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.