Thursday, December 15, 2016
Lesson 2 Phase II
Instructional Decisions/Teaching (InTask Standard # 9):
Discuss the implementation
process and describe.
Mechanics:
Assessment of Learning (In Task Standard # 6): Refer to Assessing Student Learning
What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.
Group work can sometimes be
challenging. Working with Abigail and Stephanie was the opposite of challenging.
Abigail constructed the best designed Prezi I have ever seen. Stephanie
contributed a Madeline Hunter lesson plan as background. Everything from a
preparation standpoint was phenomenal. The presentation was limited to strictly
how we incorporated technology, making it awkward having to skip 88% of work
prepared materials. It was pointed out by professor Wilkie that our standard in
no way was represented within our lesson. It would be prevalent in lessons to
follow. Modifications included skimming slides, readdressing our SWBAT, and
giving specific directions for creating Google questionnaire.
Mechanics:
The technology used started off with
creating a Google classroom. Each student could access lesson plan, example of questionnaire,
and Prezi. All technology was available for both teacher and learner. Google classroom
was designed for usage as a digital platform to share or submit information
between participants. Google forms acted as the technology artifact template in
building a survey to meet mathematic standards. Our lesson was long for the
correct period. It would have been appropriate for the original description of
lesson three.
Assessment of Learning (In Task Standard # 6): Refer to Assessing Student Learning
All students could complete a successful
artifact to meet our ISTE standard 1 of facilitate and inspire student learning
and creativity, and standard 3 of design/develop digital age learning
experiences and assessments. While one student clearly was inspired with usage
of images she made available in her artifact above. My individual reflection
supports this analysis. We received little to no feedback outside of artifact
submissions.
What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.
The biggest take away from lesson three will be in the
advantages of using google classroom. It has real time capabilities to assess
and give feedback. Benefits also included having to teach myself how to use
google forms to create a survey. A later required assignment I completed with
ease.
Lesson 1 Phase II
- Instructional Decisions/Teaching (InTask Standard # 9):
Discuss the implementation
process and describe
Lesson one was presented in a Prezi
format. This is fairly new technology to me but have loved many accessories
including embedding of YouTube videos. Creating a wonderful flow to the overall
lesson. Alignment of objective to standards was spot on. Modifications include
not showing a video outlining new age technique for multiplying whole and
decimal numbers. Several students were using MAC products that require steps
not outlined within the lesson. Courtney was gracious enough to walk classmates
to acquire a screen snip.
- Mechanics:
The technology used was utilizing a
program found on computers called the Snip Tool presented in a Prezi format.
Lesson one centered around buying school supply items in bulk. Students were
instructed to add items to their shopping cart from outlined list of options.
Upon completing tasks within budget, learners would screen shot their cart
using Snip Tool. My lesson was too long because I included to many scaffolding
strategies in linking content knowledge to assignment. This lead to cutting
information not prevalent to completing the technology tasks.
- Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
Students did a wonderful job at
completing their objective for the technology segment of this lesson. The
assessment was not based strictly around standards, creating a gap of learning
and standards. Level of success was high in regards to incorporating technology
to produce an artifact. However, classmates were critical in linking the
assignment with the mathematics objective.
- 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 working with students not all using the same
technology, myself included, produces obstacles in which will hinder implementation.
Specifically using Mac computers and all others. Alterations would include
materials for ELL students, completed examples of work expectations, and more
practice mastering mathematics standard.
Wednesday, December 7, 2016
Micro Lesson 1 Reflection
Assessing Prior Knowledge and Planning Instruction
-Students will need background in mathematics with multiplying whole, decimals, classrooms items, and shopping for items online using classroom resources.
-An assessment during online investigating of materials while shopping will be done in a formative manner.
-Information based on previous knowledge will help map how students will navigate and acquire lesson requirements.
-Using technology at the third grade level meets the standard to find relevant information and ideas. Students should have the ability to use a search engine in an effort to find specific items found in the classroom. Using the shopping cart as a template to identify multiplication of quantity of items by cost, will create a real world scenario for students to relate too.
-Objectives are using multiplying whole numbers by decimals which aligns with quantitatively reasoning using decimals.
-A lesson of this nature should be introduce late in the school term. Students will need to develop a multiplication foundation in order to transition from whole number multiplication to decimal integration.
Designing Instruction (InTask Standards 7 and 8):
-By using a research method to relate an unbeknown familiar concept will allow students to get a feel for estimation of multiply whole and decimals numbers within a budget.
-Research method allows students to discover answers without having to provide direct, step by step instruction. It provides students the opportunity to explore previous knowledge of real world industries.
-Students will be asked to provide materials for the entire classroom. In doing so, students will be estimating, using technology, guess and checking. Each group will be provided differentiated materials based on their abilities.
Planning Assessment (InTask Standard 6):
-The produced worksheet material demonstrates students ability to complete the objective by producing a screen shot of purchased bulk items.
-This form of assessment does not necessarily produce a successful learning of content. It creates a platform for students to reference, however, does not guarantee conceptual understanding.
-Using differentiated instruction to help balance out work loads, including taking a small group for intervention, allows the educator to manipulate students needs pending their learning level.
How does your lesson meet each of the ISTE NETs Standards?
-Standard 1: Using the internet is always engaging for students. Allowing them the ability to dictate which site they will do research through help produce a buy in factor. Students must develop creativity when balancing out which materials they will need to produce sufficient materials in bulk. Not having one specific outcome give students options and facilitate their own experience.
-Standard 2: Students will learn how to screen shot materials to produce an artifact that aligns with a digital-age experience.
-Standard 3: The lesson does not meet requirements for this standard.
-Standard 4: Digital citizenship will be embedded through two of the four strands. With some tweaking of provisional outlines, can meet three. Students will be given opportunities to explore the world wide web using safe portals protected through a monitoring system. Diverse learners will be guided by learning stations, and also with lower levels of multiplication problems. Cultural understanding, global awareness, etiquette and responsibility will not be covered during this lesson. Instructors could use different parts of the world to outline different classroom needs for students. An example would be investigating third world education systems and procuring a materials list for students to secure. Introduction of classroom diversification will give students better cultural understanding helping them to become better rounded individuals.
-Students will need background in mathematics with multiplying whole, decimals, classrooms items, and shopping for items online using classroom resources.
-An assessment during online investigating of materials while shopping will be done in a formative manner.
-Information based on previous knowledge will help map how students will navigate and acquire lesson requirements.
-Using technology at the third grade level meets the standard to find relevant information and ideas. Students should have the ability to use a search engine in an effort to find specific items found in the classroom. Using the shopping cart as a template to identify multiplication of quantity of items by cost, will create a real world scenario for students to relate too.
-Objectives are using multiplying whole numbers by decimals which aligns with quantitatively reasoning using decimals.
-A lesson of this nature should be introduce late in the school term. Students will need to develop a multiplication foundation in order to transition from whole number multiplication to decimal integration.
Designing Instruction (InTask Standards 7 and 8):
-By using a research method to relate an unbeknown familiar concept will allow students to get a feel for estimation of multiply whole and decimals numbers within a budget.
-Research method allows students to discover answers without having to provide direct, step by step instruction. It provides students the opportunity to explore previous knowledge of real world industries.
-Students will be asked to provide materials for the entire classroom. In doing so, students will be estimating, using technology, guess and checking. Each group will be provided differentiated materials based on their abilities.
Planning Assessment (InTask Standard 6):
-The produced worksheet material demonstrates students ability to complete the objective by producing a screen shot of purchased bulk items.
-This form of assessment does not necessarily produce a successful learning of content. It creates a platform for students to reference, however, does not guarantee conceptual understanding.
-Using differentiated instruction to help balance out work loads, including taking a small group for intervention, allows the educator to manipulate students needs pending their learning level.
How does your lesson meet each of the ISTE NETs Standards?
-Standard 1: Using the internet is always engaging for students. Allowing them the ability to dictate which site they will do research through help produce a buy in factor. Students must develop creativity when balancing out which materials they will need to produce sufficient materials in bulk. Not having one specific outcome give students options and facilitate their own experience.
-Standard 2: Students will learn how to screen shot materials to produce an artifact that aligns with a digital-age experience.
-Standard 3: The lesson does not meet requirements for this standard.
-Standard 4: Digital citizenship will be embedded through two of the four strands. With some tweaking of provisional outlines, can meet three. Students will be given opportunities to explore the world wide web using safe portals protected through a monitoring system. Diverse learners will be guided by learning stations, and also with lower levels of multiplication problems. Cultural understanding, global awareness, etiquette and responsibility will not be covered during this lesson. Instructors could use different parts of the world to outline different classroom needs for students. An example would be investigating third world education systems and procuring a materials list for students to secure. Introduction of classroom diversification will give students better cultural understanding helping them to become better rounded individuals.
Global Digital Citizenship Reflection
The group I had the pleasure of working with was assigned Global Awareness & Cultural Understanding. The technology introduced during presentation one was calculators. Neither global awareness nor cultural understanding lends itself for students to integrate calculators for advancement of knowledge. While numbers themselves are an international language, an appropriate setting is extremely limited to mathematics learning environment. Integrating calculators via web based technology through bell-work activities such as those outlined during my Prezi develop students exploration throughout, lend itself to topic one; Safe, Ethical, and Legal use of Technology.
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