Comprehensive Reflection

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Transcript document can be found here

Micro-Lesson #2

Lesson Plan Subject: ELA

Grade: 1st Grade

Topic of Study: Story Elements

Link to lesson plan.

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

• What do the students need to know prior to the lesson?
• The students need to know how to appropriately use Youtube and Get Epic!. The students also need to know how to use their writer's notebooks. 
• How will prior knowledge and experience be assessed? 
• I will ask the students questions about appropriately using YouTube and Get Epic!. I will also ask the student to show me their writer's notebook and have a discussion about it.
• How will you use this information in the planning process?
• Depending on the information gathered from the discussion with the student, I will determine the time needed when using youtube and Get Epic!. 
• When will the lesson be taught in the course of the school year? Why?
• The lesson will be taught during the time when students are working on story writing; this will help the student understand different basic parts of a story which will reinforce when learning about different parts of a story. 

 III. Implementation Reflection: Designing Instructions: 

• How do the instructional methods align with what you know about best practices (think about your methods classes)?
• I chose to guide my lesson with the I do, we do, you do. There is a lot of modeling, and students can be as creative as they want. 
• How are you engaging students in creative and higher-order thinking? 
• The students will work in groups which will help them think and work together on the assignment. The students get to pick their group's book on Get Epic! to work on the assignment, and they also choose to either write or draw (or both) on the poster paper as long as they meet the requirements. 

 IV. Assessment Reflection: Planning Assessment:

• How does the assessment demonstrate that the students have been successful in learning the content?
• By meeting the evidence of mastery, which is "Students can verbally describe the story's elements in small groups and in writing."
• How does the assessment demonstrate that the individual student needs were met? 
• When the students work together, they learn together; therefore, working on the poster board is practice before working on their own to write their own stories. Each student will write their own story by filling out a graphic organizer to help them write their story. 

V. Materials & Resources Reflection: 

• How does your lesson meet ISTE Standards?
• ISTE Standards for Educators (The technology standards you should meet as a teacher) 
• By making this lesson, I got to practice my lesson planning skills and how to integrate technology into a lesson to make it more interactive and meaningful. I used the information gathered from the student to create a lesson that meets the student's needs and uses technology appropriately. Giving me the opportunity to show my leadership skills by teaching the lesson. Before the lesson plan, I explained to the student how to appropriately use Youtube and Get Epic! and how to safely use a computer to navigate in the internet. 

• ISTE Standards for Students (The technology standards you should help your future students meet)
• The students listened and agreed on how to appropriately use a computer and the different websites to work on the lesson and meet the lesson objective. The students safely used the computer and the tools borrowed appropriately. The students explored Get Epic! to find a story they wanted to work with. The students collaborated with each other to find a story and create a graphic organizer that gave other students an explanation of different parts of their story.

Micro-Lesson: Two-Step Equations

Lesson Plan Subject: Math/Pre-Algebra

Grade: 7th

Topic of Study: Two-Step Equations with variables

Find Lesson Plan, Artifacts, and answer keys here! 

Reflection:

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

• What do the students need to know prior to the lesson?
• The student needs to know how to solve one-step equations with variables using inverse operations. The student also needs to know how to use negative and positive numbers. 
• How will prior knowledge and experience be assessed? 
• I asked the student to share prior work. I had the student explain her work, she shared the steps she knows and the steps she makes mistakes with. 
• How will you use this information in the planning process?
• I used the student's strengths to build a foundation for her weaknesses. Because the student struggles with negative numbers, I added more equations with negative numbers to give her more practice.  
• When will the lesson be taught in the course of the school year? Why?
• She lives in Mexico, so she is learning it now; however, she is learning multi-step equations with variables in two weeks , so she needed to reinforce her knowledge to move to the next level. 

 III. Implementation Reflection: Designing Instructions: 

• How do the instructional methods align with what you know about best practices (think about your methods classes)?
• I chose to guide my lesson with the I do, we do, you do. The student observed how I was doing my work, and I was listening to me talking to myself out loud. Listening to the teacher self-talking it helps the student understand the steps better, by observing and listening. The whole lesson is also very interactive and allows the student to be as creative as they want. The student can use manipulatives (but chose not to use them) and use their native language to communicate when they can't understand what they are learning. 
• How are you engaging students in creative and higher-order thinking? 
• The student needs to show all their work in any way they want. The student used an iPad to replace the whiteboard and her notebook. By using the iPad instead of a whiteboard, she could move her work around to make sense of the problems, it help her think critically.  And by using the iPad to take notes. She could write keywords when doing her work, to later go back to her work by searching for those keywords. (She did not let me share her notes because she is not happy with her English or handwriting yet). 

 IV. Assessment Reflection: Planning Assessment:

• How does the assessment demonstrate that the students have been successful in learning the content?
• The evidence of mastery goal was "The student will find the missing variable in 9/10 equations correctly using different operations to solve each equation."  When the student did the worksheet, the student got 9/10 problems correctly, meeting the goal. They show all their work, showing every step needed to solve the equation. 
• On the sticky note pad, the student also showed all their work showing she understood all the steps needed to solve each equation. 
  
  
  
• How does the assessment demonstrate that the individual student needs were met? 
• The student was struggling figuring our which step to take first, and with negative numbers. After this lesson, the student understands which steps to take in order to solve the equation. 

V. Materials & Resources Reflection: 

• How does your lesson meet ISTE Standards?
• ISTE Standards for Educators (The technology standards you should meet as a teacher) 
• 2.1- Making this lesson allowed to continue to practice my lesson planning skills, and to practice how to integrate technology appropriately for the student to learn.
• 2.2- It allowed me to take initiative as a leader to come up with the lesson plan that boosts the students math skills.
• 2.3- I explained to the student how to appropriately use youtube and an iPad to work on this lesson.
• 2.4- I talked to a Mexican teacher that helped me determine if the lesson was appropriate based on the information I gathered from the student.
• 2.5- I designed the lesson from scratch based on the information I gathered from the student.
• 2.6- I observed the student use the technology needed for this lesson, and helped whenever the student needed tech or math help.
• 2.7- I based the lesson on the information gathered from the student's previous work.
• ISTE Standards for Students (The technology standards you should help your future students meet)
• 1.1- The student chose to learn how to use an iPad to take notes and solve problems to work on this lesson.
• 1.2- Student agreed to follow instructions on how to safely and correctly use youtube and an iPad for learning.
• 1.3 & 1.4- The student used the different tools in the iPad and notetaking app to be make her notes creative and to colorcode them. She also used the voice note feature to connect to keywords for future reference.
• 1.5- The student used the iPad to solve different problems in various ways side to side to later compare which method worked better for her.
• 1.6- Student used Technology in great ways that communicate that she understood the assignment and that she could use the technology correctly.
• 1.7- The student did not have the chance to collaborate with other students, however, she allowed me to make side notations on her notes that may help her for future reference.

Global Digital Citizenship

 

Scenario:

Bob is a 5th-grade student who is allowed to have a Facebook account that he uses to communicate with his school friends and some online gaming friends too. Bob decides to add some information in the about section. He adds interests, nicknames, and information in the about you section. And he also adds their phone number, where he lives and goes to school, and also add his parents under family and relationships. 

One time, Bob made a new online friend while gaming and added them on Facebook without telling his parents. The new friend would constantly message Bob and say they had many things in common. After some time, the new friend would ask more personal questions, and eventually, they asked bob to meet with them. 

There are many reasons why kids should not be on social media; Facebook requires everyone to be at least 13 years old before creating an account (Facebook). In this scenario, Bob is too young to have a social media account, and his parents are not monitoring his account well. Bob added too much information that is public to others. He also added a new online gaming friend without his parents' consent and shared too much information with them. This can be a dangerous situation that can be really bad if the parents are unaware of it. The new friend could be someone targeting young children who make connections with the children based on their interests and other shared information. 

Responsibilities:

The student needs to practice using social media safely, using the knowledge they learned from their parents and in school. The student must also communicate with his parents about the situation, or it can have a bad outcome. 

If kids (even older than 13) can use social media, their parents should monitor their accounts well. Parents are responsible for closely monitoring what the kids are exposed to at home. Parents should also teach their kids how to use social media safely.

Administrations are responsible for being informed about ongoing trends and discussing them with teachers. Also, they are responsible for giving their teachers appropriate training for them to teach their students how to be responsible global digital citizens. And there must be a whole district discussion about teaching families and kids what they should or should not share online. 

Teachers should also be aware of online trends, and they need to discuss what information should be shared online. They must show examples of what is appropriate to share as a kid and explain the consequences of oversharing. 

References:

Facebook. How do I report a child under the age of 13 on Facebook?: Facebook help center. How do I report a child under the age of 13 on Facebook? | Facebook Help Center. (n.d.). Retrieved March 24, 2023, from https://www.facebook.com/help/157793540954833/

Technology Integrated Lesson Plan

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You can find our presentation here! 

ISTE Standards for Students and Educators

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Find our presentation here. Let us know what you think! 

Technology in the Classroom

3 Resources 

1. Quizizz

Quizziz is a review website that looks like a game show. Strengths: It is student-paced and gives them feedback at the end. Students can improve their scores by taking the quizizz again until they are happy with their scores. It also shows teachers student's progress. Weaknesses: Has too many options, and it can be confusing. Also, because it is student-paced, you can only show progress on board because the view mode is different for everyone. Cost: It is free to use. There is a paid option for school districts. 

It is not likely that this website that would be blocked by a district. 

2. Minecraft education edition

Minecraft education is a game-based learning app/website where students have many options for learning. It is basically the game Minecraft with limits set by the teachers. There are many learning options and ways to use it. It has many strengths like team building and communication. It can be used across platforms and has a lot of activities, tools, and safety features. It can be personalized to meet students' needs. The downside of Minecraft education is that it takes time and research to understand how to use it if you are not familiar with Minecraft. It has too many options. If not properly set up, it can become a distraction. It is free to try but an educational account is required to continue using it, the cost starts at $5 per user per year. This is an app/website that I can see getting blocked by a district. 

3. Quizlet Live

Quizlet is an app/website to study and review; Quizlet live is an added option to review while playing and collaborating with others. Streghts: helps team building and communication skills. Tracks students' progress. Weakness: You need more than six students to play it properly. Cost: it is free to use, however, there is a paid option for quizlet study+ but you don't really need to use the live option.  It is not likely that this website that would be blocked by a district. 

All items listed are studying or reviewing apps/websites; they are very interactive and easy to use. 

My Philosophy of Education

My philosophy of education is based on the belief that everyone can learn, though some people just need a little more time and guidance than others. It takes patience, time, and effort to create a learning environment where students will experience encouragement to redefine what is possible for them and feel inspired and motivated to learn. Everyone can learn when given the opportunity and attention. And I want to help my students to find their own uniqueness. Being a special education teacher is being able to see possibilities and not disabilities. 

One of my main goals as a teacher is to awaken the students’ curiosity for learning, to feel accepted, and, more importantly, to believe in themselves. I will do this by creating individualized plans that will follow along with the curriculum and the students’ goals. The plans will allow each student to learn at a comfortable pace based on their interests and their abilities. I want to spark curiosity and creativity through my lessons. I will have hands-on activities that will allow the students to create and learn simultaneously; I believe that learning is done by doing. Creating activities and lesson plans that will be authentic and meaningful for my students will allow them to see and understand that learning can be fun and enjoyable. Adapting and meeting some students’ needs, lessons, and activities will change and evolve. I will also create clear expectations and procedures paired with natural consequences that will be in place from the first day of school. 

Not only do I want my students to enjoy learning, but I want to help them discover themselves while learning. I hope students will learn to appreciate who they are and own their uniqueness. I want my students to feel comfortable in their skin, believe in their abilities, and see past their disabilities. I strive to be that teacher that students can talk to and trust and know that I will not judge them but encourage them. I’m a very positive, patient, and passionate person with a lot to give, and I will always take those qualities to the classroom. 

As Professor George Evans said, “Every student can learn, just not the same day or the same way.” My philosophy follows along those lines.