Blog Phase III

Final Comprehensive Reflection Video: 

Here is my video on what the ISTE Standards mean to me and how they are used in my technology classroom. In the video I also mention my personal philosophy and technology integration.

Click here!
Thanks for watching!

Blog Phase II: Lesson III: Reflection on Lesson Implementation

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson? On my lesson I believe what went well was the engagement part. I had the students come up to the front and act out a person chosen from the bowl. What did not go well was the students logging in to BrainPOP. I believe students will have a hard time to log in and it might take longer. 
• How well was the alignment to objectives and standards maintained? The objective and the standard was well aligned and mentioned throughout the lesson. 
• Describe any modifications made during the implementation of the lesson.            There were no modifications made during the lesson.
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)? For the teacher and the learner I used the doc camera and the students used the scholastic website to read and BrainPOP to watch a video and answer questions.
   • How were the technologies used (by whom and in what manner)? I used the doc camera for the organizer, I modeled the first community helper what they have, can, and who they are. I then called on some students to share out from what they read on the scholastic website. Students then used BrainPOP to learn more about what a community helper is. 
   • My lesson was within the correct time frame 
     • The lesson was within the correct time frame because I had students use technology throughout the lesson and had them share what they learned about the helper. 
3. Assessment of Learning (InTask Standard # 6): 
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson.                                                                                              
  
• Students were directed to this website, Scholastic. They had to chose a community helper to read or use the audio for help. At the end they answered 3 questions from the reading. This was then used to do the Community Helper organizer as a class, shown below.                                                                                                                                                                                                                                 
• The community Helper organizer was done with the whole class using the doc camera. I modeled one first and then students shared out what a community helper can do, what they have, an what some of them are.                                                                                                                   
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment.                                            Based on my assessment, the students achieved the standard and objective. I used a checklist to see if students named the helper and said one thing they do to help the community using the notecard they had. 
• Describe the level of success you had in teaching the lesson: 
  • How do your individual reflections support this? I had engaging activities for the students to do while learning who the helpers are and what they do to help in the community. 
  • How do the comments from your classmates support this? My classmates mentioned the engagement part was a good way to start out my lesson with the students. One thing to take into consideration is that it might take longer for students to log in the computers. But the Community Helper organizer can be a great way to have the students complete a sentence as well.
4. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.                                      After teaching this lesson I learned that it will take longer to use technology with the younger students, since they will need help to log in and to navigate. But I believe this lesson can be used in a classroom, just be modified so the students would not have difficulties using the computer. 

Blog Phase III Lesson Plan 3 Reflection Questions

Lesson Plan: I. Rationale & II. Overview Reflection: Assessing Prior Knowledge and Planning Instruction

What do the students need to know prior to the lesson?
What my students need to know prior to this lesson is the people who work in the community such as police, nurses, doctors, teacher, and others.

How will prior knowledge and experience be assessed?
Prior knowledge will be assessed by having them go to the front of the class and act out a community helper for their peers to guess who they are. 

How will you use this information in the planning process?
I will use this information throughout the lesson by having the students look for information of a community helper.

When will the lesson be taught in the course of the school year? Why?

This content will be taught in the beginning of the school year when I teach the lesson of why it is important to help others in the community. I think it should be taught at this level because students are getting into helping each other in their community and how they can work together to get things done and who are community helpers where they live. 

Lesson Plan III. Implementation Reflection: Designing Instructions:

How do the instructional methods align with what you know about best practices (think about your methods classes)?
My instructional methods model activities the students can do as a whole class. It gives students an opportunity to learn and hear other ideas.

How are you engaging students in creative and higher order thinking?
I am engaging students by having them chose a random helper and acting out in class like charades. This will interest students to do the activity and learn about community helpers. 

Lesson Plan: IV. Assessment Reflection: Planning Assessment:

 
How does the assessment demonstrate that the students have been successful in learning the content?
The assessment demonstrates that the students have been successful in learning the content by giving a flashcard on "I have, who has" and having them share so I can assess with my checklist.
How does the assessment demonstrate that individual student needs were met?
The assessment demonstrates that the individual needs were met by using the checklist to see if students identified the community helper that was given. 

Lesson Plan: V. Materials & Resources Reflection:  

How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?

This lesson meets standard 1 by allowing to chose a community helper to act out and the classmates having to guess who they are. 

How does your lesson meet Standard 2: Provide Digital Age Learning Experiences and Assessment?

This lesson meets standard 2 by giving students resources to look into a community helper and provide more information in what that person dose to help. 

How does your lesson meet Standard 3: Model Digital Age Work & Learning?

This lesson meets standard 3 by modeling on the doc camera and guiding students in how to navigate the website that they will be using throughout the lesson. 

How does your lesson meet all four elements of Standard 4: Promote and Model Digital Age Citizenship and Responsibility by: 

- advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. 

Students will be using online resources to find and learn more information on what a community helper is, what they do, and who those helpers are. So at the end they can be assessed by using the checklist. 

- addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. 

The technology allows students to chose their own helper and learn about them. The website also allows them to read using audio or on their own. 

- promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. 

Students are working together as a class to identify the community helpers and what they do to keep the communities safe by participating in charades and using the website to learn more. 

- developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

Students are exploring and using the website to share what they learned about the helper they read in scholastic website. 

Click HERE for my full lesson plan 

Phase ll: Reflection on Lesson ll Implementation

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe

What went well and what didn't go well during the implementation of your lesson?

- What went well was the whole technology integration. Using the simulation we were able to adapt the worksheet for the students to work on while using the website. What did not go well during the implementation of the lesson was probably the PowerPoint. My peers commented that we could have used more pictures of cause and effect for the students to have some ideas. They also mentioned we could have done an activity for them while we present.  

How well was the alignment to objectives and standards maintained? 

- The alignment to objective and standard was well maintained. The objective stated what the standard was and mentioned to the students in the beginning, middle, and ending of the lesson.

Describe any modifications made during the implementation of the lesson.

- The modifications we made was the launch. Instead of going straight into the PowerPoint, we first discussed what an organism and ecosystem were on the organizer. 

2. Mechanics:What technologies did I use (for the teacher and the learner)?

How were the technologies used (by whom and in what manner)?

My lesson was within the correct time frame 

- The lesson was within the correct time frame because we had a lot of discussion as a class where students had to make an organizer and discuss with a partner. We also had a PowerPoint where we asked students questions based on the graphic organizer. Then we introduced them to the simulation and they were able to explore through it and complete the worksheet and at the end they had enough time to complete the assessment.

3. Assessment of Learning (InTask Standard # 6): 

Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment.
- The students level of success achieved the standards and objectives when the students had to use the simulation to complete the worksheet given.
- In the assessment students completed four questions reflecting on what they had learned during the lesson and when they used the simulation. 

Describe the level of success you had in teaching the lesson 

- How do your individual reflections support this? My individual reflections support this by students completing the worksheets at a certain amount of time using technology which was the simulation.

- How do the comments from your classmates support this? My classmates mentioned that the simulation which was called Gizmos was very entertaining and challenging for students. They also enjoyed the website and mentioned it could of also be differentiated for students.  

4. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.

- Designing and teaching this lesson I learned that there are many available resources and activities that students can use.

Blog Phase 1 Lesson 2 Reflection Questions

Lesson Plan: II. Rationale & II. Overview Reflections: Assessing Prior Knowledge and Planning Instructions: 
What do the students need to know prior to the lesson?
Prior to the lesson students need to know the relationships between plants and animals in the environment.
How will prior knowledge and experience be assessed?
Prior knowledge will be assessed by what the students say when we are discussing about change in the environment that plants and animals give.
How will you use this information in the planning process?
I will use this information when the students are working on the worksheet for the simulation.
When will the lesson be taught in the course of the school year? Why?
This lesson will be taught after we cover the characters of an organisms and life cycles. From there we will move on to organisms and their environment. 
Lesson Plan: III. Implementation Reflection: Designing Instructions:
How do the instructional methods align with what you know about best practices (think about your methods classes)?
The students discuss as a class what ways we can affect the environment and move into how plants and animals affect the environment. They will have time to navigate through the simulation while working on the gizmos worksheet.
How are you engaging students in creative and higher order thinking?
I am engaging students in creativity and higher order thinking when it comes to them working through the simulation. They will receive a worksheet with questions from gizmos for them to know what to do in the simulation.  
Lesson Plan: IV. Assessment Reflection: Planning Assessment:
How does the assessment demonstrate that the students have been successful in learning the content?
The assessment demonstrates the students success in learning the content by knowing if they were attentive and working on the simulation.
How does the assessment demonstrate that the individual student needs were met?  
By allowing them to navigate through the simulation and working on the worksheet. From there they will answer questions from the assessment in what they learned and give examples.
Lesson Plan: V. Materials & Resources Reflection:
How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?
This lesson meets standard 1 by having the students engaged in the discussion and think about ways the plants and animals cause change.
How does your lesson meet Standard 2: Provide Digital Age Learning Experiences and Assessment?
This lesson meets standard 2 by using the simulation with answering questions to have them thinking about the changes in the environment to answer the assessment questions.
How does your lesson meet Standard 3: Model Digital Age Work & Learning?
This lesson meets standard 3 by letting the students navigate through the simulation with the help of the teacher and after having them work individually.
How does your lesson meet all four elements of Standard 4: Promote and Model Digital Age Citizenship and Responsibility by:
- advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. 
- addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
- promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. 
- developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
In this lesson, students are allowed to work together on the worksheets. But if they are getting distracted and are using a different site then they can work individually. Students are not allowed to copy ideas, they will have to think on their own for them to complete the assessment given at the end. Diverse students will not have difficulty using the simulation since they would not have a lot to read. If the students have difficulty working on the assignment they can ask a partner for help or the teacher. The teacher will model first how the simulation should be used and given time to navigate through the simulation on their own while the teacher walks around to see if the students need help or have any questions from the worksheet. 

Click HERE to be directed to our lesson plan!

Phase II: Reflections on Lessons Implementation

1. Instructional Decisions/Teaching (in task Standard #9):
- In the lesson what went well was the whole modeling process by showing videos and how the assessment needs to be done using the rubric. The feedbacks of my classmates, they mentioned to explain the videos in more detail for the students to understand what they will be doing.
- I think the objective was really well aligned to the standards. What the writing standard was creating an opinion piece and in the objectives that is what the students would be doing.
- The modifications that my partner and I had done was creating an assessment that aligned with the standard and modifying the objective.
2. Mechanics:
- The technology that I used for both the teacher and the students were the videos, doc camera, and scholastic website for the passages.
- These technologies were used by stopping in the middle of the videos for the students to answer a question. The doc camera was used to model how to write an opinion piece in the graphic organizer while the students raise their hands and add to the organizer.The scholastic website was the assessment, the students will read the passage and write on the opinion worksheet.
- The lesson was in the correct time frame because my partner and I modeled what was expected and practiced what we were going to do and say during the lesson.
3. Assessment of Learning (in task Standard #6):

- The first artifact is the teacher example in opinion writing. My partner and I modeled with the students how to write an opinion piece.

The second artifact is the scholastic website. The students went to the website to read a passage to have ideas in order to write their opinion piece. They also had a chance to vote their opinion and take a look at other votes.

- The objective was said in the beginning, middle of the modeling and before beginning the assessment. Taking a look at the rubric the students knew what will graded in the assessment and worked independently. 
- I think our lesson went well, from my individual reflections we assessed the student based off the standards and it also aligned with the objective. We modeled and had classroom discussion were the students also brainstormed together.
- The feedback from my classmates support this in the survey. They mentioned we did a good job modeling how they will write in their assessment. The only thing was explaining more in detail from the videos.

4. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities. 
What I learned from designing the lesson is the objective and assessment that is given should always be aligned with the standards. What I learned from teaching this lesson is that modeling is always effective in order for the students to understand what they will be doing during the lesson and for their assessment. I could use ideas from this lesson by modifying and adding more to it when the students are writing from paragraphs to essays.

Blog Phase 1 & Reflection Questions

Lesson Plan: I. Rationale & II. Overview Reflections: Assessing Prior Knowledge and Planning Instructions: 

What do the students need to know prior to the lesson?
The students need to know how to go into scholastic read and vote their opinion on the website. They also need to know how to read text individually and write their own opinion and use complete sentences when writing.
How will prior knowledge and experience be assessed?
Prior knowledge and experiences will be assessed by using the Opinion Writing Rubric. It assesses the paper of the student when they include the opinion and reasons of the topic.
How will you use this information in the planning process?
I will use this by modeling how to write an opinion piece using a topic starting with sentence starters. Also begin to show transition words for the students to create complete sentences.
When will the lesson be taught in the course of the school year? Why?
This lesson can be taught in the first quarter of the year. I believe students should be able to know first how to begin their writing with a topic and having complete sentences that support it. And then there will be a lesson with how to write an essay.

Lesson Plan: III. Implementation Reflection: Designing Instructions: 

How do the instructional methods align with what you know about best practices (think about your methods classes)?
In this lesson students write their opinion piece allowing them to work as a class and near the end reading a short text where they can see the opinions of others and give their own with reasons why.
How are you engaging students in creative and higher order thinking?
The students create a graphic organizer and give examples of what words make an opinion. With modeling I will fill in words for starting an opinion sentence.

Lesson Plan: IV. Assessment Reflection: Planning Assessment: 

How does the assessment demonstrate that the students have been successful in learning the content?
The assessment will demonstrate if the students met the guides of the rubric. In the writing it must include an opinion with supported reasons, introduction and conclusion, use of details, strong complete sentences, and use of transition words. The students will be graded from 1-4 points and given a grade to see if the students are in advanced, proficient, basic, and below basic.
How does the assessment demonstrate that the individual student needs were met?
The assessment will demonstrate that the individual students needs were met by looking at the rubric that follows the standard.

Lesson Plan: V. Materials & Resources Reflection:  

How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?
Students are reading a text and have an opinion of their own with reasons why.
How does your lesson meet Standard 2: Provide Digital Age Learning Experiences and Assessment?
Students are learning how they can use technology to write their own ideas
and read information from a short text and vote their opinion on scholastic.
How does your lesson meet Standard 3: Model Digital Age Work & Learning?
The teacher models how the video can be used to create their own piece of writing.
How does your lesson meet all four elements of Standard 4: Promote and Model Digital Age Citizenship and Responsibility by:
Allowing students to go on the website and have a right to vote their opinion.

In the lesson the teacher models the use of the video to write an opinion piece and provides a topic on scholastic for the students to read the text and vote their opinion.
- advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. 
In the lesson the students are required to go on scholastic and read the text for their opinion topic. if it seems difficult for students they are allowed to chose another topic but still have those supporting reasons.
- addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. 
The students are able to see on scholastic the opinion of other people, but not the reasons why. The students can work together to find information at the end of the modeling lesson.
- promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. 
In the lesson the students have the opportunity to think about their ideas and have their own opinion of a topic and discuss why with the classroom or partner.
- developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

Click HERE to be directed to our full lesson plan!



Issues in Global Digitial Citizenship.

BrainPOP 
Global Digital Citizenship:

1. In what learning environments would the technology resource I presented be appropriate?
The technology resource I presented was BrainPOP, it can be appropriate for any classroom in elementary schools from grades K-8 only. Because BrainPOP gives the teacher the scores of each child in every quiz, I can use this and show the parents of the students where their child is at and what they might need to work on.

2. In what learning environments would the technology resource I presented NOT be appropriate?
I believe the technology is not appropriate outside of school for some students because they might not have access to internet at home to work or study. It is not appropriate where the students share and give out the answers to be done quicker and go on games.

3. How might it be modified to be appropriate?
It can be modified by printing out what the students might need to work on or study. For example, quiz, BrainPOP has available tools for teachers. The students can take it home and will have to complete or review for the next day.

4. What do you now know that needs to be considered when using technology in the classroom?
What I know that needs to be considered when using technology in the classroom is teachers not relying too much on the resource and always double checking the lessons or resources that are shown. Making sure that students have internet access available at home if the teacher is going to give them outside work on the computer. Also some students will stay off task and teachers need to go around the classroom and see if the students are being responsible and not doing something else on their classroom. 

Heterogeneous Group Reflection

Take a look at this scenario from Debbie and Jeff! Scenario. 

What would I do?

     If I was a 5th grade teacher in this scenario and I thought the post that Mrs. Smith posted on her social media page was very inappropriate I would do something about it. I would talk to Mrs. Smith and let her know what she posted even if it was her page is not something a teacher would be posting about. Especially working with diverse students and she still kept commenting back racial slurs and pictures. I would let her know even if she might not have her students and their parents on social media, other people would see the post and it can affect her career as a teacher. If Mrs. Smith does not seem to care about what I told her and continues with the posts then I would mention it to the principal.

Socially Responsible Digital Use

I created this for expert/homogeneous group, the documents and hyperlinked.  Annotated Bibliography

Misuse of Technology - Scenario

Educational Resource

Down below is my Educational Technology Resource for BrainPOP!

Click down below:
BrainPOP

First Post

  Personal Philosophy

Getting to know each student is important beginning the school year. By having that teacher-student relationship it will allow me to work with the student and manage the class for them to follow and listen to directions. I must be clear about my expectations and rules in the class so that students can put their effort in learning and getting the work done.

When teaching and working with students, I will be open minded and understand that each student works and learns differently. I will focus on their strengths and weakness in allowing them to work together, so they can build their skills by learning from each other. I believe every student can succeed if they show and be responsible for their own work and decision making.

My goal is to create a positive learning environment, where students will feel safe and comfortable, where they can discuss, share their thoughts, and ask questions. So, I expect that my students come prepared and ready to learn by being attentive and involved in classroom discussions. I also want to promote positive behavior in my future classroom by setting a good example to each student and encourage them to do the same. When they have that motivation to do the work they improve in setting a goal for themselves and getting it done before the end of the year.

Technology in the classroom

My experiences using technology in elementary were only in the computer class for specials. We went to the class 1-2 week and used the computers to go on study island. It was a website where we can practice in math, reading, and I believe science. We would also use the computers to type the stories we wrote in class and at times play games. In high school I became more familiar with technology when I received my first laptop where I did my assignments from class.

To me, technology integration means being able to create a lesson where students will be using computers to complete assignments in the class rather than using the text books for research, paper, and pencil to write. For example, the teacher using a smart board and the student’s laptop/computer will connect to the screen and they will use their device to answer questions and follow along with the lesson.

In my future classroom, if we have the technology provided for the students I will create lessons where my students can use computers and do their work at times. The students will use them to practice on their math, reading, and writing skills. If needed my students will only use technology in class and not be given homework outside of school. Because some students do not have technology available at home. But I will recommend parents to give their children the time to become familiar with technology.