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!
Saturday, October 27, 2018
Sunday, October 21, 2018
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.
- 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 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.
Monday, October 8, 2018
Blog Phase 1 & Reflection Questions
Lesson Plan: I. Rationale & II. Overview Reflections: Assessing Prior Knowledge and Planning Instructions:
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:
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:
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!
Monday, October 1, 2018
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.
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.
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