Blog Phase 2

Blog Phase 2

1. Instructional Decisions / Teaching
1. What went well and what didn’t go well?: I feel like overall my lesson went pretty well. I was able to deliver all of the content of my lesson successfully and all the students were able to create their own bar graph as asked. Something that didn't go well was one students Word document was different than the other students and my own so their creation of the graph was different than the others. Also something that didn't go very well was one students Excel document was not successfully transferring everything over to the graph on the Word document, I am not sure why this was happening.
2. The alignment to the objectives and standards was maintained very well. Everything stated in the objectives was followed very well and carried out in the lesson. All standards in the lesson plan were met during the teaching of the lesson.
3. One modification that I made during the lesson was not taking the time to actually show the students how to create the graph on the Word document step by step. I did this because I was worried about running out of time and not having time for the students to get to their reflection questions.
2. Mechanics
1. Technologies that I used for this lesson was Inspiration on the smart board. I also used Word and Excel. Each student also used Word and Excel on their individual computers.
2. I used the KWL chart on Inspiration throughout the lesson using it to start and end the lesson in a class discussion. Each student used Word and Excel on their individual computers to create the bar graphs.
3. The lesson was short by about 5 minutes because I modified one section that I could have actually included in the lesson. I took out the step by step creation of the bar graph on the teachers computer because I was worried that part would take up too much time and I wouldn't of been able to reach the ending class reflection that I wanted to make sure I included. Also I underestimated how the time frame for a college student to complete the creation of the graphs would be much shorter than an actual 2nd grade student.  
3. Assessment of learning
1. Digital Artifacts

1. The students were very successful in creating their own bar graphs. The included all required titles and information. They were also able to successfully answer their reflection questions about their graphs with correct answers.
2. I personally feel as though I was able to deliver the content of my lesson successfully. I think that even though I did make some modifications while the lesson was being taught and there were a few issues with some students Word documents the lesson was still successful. The students were still able to create their own bar graphs successfully while incorporating their own ideas. Based off of the comments from my classmates support this. They explained how they thought I was very prepared with notes and an example printed out to show them. They thought that I stayed in character very well and I explained how to create the graphs very well. They thought that I could have simplified the definition of data to better fit the age of second grade students. I agree with this, as I did struggle with finding a way to describe what data is in a way that second grade students would understand.
1. What did I learn?
1. I learned that I need to plan out the time management of the lesson a little bit better. I need to think about how fast a college student going through the lesson will be able to complete the assignment compared to the actual age of the students that would be learning the lesson. I can apply the reflection pieces of the time management aspect and my peers comments about the lesson to the next lesson that I create. I will definitely take this into consideration when creating my next lesson plan.  

Lesson Plan 1 Reflection

Lesson Plan Reflection

Assessing prior knowledge and planning instruction:

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

Prior to the lesson students will need to know how to use Excel (for this lesson we are assuming the student has already had the previous lesson on how to use Excel)

·      How will prior knowledge and experience be assessed?

Prior knowledge will be assessed from the previous lesson on how to use Excel and how well the mastered the activity they performed for that lesson. Prior knowledge of data will be assessed through the KWL chart on Inspiration.

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

The previous lesson will help in the planning of the lesson to give the teacher of how in depth they must go when explaining how to create the bar graph. During the lesson the KWL chart will help the teacher detect how much explaining they will have to do on the vocabulary word “data” and the creation of the bar graph.

·      Why should the content of this lesson be taught at this grade level?

This content should be taught at this grade level because it goes along with they other type of graphs and charts students will be learning. This lesson matches Arizona’s College and Career Ready standards for second grade math.

·      How do the objectives you have for the lesson align with the standards?

The objectives for the lesson match the standards by telling what the student will be learning, for this lesson that is how to interpret graphs and how to collect data to create their own bar graph.

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

The lesson will be taught in the middle of the school year because students must learn certain fundamentals before being able to create their own bar graphs.

Designing Instruction

• Why are you using the instructional methods you have described?

The instructional methods described are being used because they cater to the students needs based on how much explaining and support they need. For example having the students work in pairs to answer the reflective questions gives them the chance to put two minds together on a topic that is new to both students.

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

The lesson models best practices by engaging the students while the students are active in the classroom. The teacher is actively engaged with the students. The lesson educates the whole child and does not support in passive observers.

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

I am engaging students in creative and higher order thinking by creating the lesson to be interactive. The students will be able to participate throughout the entire lesson and create their own graphs demanding them to use higher order thinking and allowing them to be creative by letting them choose their topic and even color of the graph.

Planning Assessment

• How does the assessment align with the standards and objectives of this lesson?

The assessment aligns with the standards and objectives by successfully giving enough information where the teacher will be able to judge whether or not the student was able to retain the information in the lesson and turn it around to create their own bar graph.

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

The assessment will be able to demonstrate the student’s success in the lesson by the student’s ability to successfully create their own bar graph and answering the reflective questions on how to read the graph.

• How does the assessment demonstrate student engagement in higher order thinking?

The assessment demonstrates student engagement in higher order thinking by showing the students quality of the graph they created and how well they answered the reflective questions.

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

The assessment demonstrates that individual student needs were met by showing how successful they were in the final activity. How well they performed will assess whether all needs from each student were met. For example, a gifted students ability to successfully create a bar graph using 8 different topics will show that their needs of being challenged were met.

How does your lesson meet each of the ISTE NETs standards?

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

The lesson meets standard 1 by making the lesson engaging and interactive. The students have the chance to use their creativity by choosing what topic they will take data on and they can even personalize their graphs in design and color.

2. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?

The lesson meets standard two by using technology that is relevant in the current time. Students will benefit in the future by being able to navigate and use Microsoft Word and Excel.

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

The lesson meets standard three because it is modeling the current level of work that students across the nation are learning, based on Arizona’s College and Career Ready standards for second grade math.

4. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital 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.

The lesson models teaching safe, legal, and ethical use of technology by the teacher modeling the appropriate example of how to use the technology.

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

The lesson addresses all student needs by giving them enough background information to work off of and allowing them to work with peers to get help when needed.

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

The lesson promotes responsible social interactions related to the use of the technology by the teacher modeling the appropriate example of how to use 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.

The lesson models cultural understanding by making the lesson accessible and universal to all cultures. Such as supporting students who are ELLs.

Lesson Plan 1

ETC 447 Lesson Plan 1

I.               Rationale

The reason for teaching this lesson is to make sure students understand how to interpret data and create graphs. This lesson matches requirements for second grade math under Arizona’s College and Career Ready Standards.

II.             Overview

a.     Grade level: Second Grade

b.     Subject: Math

c.     Topic of Study: Represent and Interpret Data  

d.     Time Allotment: 30 minutes

e.     Standards: Arizona’s College and Career Ready Standards

·      2.MD.D.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph

f.      Objectives: TSWBAT identify what types of data that is appropriate to create a bar graph. They will then collect their own data and create their own bar graph using Microsoft Word and Excel

III.           Implementation

a.     Procedure:

·      Introduce the word “data” to the student’s vocabulary (1 minute)

·      Have them brainstorm on what they already know about data and what they want to know about data using the KWL chart on Inspiration (3 minutes)

·      Ask the students what type of things would be appropriate to take data on (1 minute)

·      Create an example of a bar graph using the example of how many students and their favorite food on Microsoft Word and Excel (Student’s have already had a lesson on how to use Excel) (8 minutes max)

·      Allow the students to choose what they want to take their data on and have their idea approved by the teacher (2 minutes)

·      Ask students to take out a piece of lined paper and pencil and give them time to collect their data from their peers using 4 different items that fit under their selected topic  (3 minutes)

·      Have the students create their own bar graph using the data they collected from their peers using Microsoft Word and Excel (6 minutes)

·      Students will answer the questions on how to read their graph while talking with a peer and seeing their graph as well (questions will be displayed on the board and students will answer the questions under their graphs on their Word document (4 minutes)

·      The teacher should be roaming the room and observing the students progress and answering any questions

·      The teacher will refer back to the KWL chart and record what the students learned by calling on students randomly (2 minutes)

b.     Technology Integration

·      The teacher will use the KWL chart on Inspiration to record what the students already know and what they want to know at the beginning of the lesson and record what they learned at the end of the lesson

·      The teacher will use Microsoft Word and Excel to show an example of how to create a bar graph using the topic of students favorite type of food

·      The students will use Microsoft Word and Excel to create their own bar graph using the data they collected from their chosen topic that they collected from their peers

·      Each student should have access to their own computer with Microsoft Word and Excel installed on it

c.     Differentiated Integration

·      Cognitive Delay: For students with cognitive delays there will be provided a key guard to prevent the hitting of unwanted keys. They will also be given the opportunity to work on the questions about their graphs with a peer that can assist if needed (working in pairs will benefit the class as a whole

·      Gifted: Students who are gifted will be challenged by being asked to create a bar graph for 8 different items under their selected topic. The questions they are asked about how to read their graphs will be more challenging with higher-level vocabulary words.

·      ELL: Students who are English Language Learners will be given support by being given background knowledge on what “data” is (this will benefit the class as a whole). If necessary the questions students are asked about how to read their graphs will be simplified with language catered to their comprehension level

IV.           Assessment

a.     Procedure

·      The assessment portion will be the student’s ability to successfully create their own bar graph using the data they collected from their peers. This will be able to judge how the students were able to retain information from the lesson and use that information to create their own work.

b.     Instruments

·      Microsoft Word and Excel (The students will open Word from their desktop and be able to access Excel by choosing the bar graph option under the charts section, Excel will open automatically)

V.             Materials and Resources

Inspiration (KWL chart)

Global Digital Citizenship

I thought that the global digital citizenship activity we did in class was very beneficial. My group had the topic of socially responsible digital use. For this section we focused on what it means to be socially responsible while using technology and how teachers can prevent un responsible actions of students or intervene in situations where students are not being responsible while using technology in and out of the classroom. We also discussed how teachers can incorporate teaching how to be socially responsible within their lessons. I feel that the way we did this activity was very beneficial to everyone. Because we broke up in groups and focused on one topic and then met back together to discuss all of the topics. I liked this approach because it wasn't all lectures on each of the topics. I liked how once we met back together in our original groups we were assigned to create a document that combined all four of the topics. I thought this was a good idea because it gives us something to look back on as a reference when needed. I think this is a perfect example of how technology can be incorporated into classroom assignments and activities.

Philosophy of Education

Every teacher has their own personal philosophy of education. If I had to describe my personal philosophy in one small statement it would be, that every child deserves an equal chance to a quality education. As a teacher I will do everything in my will power to deliver this chance to every student that walks through my classroom doors. I believe that students with any and all abilities should receive the same quality education as the child sitting next to them. I believe that students who come from the low class should receive the same quality education as a student that comes from the upper class. I believe that a student with a mild, moderate, or severe disability shall receive the same quality education as the student that is classified as gifted. I believe that every student deserves an education that is catered to their personal academic level and needs. I believe that every student should receive the attention and help needed to reach the ultimate goal of success. As a teacher I will devote my time and attention to making this possible for every student I have the privilege to teach. My personal philosophy is that every child deserves an equal chance to a quality education.