time to meet the diverse needs of learners in the growing inclusive classrooms. Teachers need to learn from the students what best suits their individual learning styles and work accordingly. Students will only learn in an environment that supports their needs and so much depends on individualized attention. Diverse needs to be met as much as possible between the capabilities of the students themselves and the teacher. Equitable access means that all students, no matter their levels and/or learning styles and disabilities, etc., will be met with the same instruction (to the best of both the students’ understanding and the teachers’ capabilities and resources). Each student has the same chance as every other student to learn the same content and pass through the same grade levels as their peers. There are many different cases that do require resources and programs (like SEI or Special Needs), that are intended to help the student reach the necessary requirements to pass to the next grade. The idea of inclusive classrooms is the equal availability to knowledge taught in the classroom no matter the needs-the needs need to be met with whatever it takes to help the student learn. It is imperative to address diverse needs of learners in order to ensure the equal accessibility to the learning that all students share in.
Digital Etiquette and Responsible Social Interactions
Digital etiquette and responsible social interactions is just a translation, application, and reflection of how students should act in the physical world, but it is in the digital aspect. Students should have excellent and mature manners while dealing with digital technology because it is just another form of communication. The same etiquette or polite manners they would use in conversation with adults, teachers, and other students for that matter should carry over to the digital format. The way they speak, the tone and attitude in which they digitally communicate in, and how they treat others all fall under this category. Being responsible in their social interactions should also come from how they would treat each other on the playground or at lunch let’s say. Much of today’s young generation’s social interactions occur on social websites like Facebook. There have been many “bullying” incidents reported and this is what could be shared as an example of what NOT to do. It is not acceptable nor is it how they should treat each other. It seems that the digital age has given people more power behind their computer screen than they would normally hold in person. Students need to be told this is not a chance to lash out, more so that digital technology is just another fun, speedier communication tool and should be used responsibly and accordingly. This needs to be addressed so that students know how to behave and treat others while utilizing digital technology.
Safe, Legal, and Ethical Use of Digital Information and Technology
Safe, legal, and ethical use of digital information and technology:
It is important to address the safe, legal, and ethical use of digital information and technology with students because of the dangers and ease of misuse of private information that occur when users are irresponsible with technology and its many avenues. Students may not realize the immense accountability that comes with turning on the computer and opening the World Wide Web. Safe, legal, and ethical use of digital information means that any user with access to digital technology via computers, phones, tablets, etc. needs to be aware of what information they share, how they share, with whom they share it with, where it is being sent, and why is information needed for what they are doing. Safety means privacy; legal means what is right versus wrong, and ethical means knowing what is right. Students need to learn what is safe to do over the internet (private information, pictures), what is legal (hacking) and ethical (bullying, lying) for example. This is important in the development of technology integrated lessons because the teacher needs to make sure the students are aware of certain dangers and how to responsibly behave with digital technology beforehand in order to stop as many mishaps during the lesson.
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