Blog Phase III: Final Comprehensive Reflection

Here is my final reflection video of the 7 ISTE Standards for Educators. 

Blog Phase II: Lesson III

• 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?
• The students really enjoyed the writing portion of this activity. They loved being able to write creatively, and add on to their peers stories. They also were really engaged when it came time to share their stories. The downside of my lesson, was the word generator. The words were too difficult for 3rd graders, and most of the time students had to generate another word so they would be able to act it out in a game of charades.
• How well was the alignment to objectives and standards maintained?
• The objectives and standards were maintained all throughout the lesson. Every activity required students to use, identify, or come up with an action verb.
• Describe any modifications made during the implementation of the lesson
  
  One modification I had to make, was to allow students to skip words on the random word generator. Some of them were too difficult, so I allowed students to skip until they got to a verb they could use.
• Mechanics:
  • What technologies did I use (for the teacher and the learner)?
• I used google docs, and a random word generator.
• How were the technologies used (by whom and in what manner)?
• Google docs and a random word generator. Students typed stories using the google document, and identified verbs on the document. Students then used the word generator to play a game of charades, in which they had to act out the verbs that were generated. 
• My lesson was within the correct time frame
  • The lesson was within the time frame because I was well prepared with activities for students to partake in.
• Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson
  
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• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• Students successfully met the standards set, by identifying verbs in multiple ways. They also used creative thinking to come up with ways to act out action verbs. They reinforced the skill by using the cootie catcher to develop  new verbs to complete the fortunes.
• Describe the level of success you had in teaching the lesson 
• This lesson was very successful because every student was engaged, and everyone met the standard.
  
  • How do your individual reflections support this?
• • I predicted that this lesson would be engaging, and when carried out all students were interested and engaged throughout.
  • How do the comments from your classmates support this?
• • Students agree that the lesson was fun and exciting, and that they enjoyed taking part in this lesson.
• What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.
• I learned that an engaging lesson is very valuable, because those are the most memorable ones in which you reach students more successfully.

Blog Phase I: Lesson III

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

 o What do the students need to know prior to the lesson? 

•  Students need to be familiar with google docs, and how to type, highlight, change font within google docs. They also need to be familiar with punctuation, and nouns, pronouns,  etc.

 o How will prior knowledge and experience be assessed?

• Prior knowledge will be assessed using the google doc that students have shared with me. I will individually look at each document to see if they completed the activity correctly. These will be graded using a a point system: 1 point for each verb used correctly, 1 point for each correctly formatted sentence.

 o How will you use this information in the planning process?

• I will use this information when determining what activities my students will complete, and what needs to be revised.

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

• This lesson would be taught toward 2nd quarter, so that I could determine the abilities of my students and whether they are responsible enough to handle the activities that this lesson requires. They will also have been introduced to different grammar strategies.

 Lesson Plan: III. Implementation Reflection: Designing Instructions:

 o How do the instructional methods align with what you know about best practices (think about your methods classes)? 

• My instructional methods model the activities at hand, and students are given an opportunity to practice the new skills in a hands on way. This incorporates movement into learning, which breaks the barrier and reinforces the skill being learned. 

o How are you engaging students in creative and higher order thinking?  

• I am engaging students by supplying them with fun activities that reinforce learning, rather than lecturing for the entirety of the lesson. This lesson promotes higher order thinking by using a quick write in which students get to write and share a story written using a sentence starter.

 Lesson Plan: IV. Assessment Reflection: Planning Assessment:

 o How does the assessment demonstrate that the students have been successful in learning the content?

• The assessment demonstrates that students have been successful in learning the content by showing that students can both accurately develop action verbs and recognize action verbs in a body of writing.

 o How does the assessment demonstrate that the individual student needs were met?  

• The assessments are individualized, meaning if one student is unsuccessful I will know because of both the exit ticket and the google docs. Each student will turn in a google doc and an exit ticket, which will determine if he/she learned the skill.

 Lesson Plan: V. Materials & Resources Reflection:

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

• This lesson meets standard 1 by allowing students to be creative in their writing activity. This is an activity that would be fun for students, and allows them to write about whatever they like. It challenges them to be creative and unique, and gives them the opportunity to share their piece with their peers.

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

• This lesson meets standard 2 by giving students an online resource that randomly provides them with action verbs to act out in a game of charades. This activity will also increase student vocabulary, and encourage creative thinking when trying to act out different verbs.

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

• Digital Age work and learning will be modeled using a smart board, an online verb generator, and the projection of google docs. 

 o 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 are using technology to assist in a game of charades. The generator only supplies class appropriate words, which as a model of ethical use of information.

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

• The technology is used in a partner activity, so students can take turns using the technology. All students have access to the technology, and will have to take turns using it.

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

• Students are sharing technology, so will need to be civil in doing so. Upon student interaction becoming hostile, students will lose the privilege and the activity will be modified so they can still participate without the use of the technology.

- 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 partnered up, working with various peers of various culture. They will need to work together to successfully participate in the activity.  

To view my entire lesson, please click HERE.

Blog Phase II: Lesson II

• 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?
• This lesson was a good model of using a graphic organizer and venn diagram. It made for a good guided discussion with students. One thing that I would have changed is the closing activity, where students were asked to find their own organism and draw its life cycle. Students were quick to get off task.
• How well was the alignment to objectives and standards maintained?
• The final assessment did not really align with the set standard. If I were to teach this lesson again, I would adjust the questions in the assessment so they more accurately assessed whether students met the standard.
• Describe any modifications made during the implementation of the lesson
• One modification we made during the implementation of this lesson was supplying students with a specific website in which to complete their research. We did this in lou of letting them search google for an organism life cycle.
• Mechanics:
• What technologies did I use (for the teacher and the learner)?
• We utilized a document camera, dry erase board, an online simulation, and an online assessment.
• How were the technologies used (by whom and in what manner)?
• Teacher uses the document camera to fill out a graphic organizer along with the children. Dry erase board was used to display the standard and complete a venn diagram. Students used online simulation to practice completing the phases in a flower life cycle. Students used the internet to complete online assessment.
• My lesson was within the correct time frame
• The lesson was within the correct time frame because we adequately supplied students with activities that would reach the time frame. We gave students a time limit to complete certain tasks.
• Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• 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
• Based on formative assessment and in class discussion, students met the standard of comparing life cycles of different organisms. Students also accurately filled out the graphic organizers, and successfully found the cycles of different organisms.
• Describe the level of success you had in teaching the lesson
• We were successful in teaching this lesson because students were engaged, and all students successfully completed the assigned work. We were unsuccessful in adequately assessing them to determine their level of mastery.
• How do your individual reflections support this?
• When implementing this lesson I realized that the assessment was off topic, and could have been more detailed.
• How do the comments from your classmates support this?
• Peer comments suggested allowing students to work with the simulation prior to filling out the graphic organizer. None suggested altering the assessment.
• What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.
• I will use this lesson as an example for future lessons. Incorporating technology makes the lesson engaging for students and makes the information more memorable. I learned it is important to match the assessment to the standard, to ensure that you are meeting your set objectives. This lesson gave me insight on what to do and what not to do.

Blog Phase I: Lesson II

Lesson Plan:

I. Rationale & II. Overview Reflections:

Assessing Prior Knowledge and Planning Instructions:

o What do the students need to know prior to the lesson?  

• Students will need to be familiar with the life cycle of a butterfly. They will also need to be familiar with the use of Chromebook's and online activities.

o How will prior knowledge and experience be assessed?

• Prior knowledge and experience with be assessed formatively. At the beginning of the lesson we will review the lifecycle of the butterfly as a refresher of past lessons.

o How will you use this information in the planning process?

• We used this information to create our lesson and to meet the standard: Concept 2:  Life Cycles PO 3.  Compare the life cycles of various organisms.   Knowing students prior knowledge, we were able to create a lesson that builds upon it.

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

• This lesson will be taught toward the second quarter of the year. This way students have adequate time to become familiar with Chromebook's, and they have already learned about various life cycles.

Lesson Plan: III. Implementation Reflection: Designing Instructions:

o How do the instructional methods align with what you know about best practices (think about your methods classes)?

• Instructional methods align with I do, We do, You do. We will fill out a graphic organizer together. The teacher demonstrates how to do this, then students fill it out independently. Teacher demonstrates navigation of websites, then students do it independently.

o How are you engaging students in creative and higher order thinking?

• Students are engaged in creative and higher order thinking during the Venn diagram portion of our lesson. They are asked to compare and contrast two different life cycles which can be difficult considering a butterfly and plant are very different organisms.

Lesson Plan: IV. Assessment Reflection: Planning Assessment:

o How does the assessment demonstrate that the students have been successful in learning the content?

• The assessment demonstrates student achievement by using an online quizzing tool to collect student data. Student scores will determine if the lesson was effective or not.

o How does the assessment demonstrate that the individual student needs were met?

• Data is collected from each individual student, so if one student is struggling to meet the standards then the teacher will know. The teacher can then take action to further assist the student.

Lesson Plan: V. Materials & Resources Reflection:

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

• This lesson meets standard 1 by keeping students engaged via online simulation. The simulation is both educational and fun and will help students memorize facts.

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

• Our lesson meets standard two by integrating technology in more than one aspect. We use an online simulation, internet resources, and an online assessment.

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

• We model digital age work and learning by using the internet as a resource. We also demonstrate this by using different technologies such as a document camera, a projector, and an online assessment tool.

o 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.

• This lesson is given under the circumstances that a Chromebook is available to each student. This is equitable access to technology. We model appropriate use of technology in the classroom by using it as a means of learning. This shows students that technology is used for more than just social media sites and games. This lesson addresses the needs of diverse learners by having multiple means of learning and room for differentiation. Students can work in teams, and this lesson can be adapted to be taught without the need of technology for those who might struggle with it. This lesson also gives students an opportunity to show their responsible use of the online simulation, which shows digital etiquette. This lesson is taught late enough in the school year for students of all cultures to become accustomed to using Chromebooks.

Here is a link to our complete lesson plan.

Blog Phase II

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?
• This lesson was engaging, but would have been more effective if we were allotted  more time. Unfortunately, we did not expect to teach our lesson on this day so we did not have our read aloud book. We improvised by playing it on YouTube. I suggestion was that we read only important portions of the book, as to save time. Kahoot was very successful and all students stayed on task. Prior to playing Kahoot, we should have taught a very short mini lesson, covering the information that was about to be reviewed; rather than just having students rely on their own found information.
• How well was the alignment to objectives and standards maintained?
• Alignment to objectives and standards were very well maintained, and everyone practiced reaching them. Students were to conduct research via internet, which helped students reach both the writing and technology standard.
• Describe any modifications made during the implementation of the lesson
• One necessary modification that was made involved the playing of Henry's Freedom Box on YouTube, rather than reading it personally. This was an impromptu decision, which was not as engaging as a normal read aloud but it got the job done.
• Another modification involved the sharing of the rubric by means of email, rather than handing out a hard copy.
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2.      Mechanics:

• What technologies did I use (for the teacher and the learner)?
• Technologies used included computers (for both students and teacher), white board, poster paper, and a projector.

• How were the technologies used (by whom and in what manner)?
• Computers were used to conduct research by both student and teach, prior to and during the lesson.
• A projector was used to display the read aloud and Kahoot.
• White board was used to display facts.
• Poster paper was used as a creative outlet for presenting information.
• My lesson was within the correct time frame
• This lesson was within the correct time frame because my partner and I timed each section of the lesson, prior to teaching it. This gave us an idea of whether or not we had enough planned, or if we needed to add more. We were prepared for the time requirement.

3.      Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning

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• Students were successful in achieving the standards. This is measurable by the posters they turned in, and their participation in Kahoot games. Students successfully completed their research, and produced a final project.
• 60% of students received a 8/9, while the remainder scored 9/9 on the rubric. This shows that this lesson was effective and the standards were met.
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• Describe the level of success you had in teaching the lesson
• This lesson was successful because student grades were high. This was an effective lesson that needed minimal adjustments.
• How do your individual reflections support this?
• Minor tweaks would involve having the book on hand, and reviewing new information in more detail.
• How do the comments from your classmates support this?
• Classmates suggested that we use a hard copy of the book, rather than an audio on YouTube. More than one also suggested reviewing the information in more detail.

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.

• I learned the importance of timing your lessons, and being prepared if a resource is missing. There should always be a plan B, and we definitely had to utilize ours. I also learned first hand how beneficial technology integration can be, but it can also be hard to manage if you have a large amount of students or there is a technical difficulty. I will use this new found information when creating new lessons, by integrating technology and confirming that my lesson is within my allotted time slot. I will also be prepared by thinking of possible plan B's, or even C's.