Final Video Blog

This is the link to my final comprehensive blog video. It is a compounded overview of the standards that were learned throughout the semester and how they can be used in the classroom, how we used them and how they align with the standards.

Blog Phase 2: Micro Lesson #3 Reflection

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
• I think that the assessment and the students knowing the material and being able to use it is what went well. I think that the opening of my lesson could have flowed better because I started with some higher thinking to start with and it was not working.
• How well was the alignment to objectives and standards maintained?
• All of the standards were aligned perfectly to each activity of the lesson and after each chunk of the lesson, I realigned the student's thoughts to the objective and what it was we were trying to accomplish.
• Describe any modifications made during the implementation of the lesson
• The modification I made was that for specific students, I didn't have them answer in detail, the last questions of the sections. Instead, I had them focus their efforts in showing their work and have a solid idea of the math concept rather than graphing it fully.
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)?
   • The technologies that the teacher used were the projector,computer, googledocs, the graphing website and the white board for examples. The students were using their own document through google and the graphing website. For a physical activity, students created foldables for their notes.
   • How were the technologies used (by whom and in what manner)?
   • The website was used to graph the equations that the students found through their work of the questions that I provided for the students. The students then copied and pasted this into their GoogleDoc, which was used for students to type their answers. 
   • My lesson was within the correct time frame
     • The lesson was within the correct time frame because I over planned, so I had plenty of activities for the students to work on as well as stations if students needed more practice or wanted more practice and I had a review game for students if more time was available. 
3. Assessment of Learning (InTask Standard # 6): 




• 
  
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• Students were successful in their work in their groups as well as individually. I noticed that although the students were in groups, they worked individually but also used each other when one was confused but they did not copy off of each other.
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?
  • The students felt that the lesson was paced well and that the activities were perfect for teaching the lesson. The students reflected that they felt they knew the material and were not weary of the lesson material after it was taught. They had fun at the different centers and they enjoyed the closing of the lesson that was a competition between the groups. 
  • How do the comments from your classmates support this?
  • Students agreed that the technology was used successfully and that the graphing website helped further their understanding of how the prices or unit rates compared to each other. Students also like the foldable and the ability to look back at physical notes even though computers were used for their work.
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 that it is always better to be over planned than to feel like I did not have enough material for the students to cover and to have students feel confused. I planned for all levels of knowledge to be able to understand the material and to move through their work at a pace that was set for the class but was beneficial to each student and group. I think that if I were to teach this lesson again, I know that I would do everything the same, but it would turn into a 2 day lesson if the students did not have any background knowledge. If they did, it would be a one day lesson.

Blog Phase 1: Micro Lesson #3

 Micro Lesson #3 (In GoogleDoc)

Name Ashley Wyatt

Class ETC 447

Date 11/20/2018

Micro Lesson 3

I. RATIONALE:

Provide a reason for teaching the lesson. (i.e. Grade level curriculum, meets the common core standards/Arizona’s College & Career Ready Standards)

II. OVERVIEW

Grade Level: 7th Grade

Subject(s): Math.

Topic of Study:Proportional Units and Relationships

Time Allotment: 60 minutes

Standards: (Include Common Core and/or Subject Area (if needed))

7.RP.A.2 Recognize and represent proportional relationships between quantities. a. Decide whether two quantities are in a proportional relationship (e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin). b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

Technology: S1. C6. PO 3. Choose technology applications appropriate for the audience and task.

Objectives: (What do you want the students to know or be able to do?, I will be looking carefully on how they align with your assessment) Students will be able to represent, analyze and compare proportional relationships between quantities.

“I can accurately compute analyzed proportional relationships between quantities.”

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

• What do the students need to know prior to the lesson?
• Students need to know basic uses of fractions and order of operations
• How will prior knowledge and experience be assessed?
• There will be a review and notes, where the teacher goes through an example with students.
• How will you use this information in the planning process?
• I used this information in the planning process to determine the level of questions that were used in the stations.
• When will the lesson be taught in the course of the school year? Why?
• The lesson would be taught near the beginning of the school year as it is one of the core strengths for learning how to compare quantities.

III. IMPLEMENTATION

Procedure: (Include a step-by-step description of what the students and the teacher will be doing (i.e. walk me through the lesson)

1. Students will create a foldable which will have notes from the lesson and will have examples for them to use during their work.
2. Students will have a short lecture lesson on how proportional quantities are represented and how to convert to a unit rate.
3. The teacher will then do a class example of how to find proportional relationships and how the centers are going to be finished.
4. Students will then be given group work to go to each center and answer the questions on their computers. (If students cannot move, the “centers” can be passed to the students.
5. Students will then answer all their questions on their computer and show their work on their foldable.
6. Then, as a summative assessment, students will create their own word problem that has 2 different unit rates that can be compared. They will then show their work to solve their own problem and have a graph to represent it.
7. Afterwards, the teacher will review the stations with the students and will go over the steps on the board with each student explaining the next step.
8. Once that is all done, if there is still time left over, the teacher can play the Representation Game, where students can win a prize.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson)

Students are going to be using the website: https://www.desmos.com/calculator/q8mwzeylbk

They will use this website to graph their unit rates to determine which unit rate is better for the amount that is needed.

Once the students are done with the worksheet, the students will then create their own unit rate example word problem based on researched prices of a item they like  and will solve the problem to show that they know how to create a word problem relating to unit rate as well as how to solve for unit rate. This will be submitted as a google doc.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay- students will work in groups and then they will work in a group to do their assessment with the teacher.
• Gifted- These students will create a graph for each of the stations and then create a summative graph that shows all of the different prices compared to each other.
• ELL- students will have scaffolded questions and will not graph their answers.

Lesson Plan: III. Implementation Reflection: Designing Instructions:

• How do the instructional methods align with what you know about best practices (think about your methods classes)?
• Students are having guided instruction, as well as a goal to work toward, the objective is stated multiple times and they work in goals and independently.
• How are you engaging students in creative and higher order thinking?
• Yes, students are working in groups to solve real life issue- word problems.

IV. ASSESSMENT

• Procedure: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process)) Students will have a foldable for notes that they can use during their guided practice. Then, when students work on their own word problem, this will show me that students not only know how to find a unit rate, but they know how 2 would be compared, which could be used in a real life situation, like if they were at the store.
• Instruments: (Include [or link to] any tools that you will be using to assess your students (i.e.. rubric, checklist, worksheet, test)

https://docs.google.com/document/d/1Ax2oNNxDXMbdDwP1cgD6nfcBlKyozXVj4mxF7OWvlJg/edit?usp=sharing

Lesson Plan: IV. Assessment Reflection: Planning Assessment:

• How do the instructional methods align with what you know about best practices (think about your methods classes)?
• Students get a chance to work as a group and ask questions for the practices they need. And then they are able to show their work independently, after mastering the skills, they were able to work together to win a game to create group effort.
• How are you engaging students in creative and higher order thinking?
• Yes. Students were given questions at all different stages of solving the issue. They were also given real life examples that were needed to solve backwards as well as in different stages of development.   

V. MATERIALS AND RESOURCES

• In this section include any examples you have created for the students, resources (software, web links, books, crafting items, etc.) and other necessary items

foldable notes, worksheet, construction paper, cans of mushroom soup, tomato soup and pictures of chicken. https://www.desmos.com/calculator/q8mwzeylbk

Representation Game for closure

Reflection

Lesson Plan: V. Materials & Resources Reflection:  

• How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?
• Students are able to create their own word problem based on research of their favorite snack.
• How does your lesson meet Standard 2: Provide Digital Age Learning Experiences and Assessment?
• I used google docs for the students to fill out their worksheet and they used a graph website that they needed to screenshot into their google doc.
• How does your lesson meet Standard 3: Model Digital Age Work & Learning?
• Students worked together in the beginning with the teacher as an example problem that they filled out on their google doc and on their foldable that they created.
• How does your lesson meet all four elements of Standard 4:
• I gave students ample time to complete each station and they could ask their group for help, as well as the teacher. I started the lesson by going over how to use the equations that were needed and then I went over a general example with the group that they could refer back to. When students don’t need as much time, they could move on to their next station as needed.

Raw Chicken Pack: 1.5 pounds for $5.63

Canned Chicken: 10 ounces for $2.89

Blog Phase 2: Micro Lesson #2 Reflection

Comparing Habitats

Ashley Wyatt

Micro Lesson #2

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe

• 
  
• What went well and what didn't go well during the implementation of your lesson?

I think what when well was that there was clear instructions for each part of the lesson and all students had plenty of time to complete each activity.

• How well was the alignment to objectives and standards maintained?

The standards and objectives were maintained by having students complete a venn diagram that compared the similarities and differences between two different types of habitats which were then discussed as a class and they had questions to fill out about the differences.

• Describe any modifications made during the implementation of the lesson

For students that worked ahead of the schedule, I allowed them to finish the lesson all the way up to their assessment and then they were allowed to go back and review the game or help another student.

2. Mechanics:
• What technologies did I use (for the teacher and the learner)?

https://www.abpischools.org.uk/topic/animal-habitats/2  https://switchzoo.com/games/habitatgame.htm

Google Docs and Google Assessment

• How were the technologies used (by whom and in what manner)?

We used the first  website that had questions about different habitats, which was used for the pre-assessment. Then, it was also used as a review for the end of the lesson to wrap the lesson fully. We then used the projector to show different directions to the different activities and to play the games as a class. We also used a habitat game that was used for each student to fill out their questions and their venn diagram. The questions and diagram were on a google doc that also had the links to the websites that students needed access to. Then, the students filled out a google  assessment as a summative assessment of the exam.

My lesson was within the correct time frame

• The lesson was within the correct time frame because students were able to complete each of their activities as well as ask any questions with appropriate time. There was not a dull moment, but we also we not rushed. There was also enough time to ask students formative questions and review the summative assessment as a class to grasp a full concept of habitats and how they compare to one another.  
• Assessment of Learning (InTask Standard # 6):
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment

I feel that at the end of lesson, all the students were confident in their abilities to describe different habitats and know the differences of each. Each student completed all the activities as well as the assessment with 100% accuracy.

• Describe the level of success you had in teaching the lesson

I feel like the lesson went well. With technology, sometimes there are errors and when I had created the assessment, I couldn’t figure out how to make the question have a correct answer. However, before most students finished the assessment, I had it figured out. In a real situation, I would have graded the questions with whatever response they gave mechanically, instead of going off of their google assessment grade. I think that we presented the lesson well, I understand that there was some students that were not as happy about answering the questions one their own without any materials or in groups, but in reality, in a real class, I would expect what I had them do, from any class that I taught this to, given their high academic level.

• How do your individual reflections support this?

• How do the comments from your classmates support this?

I think that the comments were mixed because of participation. There were points about how students felt like they wanted more time to work on their diagram and questions. But we reminded students that it was for their use and was not considered as part of the grade. The assessment had faulty feedback, which can easily be corrected by grading each test individually. That is just a matter of convenience.

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 how to make a google assessment which I can really see myself using so often that it’s crazy I haven’t thought of it before. I also realized that not every lesson has to have a theme to it. It doesn’t have to be the most fun a student has had. Our lesson had games in it, but I think it was more work than play and from the reviews, I can tell that not everyone thought that student learning was supported. However, the assessments as well as the worksheets were filled out enough to be satisfactory for the objective. I think that I need to work on have questions outlined that I can ask during the formative assessment, but usually I use this time to ask questions that arise from clarity stand points.

Blog Phase 1: Micro Lesson #2

Habitat Lesson with integrated technology. The students focused on creating a venn diagram and answering questions about the comparisons of the animals and plants that live in different habitats. They then answered a google assessment. All of which was done after playing some different formative assessment games and interactive habitat games.

Lesson Plan: I. Rationale & II. Overview Reflections: Assessing Prior Knowledge and Planning Instructions:
 o What do the students need to know prior to the lesson?
Students need to know what an animal is and what a plant is. They also need to know about the habitat that we live in. (Arizona)
 o How will prior knowledge and experience be assessed?
We will start the lesson by playing a game that has general questions about habitats that should be able to be answered if students are familiar with habitats, the animals that live there and the plants that are found there.
o How will you use this information in the planning process?
This will guide how students use their worksheet, the depth of their answers and the time that is given per activity.
o When will the lesson be taught in the course of the school year? Why?
This is a lesson that would be taught later into the first semester, because they need to know and have a general knowledge about animals, plants and weather before they can learn about how they are in a relationship with each other.

Lesson Plan: III. Implementation Reflection: Designing Instructions:

• How do the instructional methods align with what you know about best practices (think about your methods classes)?
• Students are having guided instruction, as well as a goal to work toward, the objective is stated multiple times and they work in goals and independently.
• How are you engaging students in creative and higher order thinking?
• Yes, students are working in groups to solve questions about habitats that we do not live in.

 Lesson Plan: IV. Assessment Reflection: Planning Assessment:
o How does the assessment demonstrate that the students have been successful in learning the content?
Students will successfully complete their worksheet and have examples to use from the website to share and to use for their formative assessment.
o How does the assessment demonstrate that the individual student needs were met?
Students that moved on quickly were offered the option to add details and pictures to their diagrams and to play the habitat games more than once to complete the worksheet for different habitats.

Lesson Plan: V. Materials & Resources Reflection: 

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

Students were able to chose their habitat as well as provide details that they choose to put in their diagram.

 o How does your lesson meet Standard 2: Provide Digital Age Learning Experiences and Assessment? 

All the work was done on the computer and students navigated through websites, google docs and a google assessment to complete the lesson.

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

We had the worksheets, games and examples for students to reference on the overhead projector. Students were then allowed to work as a class, in groups and individually.

o How does your lesson meet all four elements of Standard 4: Promote and Model Digital Age Citizenship and Responsibility

Students were aware that they were to follow along the websites that were linked to the googledoc and they were responsibly using the games to enhance their learning.