Part III Final Reflection

Part I

My philosophy for education has slightly changed during the semester for a couple reasons; one in particular is the fact that there was no mention of technology within my philosophy, which I now have a greater understanding of how important it is to integrate it into my students learning. However, for the most part my philosophy of education will stay the same, I see my teaching style aligning with the progressivism philosophy approach. This philosophy is a representation of which I believe school to be built around the personal experiences, interests, and needs of the students; I believe education to be hands-on with real world experiences.

I will use technology in education by appropriately placing and integrating it into my students learning in which I find it to enhance the learning of the content presented. I will also personally use technology to keep up to date with the rapid changing technologically advancing world so that my students will stay curious and interested in their learning. Several uses of technology will be implemented that I have personally learned to use such as Smart Boards, Ipads, Computers, software’s, applications, etc. We will use these devices for whole group learning as well as individual learning where they will be able to be stewards in their learning.

Part II

Standard 1: Facilitate and Inspire Student Learning and Creativity

1. I promoted, supported and modeled creative and innovative thinking in my first micro lesson, why Earth is the best place to call home by having my students first learn through inquiry learning by using Google Earth to search and learn more about Earth and other planets within our solar system.

2. I will engage students in exploring real-world issues in my future teaching such as ways to keep our Earth clean. This could go along with my first micro lesson about why Earth is the best planet to sustain life. I would have students use technology to research and explore these issues and find possible solutions.

3. In my first micro lesson I had a homework assignment that had students use their blogs to reflect on their new understandings and learning as to why Earth is able to sustain life. They also reflected on the lesson overall and their personal growth.

4. In each of my micro lessons, student engagement was a vital part to students learning. However, no student collaboration was completed using technology, which would be something I would like to look into and to see the possibilities of doing so. With my little knowledge of group work using technology it is something I would like to learn.

Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments

1. In each of my lesson plans, the learning experiences incorporated digital tools to promote students learning and creativity. The computers, Ipads, and the Smart Board were all used to take part in the lesson that I felt would be relevant and best support students learning.

2. The classroom that I was personally apart of had a great technology-enriched learning environment where several technological tools were available for our use. This is also how I want my future classroom to be, often times when I was in school we weren’t allowed to touch the technological devices but I want items in my classroom to be available and at the dispense of all my students.

3. In my third micro lesson, students were able to create a personal story using the website Story Bird. They were able to customize and personalize it based on the sequencing strategies that we learned.

4. Multiple forms of assessing my students were used in my lessons. This is a vital part of student learning and I was able to do so through worksheets, quizzes done on the Ipads, Reflection conducted on students blog, story completed on Story Bird, etc.

Standard 3: Model Digital-Age Work and Learning

1. My fluency in technology definitely transformed from my first micro lesson to the last. Each lesson became a learning experience to me as I learned more and more about technology and the different things that I could do to incorporate it into my lesson plans.

2. My classroom will be one that involves parents and the community to foster and enhance my students learning. This will also be conducted through the use of digital tools and resources that will support student’s success and innovation. An example could be pen pals where students can write via email to a student across the country.

3. Communication will be conducted mainly via my classroom blog where I will have various information about what their child is learning, upcoming events, homework that is due, additional help, contact information, etc. In my opinion this is an effective strategy of using a digital-age tool for easy and great communication.

4. I will demonstrate this in my future teaching as I will use current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. An example of this is to provide several technological devices for students to use and ones that I will be able to model and help them in their learning. With these devices they will be able to conduct research on any given subject.

Standard 4: Promote and Model Digital Citizenship and Responsibility

1. In my future class, I will always ensure that my students are able to advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. This is to provide safety for my students and is a lesson that will be taught.

2. In my future classroom the diverse needs of all learners will be addressed and equitable access to appropriate digital tools and resources will be provided. It is my responsibility as a teacher to make sure the content we are learning through the use of technology is accessible to all my students. Examples can include changing the settings on the computers for diverse needs.

3. In my future classroom my students will be taught and always promote and model digital etiquette and responsible social interactions related to the use of technology and information. Students will learn through role-play and examples as to what to do in certain situations and will be given several solutions of what to do.

4. In my future classroom students will be able to develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. An example of this that I would like to conduct is pen pals that my students will be able to e-mail from a classroom across the world. Students will be able to be exposed to other cultures and learn more about the world around them. 

Phase II: Reflection of Lesson Implementation

1.   Instructional Decisions/Teaching (InTask Standard # 9): 

I felt that overall the implementation of my lesson went well, it was the third time that I was able to conduct this type of lesson so each time I was able to learn more from the last time and implement it into the next. I felt that my lesson was engaging and a great way to teach sequencing of events. I also felt that the use of technology in this lesson was beneficial and enhanced students learning with the content. As usual there was not enough time but I felt that overall I was able to improve in structuring my time and ensuring that all important aspects of the lesson were met. The lesson was well aligned to the objectives and standards as that was a priority to do so. I was able to ensure that the lesson met them through the activities planned and feel confident that they did so. Modifications made during the implementation of the lesson was cutting back time on certain activities so that the more important ones could be met. However in a real classroom setting I would ensure time for all activities because they all meet different type of learners.

2.   Mechanics:

Technologies used by the teacher included the Smart Board and computers. I was able to use the Smart Board to conduct some of the lesson as it read the story of the Polar Express while showing pictures of the book, sequencing events on the board as a whole class on the train based on the story and showing the students my example of the Story Bird that I created. The learners were able to use the Smart Board along with me as they were able to participate in writing and watching activities done on it. Students were also able to use the computers as they created their online Story Birds. My lesson was in the correct time frame however I would have loved more time to fully implement the lesson. Story Bird was a little confusing so there was extra time spent to sign up for it and then to create their stories.

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

Based on the assessments collected I was able to see my student’s level of success with the work that they completed. There were a couple of worksheets as well as their Story Birds that were the main focus of my assessment. After looking over their work I was able to see understanding of what was being taught. I was looking for more creative writing in their stories but however due to time there was not enough time to be creative. However I was able to see the transitional words for sequencing being used in their stories, I also felt that the use of technology enhanced their learning and success with learning about sequencing events. Individual reflections support what I felt about my lesson which is great! Comments such as. “Very successful” and “Great job using technology” was noted.

https://storybird.com/books/how-to-decorate-your-christmas-tree/ 

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 a lot and growth was felt as I was able to design and teach this lesson. I found how to implement just enough technology but not too much so that all types of learning are able to occur amongst all students. I really like using the Smart Board in whole group settings because I can physically see my students as well as assess them based on their feedback and interaction. The students enjoyed being able to create their own story, it is important for me to include creative aspects in my teaching and I felt that this was a great example of doing so. Overall I would use this lesson in my future teaching and felt that it would really reach my students. However I do need to make sure and comply with school standards on “Christmas”. 

Micro Lesson #3

I. RATIONALE:
This lesson provides grade level curriculum for second grade through the use of the common core standards and adequately meets what students are expected to know about sequencing events and identifying the beginning, middle and end within a story.

II. OVERVIEW

Grade Level: 1^st Grade

Subject(s): English Language Arts

Topic of Study: Reading and Writing

Time Allotment: Two Class Periods

Standards:

(1.RL.3) Describe characters, settings, and major events in a story, using key details.

(1.RL.7)Use illustrations and details in a story to describe its characters, setting, or events.

(1.W.3) Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

(1.W.6)With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Objectives: Students will be able to develop an understanding and the skills to sequence events within a story and in their own creation of a story through the understanding of beginning, middle and end.

Reflection: Assessing Prior Knowledge and Planning Instruction
Prior to the lesson students will need to know that there are different elements that go into a story such as the character, setting, plot, etc. We will build upon this knowledge by extending it to understand and know how to sequence events within stories and understanding that there is a beginning, middle and end. Prior knowledge will be assessed through the assignment "Read and Sequence" worksheet where students will need to be able to place in the correct order how to decorate a Christmas tree. This will build the foundation of what students will then learn about what the word "sequencing" means. This information will be taken into consideration for the planning process because I will be able to assess which students have the understanding of correctly placing events in the right order. Students who complete the first worksheet with ease will then be given additional sequencing worksheets that require more critical thinking. Given this information I will be able to determine where I need to start in my lesson as well as any modifications that will be needed. The content being taught is appropriate for this first grade because it adequately meets the objectives for reading and writing within the common core standards. This lesson will be taught towards the middle of the school year in December so that basic elements of a story can first be taught which creates a solid foundation for going into sequencing events and understanding beginning, middle and end.

III. IMPLEMENTATION

·         Pre-assess students through a “Read and Sequence-Decorating a Christmas Tree” worksheet

o   Students will cut and paste the events of decorating a Christmas tree by placing them in their correct order of events.

o   Determine students’ level of ability and provide additional sequencing activities as needed.

·         Begin lesson by reading aloud the story The Polar Express

·         After reading, draw a train on butcher paper.

·         As a class, challenge students to recall the order of events that happened in The Polar Express

o   Write and fill in the trains to sequence events for the children to see.

·         Introduce the term “sequencing” to the students.

o   Explain that they have listed the order the events in the Polar Express story

o   Doing so, they have placed the story in the right order from beginning to the end.

·         Refer them to the anchor chart for further explanation and learning.

o   Explain different transitional words used.

·         Individually, students will then complete the “How to Decorate a Christmas Tree” worksheet.

o   Students will need to fill in four steps choosing their own transitional words as well as the introduction and conclusion.

 

·         Along with the worksheet, students will then be able to create their own Christmas tree using craft materials. These trees will be displayed around the room next to their worksheet.  

·         The final activity will include the students creating their own story using the worksheet (How to Decorate a Christmas Tree).

·         This activity will be completed using the website “Story Bird”.

o   Students are able to use pictures and words to write their story online.

o   Students will recall order of events of decorating a Christmas tree while adding their own twist and making it into a story.

·         Their stories created on Story Bird as well as their worksheet will be used for final assessment.

Technology Integration:

Technology will be used by the teacher through the use of the Smart Board. The teacher will play the story, The Polar Express for the students to hear and read along with. Students will be using technology through the use of their computers where they will be able to use the website Story Bird to create their own online stories to share and publish.

Differentiated Instruction:

• Cognitive delay: Expose and introduce unfamiliar vocabulary, peer and teacher aid collaboration and interaction, group work, display models of work.
• Gifted: Pair gifted students up with the cognitively delayed or ELL students so that they can act as a teacher which enables further learning on both ends, have readymade read and sequence worksheets available to students to push critical thinking, provide them with a more critical rubric for writing their online story.
• ELL: Provide pre-assessment worksheet in their L1 language, provide story to be listened in their L1 language first, introduce unfamiliar vocabulary beforehand, have a keyword box readymade for them to refer to in their L1 language, provide and allow peer interaction as well as the teacher aid, group work, show example of modeled work, allow creation of own story to be shorter.

Reflection: Designing Instruction (InTask Standards 7 and 8):

The instructional methods that I have described are ones that I feel will help students to be adequately successful with being able to sequence events as well as identifying beginning, middle, and end. Students will be able to come to know and understand what the word "sequencing" means through the activities that we will complete. The activities planned allow students to be engaged in higher order thinking by working through the process of what recalling the events entails. Class discussions as well as group work will be implemented so that further learning can occur.

IV. ASSESSMENT

Procedure: Students will be assessed through the several activities that they will be completing such as the Read and Sequence worksheet, class discussion on recalling the order of events in the story The Polar , How to Decorate a Christmas Tree worksheet, and their final assessment of their Story Bird creation. I will also informally assess students in the duration of these activities through note taking of their success or needs. These assessments will allow me to make modifications during instruction if needed.

 

Instruments:

 

Reflection: Planning Assessment (InTask Standard 6):
These assessments align in supporting the objectives of my lesson because it will guide and enable them to be successful with learning how to sequence events and identify the beginning, middle, and end. I will be able to see if students are successful in learning the content through the collection of their work, observations, and their final story created using Story Bird. The assessments demonstrate student engagement as they will be completing their work on their own or in groups. Higher order thinking will be displayed in their Story Bird story as they will need to apply the things that they learned to adequately create their stories. Assessments completed will help me to assess whether or not individual needs were met and I will then be able to make modifications based on that feedback. This could include more time in a specific area being taught until those needs are met.

IV. MATERIALS AND RESOURCES

Materials

·         Read and Sequence Worksheet

·         Pencils

·         The Polar Express

·         Smart Board

·         Butcher Paper

·         Anchor Chart

·         How to Decorate A Christmas Tree Worksheet

·         Construction Paper

·         Craft Supplies

·         Computers

·         Story Bird Website

Example of Story Bird:
https://storybird.com/books/how-to-decorate-a-christmas-tree-4/

The Polar Express:
https://www.youtube.com/watch?v=lzpK0-EKj6M 

Reflection: How does your lesson meet each of the ISTE NETs Standards?

My lesson meets several of the ISTE NETs standards, one of the main objectives I want for my students is to inspire their understanding of how to sequence events and identify beginning, middle, and end through the use of creative learning and application. This enables their learning to be more meaningful and inspires them to learn. Technology is thoroughly integrated throughout my lesson to support our technologically advancing world. Assessments and learning will be evaluated, and I will be able to see whether my lesson needs to be altered during the application process or afterwards seeing that the objective has not been met. Students will promote and model digital citizenship through respect of the computers that they will be using as well as an understanding of the safe and ethical use of being on the Internet while doing research. Every individual learner needs will be met accordingly and an example of this can be done on the computers by changing the settings and making appropriate adjustments. Differentiated instruction will also be in mind. Students will be able to engage with their peers based on their new understandings and their stories that they create. Having digital etiquette as well as responsible social interactions related to the use of technology will be expected.

Phase II: Reflection of Lesson Implementation

1. Instructional Decisions/Teaching (InTask Standard # 9):

My second lesson plan went much better than my first one, I felt that I was overall prepared and learned from previous mistakes made on my first lesson. I felt like my lesson was engaging and sparked interst in my peers. Learning how to tell time can be taught simply but I really wanted my students to have a full understanding of how time works which is why I did the activities included in my lesson plan to spark critical thinking. I made sure beforehand that the technology we would be using worked properly and with the apps ready to go which was a mistake I made from last time. One thing that I can refelct back that I wish had went better were my directions. If directions are clear and students have a full sense of purpose, then the lesson moves more smoothly and you are able to accomplish more of what you want. Also we ran out of time, which is to be expected when your teaching a lesson. Not all students were able to finish their time quiz which was something I was using to assess their learning. Alignment to the objectives and standards were maintained and met as I was able to teach students on one type of measurment and data use. Modifications made during the lesson included adjusting the time of the activities to the students needs and what I felt needed more time or less time with. I had to cut some activities out so that ones I felt were more imperitive were able to be accomplished. Also as part of the minute activity, students had to modify walking around the room because of their peers that were taking up most of the room.  

2. Mechanics:

In this lesson I was able to implement more technology which worked out great. I used the Smart Board which worked perfect to present information to the students as they were able to gather around on the floor. I also used the computers for my story that read What Time is it Mr. Crocodille? Students were able to gather around as well and have a good view of the story as it was read. The students were able to use the Ipads to draw their clocks for the activity in the lesson which they really responded to and liked. Also, the time quiz was completed on the Ipads which surved the purpose of helping me to assess the students. Overall my lesson was within the correct time frame. I usually over plan just so that I have a back up plan in case I need more time or if I think that activity will better guide students in their learning. One thing that I wish I would have been able to fit into my time was the time quiz at the end of the lesson. Students were not able to finish their quizzes but I was however able to explain the application and what it included.

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

Students level of success in acheiving the standards and objectives for the lesson was successful based on my personal observations, peer survey evaluations and assessments. Individual reflections that I received were overall positive and responded well to my lesson and the technology integration. Comments that I also received that were helpful was the lack of time which is something that I am aware of and need to have focused activities so it is not overwhelming. Also a student suggested how I would accomodate students with disabilities which is an important topic to discuss and understand for lessons. Another student suggested that I do the activities with them and my reasoning for not doing so was so that I could assess them and be available for all students. I would however love to participate because it is a great way to get to know your students and create a positive community.

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.

My knowledge of how to implement technology into my lesson plans have greatly increased through the use of these mini lessons. I have been able to learn how technology can truly enhance the learning of students in their learning. With our world becoming even more technologically advanced, it is imperitave for teachers to keep students interested and engaged. I have also learned that there is a happy medium with using technology throughout lessons taught, too much technology can take away from other meangingful ways of learning as well as not using technology in lessons would be disreguarding another form of learning for students. I would most definately use this lesson in my future classroom of teaching students how to tell time. I personally feel that I was not taught how to tell time in a critical manner and with the lesson I planned, I feel like students gain an overall grasp and understanding of what telling time exactly means. Both analog and digital clocks were used in the implementation of this lesson which I find both clocks are important to understand.

Micro Lesson #2

I. RATIONALE:

This lesson provides grade level curriculum for first grade through the use of the common core standards and adequately meets what students are expected to know about telling time.

II. OVERVIEW

Grade Level: 1^st Grade

Subject(s): Math

Topic of Study: Measurement and Data-Telling Time

Time Allotment: One Week

Standards: 1.MD.B.3. Tell and write time in hours and half-hours using analog and digital clocks.

Mathematical Practices:

1.MP.5. Use appropriate tools strategically

1.MP.6. Attend to precision.

1.MP.7. Look for and make use of structure.

Objectives: Students will be able to tell time using analog and digital clocks, through the implementation of appropriate tools and activities.

Reflection: Assessing Prior Knowledge and Planning Instruction

Prior to the lesson, students will need to know that clocks are used to tell time and there are analog clocks as well as digital clocks. Prior knowledge and experiences will be assessed through reading, “What Time Is It Mr. Crocodile?” and our discussion thereafter. This information will be taken into consideration in knowing how simple I need to start and with how many students already know how to tell time versus those students who have no background knowledge at all. Differentiation of learning will then come into play. This content, Measurement and Data (Telling Time) should be taught at this grade level because most students will be cognitively ready and it is a skill that they should acquire. Also it meets the standards in Common Core and I will be teaching it at the beginning of the school year so that I can assist them throughout and help them become successful with telling time.

III. IMPLEMENTATION

Procedure:

·      Read “What Time is it Mr. Crocodile?”

o   This will spark student’s interest and being able to recognize that the lesson will be on learning how to tell time.

·      Have students brainstorm as a class how long a second is and write them on the smartboard.

·      Have students complete how long is a minute worksheet and activity.

o   In groups, students will perform activities that last a minute long so that they have a sense and understanding o how long a minute is.

·      Students will then complete a sorting activity based on A.M and P.M

o   Students will sort which category the activity would occur in A.M. or P.M.

·      We will then complete a number line of 12 groups of 5 linking cubes until we have a total of 60 cubes in our line. We will then practice counting by 5’s and then by 1’s until we reached a certain cube.

·      To make a connection with the clock, students will turn their number line into a circle and add the group numbers as well as the cube amount numbers.

o   In a group, students will practice moving the long hand (minute hand) around while their partner counted the cubes (minutes).

·      Bring class together to refer to the anchor chart and interactive online clock displaying the analog and digital clock and showing students the minute hand that they just built and introduce the hour hand. They will also be able to compare the analog clock to the digital clock.

o   Go over vocabulary that has to do with telling time such as: face, hour hand, minute hand, etc.

·      Have students perform the activity “Excuse me, what time is it?”

o   Students will create clocks on their Ipads by drawing them and selecting a time that they want their peers to figure out as they move around the room to their peers and fill out a worksheet of the time on their way.

·      The final activity that will be conducted in class is the telling-time quiz that is an application on the Ipads.

o   I will be able to collect these scores for assessment.

·      Homework will be conducted online through their blogs in which students are to draw an analog clock in their home and upload it onto their blog. They will need to also write out what time that their drawn out clock states.

Reflection: Designing Instruction (InTask Standards 7 and 8):

The instructional methods that I have described are ones that I feel will help students to be adequately successful with being able to tell time, understanding the vocabulary and knowing the difference between analog and digital clocks. Also by gaining an understanding of a sense of time through the activities that we will complete. My activities allow students to be engaged in creative and high order of thinking by being exposed to activities that allow them to think beyond what just the time is. They will often times work in group settings where they will have peer collaboration and be creative in their tasks.

Technology Integration:

Both my students and I will be using technology throughout the lesson, as we will be learning about how to tell time. I will use the Smart Board to introduce the interactive clock, which will enable me to show students effectively how to tell time. Students will also conduct an activity by correctly drawing a clock on their Ipads and then going around to their peers showing their clock and figuring out the time on others drawn clocks. The final activity in class will allow me to successfully assess students as they will take a telling-time quiz where they are given an analog clock and digital clock and they will need to be able to tell time on both. For homework students will be using their blog to upload a clock they have drawn of their home clock and their written out time. Their peer’s will all be able to see their work and look through the different drawing of times each student has.

Differentiated Instruction:

• Cognitive delay: Go over and introduce unfamiliar vocabulary, peer and teacher aid interaction and help, group work and collaboration, modeling of work.
• Gifted: Pair the gifted students up with cognitively delayed or ELL students so that they can act as a teacher to them which enables further learning on both sides, give more critical thinking minute examples to complete, provide a hard thinker station for them to complete more difficult clocks.
• ELL: Provide story to be listened in L1 language first, introduce unfamiliar vocabulary beforehand, have a keyword box that they can refer to in their L1 language, allow peer and teacher aid interaction and help, group work, allow less attempts for activities given.

IV. ASSESSMENT

Procedure: Students will be assessed through the several activities that they will be performing such as the second, minute, A.M, P.M., creating a number line and turning it into a clock, and excuse me what time is it? I will informally assess them during these activities and take notes on their success and needs. This will allow me to make changes during instruction if needed. I will summatively assess my students through the use of the telling-time quiz and through their blog postings.

Instruments: *See attachment (Telling Time Test)

Reflection: Planning Assessment (InTask Standard 6):

These assessments align in supporting the objectives of my lesson because it will guide and enable them to be successful with learning how to tell time. I will be able to see if students are being successful in their learning of the content through observations, collection of work, a quiz, and online blog. Students are able to demonstrate higher order of thinking through participating in activities that help their understanding of telling time at a deeper level. These assessments will provide feedback in determining whether the objective and students needs are met. I will then be able to alter my lesson if needed and help students be successful with learning the content.

IIV. MATERIALS AND RESOURCES

Materials

-Paper

-Pencils

-What Time Is It Mr. Crocodile?

-Worksheets

-Smart Board

-Ipads

-Anchor Chart

-Quiz

Reflection: How does your lesson meet each of the ISTE NETs Standards?

My lesson meets several of the ISTE NETs standards, one of the main objectives I want for my students is to inspire their learning of learning how to tell time through the use of creative learning and application. This enables their learning to be more meaningful and inspires them to learn. Technology is thoroughly integrated throughout my lesson to support our technologically advancing world. Assessments and learning will be evaluated, and I will be able to see whether my lesson needs to be altered during the application process or afterwards seeing that the objective has not been met. Students will promote and model digital citizenship through respect of the computers that they will be using as well as an understanding of the safe and ethical use of being on the Internet while doing research. Every individual learner needs will be met accordingly and an example of this can be done on the computers by changing the settings and making appropriate adjustments. Differentiated instruction will also be in mind. Students will be able to engage with their peers based on their new understandings and their clocks they draw. Having digital etiquette as well as responsible social interactions related to the use of technology will be expected.