Blog Phase 3: Comprehensive Reflection

Standard 1

1. A way that I promoted, supported, and modeled creative and innovative thinking was with the    activity where I had the students make their own desert ecosystem.  This allowed the students to pick what they wanted in their ecosystem and create a scene using Pixie.  It was totally up to them on what to have in this and how to arrange it.

2. I engaged the students with real-world issues using digital tools and resources by having them create a timeline based a government system.  They had to look at different issues within a government system that they picked and they picked and ordered the events onto a timeline with brief descriptions.

3. I promoted students reflection using collaborative tools to reveal and clarify students' conceptual understanding by having them create their own desert ecosystem.  This assignment was a reflection of what they learned throughout the lesson.  During the lesson we read a book about the desert that talked about different desert animals and they plants they use to survive.  We then went over how to make their own ecosystem by making a forest one as a class.  They then went and created their own desert ecosystem by reflecting on what they already knew, what they learned from the book, and what they learned in the class discussion.

4. A way that I could have modeled collaborative knowledge by engaging the students in other face-to-face virtual environments is to have a lesson where my students go on a virtual field trip.  With this they would be able to talk and communication with someone, say at the zoo.  They would be able to ask questions and see what is going on in real time.  They would be able to get their questions answered right then and there and not have to conduct research.

Standard 2

1. Both of the lesson I taught to my group were designed and adapted to relevant learning experiences that used digital tools to better promote their learning and creativity.  I especially think this with the desert ecosystem.  I am sure it was easier for some students to make this on the computer because not everyone is confident in their drawing and creative skills.  This activity allowed the students to be completely creative and use whatever kinds of tools they wanted, as long as they ended up producing a desert ecosystem.

2. Both of the lessons I conducted within the classroom were technology enriched.  Almost everything we did was on the computer, except for reading a book.  All of the research and actual assignment they made were on the computer.  My "students" got to learn new technology tools and different ways to do things that I would hope they can also use later on in their teaching experiences.

3. Although I did not have to really customize or personalize any activities for my current students that I taught the lessons too, I always had in my lesson plans how to accommodate these lessons for gifted, ELL, and cognitive delayed students.  With these accommodations, I always tried to make sure it would be a way that they would also be able to participate and get the same learning experience as everyone else.  Of course, these were just guesses for me, but if I actually had a student like this, I would make sure that the lesson was specially adjusted to their needs.

4. The activity that I really used both formative and summative assessments was the desert ecosystem.  As a class, we read a book on a desert and the different animals and plants that are in it.  After the book was read, we had a class discussion on what we learned and why we thought some of the plants went with those certain animals.  This showed me if I had to go back through the book and clarify some things.  We then also made our own ecosystem of the forest on the computer.  I chose to do the forest since we currently live in one and it would show me if they understood what an ecosystem really was, but in a different context.  Then, for summative assessment, that was the students creating their own desert ecosystem based off what they had learned.

Standard 3

1. In both of my lessons, the students used the knowledge they have about their personal computers and applied it to working on the SmartBoard.  Students were able to come up during the group activity and work with the SmartBoard.  They were allowed to do different things on the SmartBoard that they couldn't do on their computer like draw.

2. Based on my time limits, I did not have a lot of student collaboration.  But with another activity, I would maybe have my students use Google Docs where they could all be working on the same document at the same time.  Each student will have a different component to the project and will work on it collaboratively toward a common goal.  They would be able to see what the other students are working on and talk with each other to be able to complete and the assignment.

3. My students communicated relevant information and ideas to other peers using a variety of digital-age media and formats when they created their timelines.  They were using a variety of sources to find information to put on their digital timeline.  If I had more time in the lesson, they would have also created a Word Document with added information about each event they chose to put on their timeline.  They would have then share what they created with their peers.

4. To model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning by having my students rotate centers that used the iPads, tablets, SmartBoard, and computers.  I would model how to use all of these technologies before the students used them to either do math, science, social studies, or language arts centers.

Standard 4

1. Before my lesson on timelines, I made sure to tell my students about how to be safe on the Internet.    If I did this lesson with younger students, I would have given them specific websites to do their research on so they were openly searching the web.  I did not think of it for my hour long lesson, but I would have also had the students document where they got their sources from.  Not only so I know where they were getting their information, but so they learn that you cannot just steal someones else's information, they have to give credit to them.

2. To address the needs of all learners by using learner-centered strategies providing equitable access to appropriate and digital tools, I would have allowed students to use a iPad or SmartBoard if it better met their needs opposed to a computer.  If I had a students with visual issues, I would let them use the SmartBoard.  If I had a gifted student, I would let them use the iPad to navigate and find information.

3. To promote and model digital etiquette and responsible social interactions, I would teach and show my students that they are to be responsible on the Internet and if they come across someone who wants to talk to them, not too, especially at school.  They should also just be conducting research on their given topic and not using the computers do play games if they are not asked to do so.

4. To develop and model cultural understanding and global awareness with students I would have students use different websites where maybe they can connect with others and learn about where they are both from.  They could also just do research and maybe look at blogs from others around the world.

Phase 2: Reflection on Lesson

INSTRUCTIONAL DECISIONS/TEACHING

• Overall, I think that the activity went really well.  I had some trouble with a student loosing their work and not being able to fully complete it, but everyone else was able to complete their work and actually put some effort and thought in it.  I did have some complaining throughout doing the activity and a student telling me "this is too hard for the grade level" but it met the standards and everyone else enjoyed it.

• I was able to keep aligned to my standards and objectives.  During the activity every stayed on task and it seemed to keep their interest for the whole hour.  I made this activity take up most of the hour to keep everyone interested and engaged.  They were also teaching themselves about a topic that came from an overarching topic, which was part of my objectives.

• Modifications that I made during the lesson was to not have the students keep a word document containing added information from their timeline presentation.  There simply was just not enough time for that.

MECHANICS

• Technologies the teacher used was the SmartBoard.  Technologies the students used was their personal computers.

• Technologies that I used for the teacher was the SmartBoard.  I just used this to show the students how the timeline maker would work.  Students then just used their personal computers to conduct the research and make their timeline.

• Yes, my lesson was within the 60 minute time frame.  The students had plenty of time to do their activity and I had them wrap up a couple minutes early so a student could present their work.  If I had a little more time, I would have had all of the students present their timeline, but it was not needed.

ASSESSMENT OF LEARNING

• Digital Artifacts:

• Two out of my three students were able to successfully complete the assignment.  The only reason the third student did not fully complete it is because she kept closing out of it without saving it.  Regardless, they all did what they were supposed too very successfully with what was turned.

• I believe I had success in teaching this lesson.  There was not a lot of lecturing, it was more the students working on the activity so they could later on teach each other.  I think this is a more effective way to teach instead of just lecturing them on each topic.  Based on the responses, all my students enjoyed doing this too! 

Lesson II: Phase 4 Materials and Resources

MATERIALS AND RESOURCES

http://www.readwritethink.org/files/resources/interactives/timeline_2/

Word Document

Lesson II: Phase 3 Assessment

ASSESSMENT

Procedure:

• I will assess my students by looking over their project through observation.  As long as the students have picked a country to research their government system and have at least 10 points on their timeline, they will be successful.  They also have to present to the class and assess the other students on their project.  I will use the student assessment to determine how the student did.  
• I will have a checklist to make sure the students research a government system from a specific country, have at least 10 points about it with some pictures, and that they presented to the class.

Reflect on...

• This assignment aligns with the standards and objectives of this project because it will show me if the students accomplished what they were supposed to learn.  All of the standards and objectives are components of the project.
• The main part of the assessment that demonstrates the students understanding is their presentation to the class.  They will be able to tell everyone about it and teach them about that government system along with showing me what they have learned through this assignment.
• This assessment involves higher ordering thinking because they have to present their information to the class and explain what they have learned.
• This assessment demonstrates that the individual needs of the student were met because if their assignment needs to be adjusted, then they can do so accordingly.  Also if the students has a cognitive delay or is an ELL student, they do not need to present to the class if they do not feel comfortable or capable of doing so.

Lesson II: Phase 2 Implementation

IMPLEMENTATION

Procedures:

1. I will gather the students in a whole group and start a class discussion.  We will talk about different countries around the world and if anyone knows the different government systems that they use (i.e democracy for the United States).
2. I will then discuss that each student will need to pick a country to research their government system to then create a timeline.
3. I will show how to use the timeline creator and how to plot events on it.
4. Each student will need to find 10 main events to put on the timeline that leads up to today's date.
5. When I send the students back to their seats, I will have them start the research aspect of the project.
6. As they find different information that they might find useful, they will write them down in a Word Document.  They can also save pictures to use.
7. Once the students has found at least 10 items to put on the time line, they can then go into the timeline creator and start putting their information in.
8. Once all of the students have finished their timelines they will then share with the whole class.
9. The students will then evaluate each other and write what they liked and what the student could do to improve their project.

Technology Integration:

• Students will be using the Internet to research their topic and find pictures of different events.
• Students will use organize their information in a Word Document. 
• The timeline creator (an online tool) will be used to create their timeline.

Differentiated Instructional:

• Cognitive Delays: Students with cognitive delays can use pictures to represent their information and possibly write a couple of words to describe it if they can.  They do not need to present if they are not capable or comfortable doing so.
• Gifted: Gifted students can use more than 10 points to research and compare one government system to another.
• ELL: ELL students can use pictures to represent their information and possibly write a couple of words to describe it if they can.  They can also research the government system from their home country so it is something familiar.  They do not need to present if they are not capable or comfortable doing so.

Reflect on...

Designing Instruction:

• I am using the instructional method I described because I want my students to be very independent with this project.  This is their way to show me what they know and what they have learned.
• My instructional methods align with best practices because I think students should have project-based learning.  When students are creating something on what they know, the information stays with them longer.
• I am engaging the students with higher order thinking because they have to decide what to research and then have to conduct the research themselves.  They can also pick a country they know nothing about and research their government system.
• My integration of technology supports best practices because this activity is very individualized to the student.  The student can pick what to research and add whatever valuable information they want.  They will be using this activity to teach the other students about a particular government system.

Lesson II: Phase 1 Overview

OVERVIEW

Grade Level: 3rd

Subject: Social Studies

Topic of Study: Timeline of different governments systems from different countries 

Time Allotment: 60 minutes

Standards:
      AZ Social Studies Standards: 

• Strand 2: World History Concept 1: Research Skills for History PO.1 Use timelines to identify the time sequence of historical data.

      Common Core: 

• CCSS.ELA-LITERACY.RI.3.5
  Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

• CCSS.ELA-LITERACY.RI.3.7
  Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

• CCSS.ELA-LITERACY.RI.3.8
  Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Objectives:

• Student will be able to pick and conduct research on a different countries form of government.
• Students will create a timeline based on the the research they have conducted to show the progression of a certain government.

Reflect on...

Assessing Prior Knowledge:

• Prior knowledge that the students will have is an idea of what chronological order is (I will go more into depth with this project).  They will also know about different countries around the world to pick from.  They will also have a understanding of different government systems that we have been learning about, but this will be their first research project on it on the topic.
• I will assess their prior knowledge during the discussion that we have in the beginning of the lesson.  If the students seem unclear about any of the topics I ask about, we will have a further discussion.
• I will use this information in the planning process because if I feel that the students are unclear on a certain topic (like different countries to pick from), I will review different countries they can research and what they need to be researching.

Planning Instruction: 

• This content should be taught at this grade level because in third grade, students are utilizing informational texts to pick out the key information and create a product showing those details.
• The objectives align with the standards because they are picking a country to research to find out more about their government system and then creating a timeline about the important events.
• This lesson will be taught more towards the middle of the school year after we have discussed different countries and their government systems.

Phase II: Reflections on Lesson Implementation

INSTRUCTIONAL DECISIONS/TEACHING

• Overall, I felt that my lesson went well.  One thing that I struggled with was treating my fellow peers like they were 1st graders.  I feel like because of this I struggled a little teaching the "new concept" since they already know it now.  But other than that, my activities went well and went according to plan.  I am glad that I decided to do a class example on the forest ecosystem because I think that it helped the students create their own because they then knew what I was looking for.  I am also glad that I decided to read the book about the desert.  I think it gave the students an idea of what kinds of plants and animals they could use and if they remembered, they could use what they saw in the book instead of trying to come up with them on their own.

• I feel that I kept my alignment to the objectives and standards throughout the lesson.  We all stayed on topic and did not stray away and I feel we ended up learning what I wanted the students to learn.  As I started teaching the lesson I decided to add a journal assignment in order to better the students understanding.

• A modification that I made during the lesson was I added a quick journal assignment in the beginning of the lesson to get the students thinking about the topic and see if they would develop the other questions to ask during the lesson.  I feel like doing this worked out better than just asking them what they knew about each ecosystem in a class discussion.  It allowed them to think on their own and I could see what they knew before we started so I could adjust my teaching.

MECHANICS

• Technologies that I used during this lesson were the SmartBoard and the students' computers.  On both of these technologies I used Pixie.

•  I used the SmartBoard to do the class example of the forrest ecosystem and how to give them a brief overview on how to use Pixie.  The students used their personal computers to write their quick journal assignment and to create their own desert ecosystem. 

• My lessons in the correct time frame because it was 30 minutes.  I was able to manage my time well and the students would have been able to add onto their assignment if they finished early which worked out well because no one was sitting around waiting and no one did not have enough time to finish.

ASSESSMENT OF LEARNING

• Artifacts of students learning:

Journals: 

Desert Ecosystems:

• I think my students succeeded in achieving the objectives and standards of the lesson.  They were all able to compare the different plants and animals within the desert and forest ecosystem and learn how they are different.  The only thing was one of students (the top picture of the desert) is an example of how students can misinterpret the two different types of deserts.  For example, in the Arizona desert there are no camels.  But this is something that can easily be taught again.   

• I think I was successful in teaching this lesson.  My overall feedback from everyone was good.  Someone said I could have taught how to use Pixie better, but I showed them what they needed to use on their and when i asked for questions no one had any.  So I feel like I ended up doing fine on that.  I also stated in my lesson that this was not the first they were using Pixie.

Phase 4: Materials and Resources for Lesson

MATERIALS

1. Book- Way Out in the Desert by: T. J. Marshall & Jennifer Ward
2. Pixie program on the school computer

Phase 3: Assessment of the Lesson

ASSESSMENT

Instruments:

Rubric -

Rubric for Desert Ecosystem
3	Accurately displays two animals and two plants from the desert ecosystem.  Displays them in a way that they would be found in the natural environment (i.e. plants and animals found on the ground)
2	Accurately displays two animals and two plants from the desert ecosystem.  The plants and animals are not displayed as how they would be found in the natural environment.
1	Less than two plants and animals are displayed in their desert ecosystem.

Reflect on…

• This assignment aligns with the standards for this lesson because the students are identifying plants and animals that are in the local Arizona desert.  Students are also comparing the two ecosystems (the desert and the forest) and identifying if they can distinguish between the two when making their own ecosystem.
• This assessment demonstrates that students are successful in their learning because they know at least two animals and two plants that are located in the desert ecosystem.  
• This assessment demonstrates high order thinking because the students have to supply their own plants and animals that they have either seen themselves in the desert or what they remember from the book. 
• This assessment demonstrates that individual students needs were met because 

Phase 2: Implementation of the Lesson

IMPLEMENTATION 

Procedures:

1. First we will gather in a group to discuss what they already know about deserts and forests.  If the students need some guiding questions to get started, I will help them with that by asking if they have ever visited the desert and what kind of plants and animals do you see there?
2. After we talk a little about each ecosystem, I will introduce the book about the desert.  As we read the books about the forest and the desert, I will be sure to point out specific plants and animals that are in that ecosystem.  During the book I will also ask if the students have seen any of the wildlife in our own ecosystem (the forest) to compare the two.
3. After our books are read, I will explain that as a whole group we will be creating the forest ecosystem.  We will do this in Pixie and I will be putting in the animals and plants that the students tell me.  I will be using questions to guide them on what to add and ask them what types of plants and animals they see when they go outside in Flagstaff.
4. After the students go back to their seats with their computer, I will instruct them to open Pixie, which is a program they have all used before.  I will go over specific directions on what they are to use in Pixie and what they need to create.  These include: using the stickers to locate different animals and plants, using the coloring tools to had extra detail or draw animals, plants, or other features, and using the text box if they can write in specific details (or I can help with that).
5. While the students are working, I will be walking around asking them questions to prompt their thinking about the ecosystem the chose.  I will also help guide them on what to do next if they appear to be struggling.
6. As the students complete their ecosystem of the desert, I will help them label the different plants and animals they have included in their ecosystem.  When they are all finished, we will print out their ecosystems to display in the classroom.

Technology Integration:

Students will be using technology to create their final product to show what they have learned.  Their entire ecosystem that they create will be on their own ecosystem using Pixie and the tools provided in that program.

Differentiated Instruction: 

• Cognitive Delays: For these students, I will have created a Pixie page that already has the different animals and plants for the ecosystem that they want to create.  They will then need to drag the different animals and plants to spots where they think they belong since they will be scattered on the page.
• Gifted: For these students, I will have them type in the names of the different animals, plants, and other features they used.
• ELL: For these students, I will pair them up with another student that speaks their first language and English, or a student that will "nurture" them along the way and help them out if and when they need it.  Each student will still create their own Pixie page. 

REFLECT ON...

Designing Instruction: 

• I have chosen these instructional methods because I think children, especially young children, learn through books.  They are able to hear the story and see the pictures which tends to stick in their memory, especially since their will be a discussion along with it. I am also allowing my students to use Pixie because it is simple for them to use, but allows them to be creative and create what they want using a blank page.
• My instructional methods align with best practices for my students because I am implementing reading along with the science lesson.  Students should be reading and applying what they know along with investigating to make science instruction meaningful within the classroom.
• I am engaging students with higher order thinking by allowing them to show what they have learned by creating their own desert ecosystem.  They can either use what they have learned in the book about the desert or think about what they have seen when they visited the desert.
• My integration of technology with this lesson allows for best practice because it allows them to be a little more creative instead of just drawing a picture of it.  They can use Google to look up images of the real animals and plants and it allows for a better visual of what is actually in these ecosystems.  They can also conduct their own research if needed on these ecosystems to learn more about them.

Phase 1: Lesson Plan Overview

OVERVIEW

Grade Level: 1st Grade

Subject: Science

Topic of Study: Ecosystems

Time Allotment: 30 minutes

Standards: Strand 4: Life Science, Concept 3: Organisms and Environment
                  PO 1. Identify some plants and animals that exist in the local environment
                  PO 2. Compare habitats in which plants and animals live

Objectives:

• Students will be able to compare and contrast two different environments and the animals                     and plants that live within them.
• Students will be able to create either a desert habitat using Pixie and have at least 2 correct                   plants and 2 correct animals within that ecosystem.

Assessing Prior Knowledge: 

When I begin my lesson, I will ask students if they have ever been to the desert.  I will ask what they see when they go to the desert and how it is different from a forest (what types of animals and plants do they see when they are in either ecosystem).  My students do not need to know much before the lesson because my books will cover the information they will need to know.  The students will also know how to use Pixie from a previous lesson, so only a brief overview of the program will be needed.

Planning Instruction:

This content should be taught at the first grade level because it is the basic introduction to different environments and the types of plants and animals that are in each.  My objectives align with my standards because I am looking at the local environment that we live in now (the forest) and comparing it to another type of ecosystem that is in Arizona (the desert) that many of my students have been to.  I will teach this lesson towards the beginning to middle of the school year, because this is the beginning introduction to ecosystems that can be expanded on later in the school year.

Global Digital Citizen Post Four

Meeting Diverse Needs of Learners Through Learner-Centered Strategies and Equitable Access

Meeting the needs of every learner can be challenging at times for teachers.  Using technology as a resource for learning can help the student become more successful while learning.  Technology allows for students to learn in a variety of different ways.  This is especially good for students who learn better while actively being involved.  They can navigate and explore in so many different realms.  Students can watch and listen to videos, participate in interactive activities, and so much more.  Not only will this be more interesting for children, I think they will learn more because they are interested and want to be engaged.  They are not just sitting there listening to a lecture or taking notes.  In my classroom I will be sure to take advantage of all of the technology resources that are available to me to better my lessons for every student that I have.

Global Digital Citizen Post Three

Global Awareness and Digital-Age Communication 

Global awareness is understanding that different events and ideas impact the world from a cultural, social, and political standpoint.  Many of us find these "news" stories on the Internet.  People can get up to date information immediately just by searching for it on Google.  Global awareness connects itself to the digital-age communication.  I feel that less and less people are communicating with others to find out information and simply talk to each other.  Everyone is always on their phones, tablets, and computers either talking to others or finding out information through news websites or social media.

Since technology is all around us and used in everyday more and more by people it of course needs to be included within the classroom.  I want my future students to be aware of what is happening around the world and to do that with technology is the easiest way.  My students can look up current events happening around the world and research that topic.  They are able to have more sources if they can use the Internet as opposed looking up article in a newspaper.  Children should be aware of events happening around them.  This can lead to a better understanding of how our world works and what types of events happen daily around the world.

Global Digital Citizen Post Two

Digital Etiquette and Responsible Social Interactions

Having responsible social interactions means not cyberbullying.  Many young people, including some of my future students, will be guilty of bullying someone over the Internet.  Although to some it may not seem like a big deal, a lot of children and teenagers take their own life because of what others say to them over the Internet and social media.  Nowadays, younger and younger children are getting involved in social media and I feel that they do not necessarily belong on this type of communication yet.  In my future classroom, I will be sure to teach my students about being responsible on the Internet.  I think that this could fall under hidden curriculum because it is not something that needs to be taught in school but should be taught to the younger generations since it is apart of their everyday life and will be forever.  I think that teaching older grades about children and teenagers who have taken their own lives because of cyberbullying would be a great way to get the message across.  Bullying in person or online is not acceptable.

Digital etiquette is basic rules that everyone should follow.  It is basically treating others with respect and yourself with respect while online.  You should respect others online as you would treat them in person.  As a future teacher, this is a very important to teach your students while they use computers.  This connects to having responsible social interactions and cyberbullying.  If you do not have appropriate digital etiquette, this can hurt others and potentially hurt others in the long run.  Below I have attached a link that describes what digital etiquette is and how you should treat others while online.  It is a better visual than what I can type here for you!

See video at this link:

http://www.brainpop.com/technology/computersandinternet/digitaletiquette/

Global Digital Citizen Post One

Teaching Safe, Legal, and Ethical use of Digital Information and Technology In the Classroom

Teaching safe, legal, and ethical use of digital information and technology is extremely important in the classroom.  Firstly, computers in the classroom should only be used as another tool and resource to continue learning on a subject that is already being taught in other methods, such as, activities, discussions, and hands-on learning.  Before using computers in the classroom, teachers need to teach their students what they are allowed and are not allowed to do on the Internet.  Students needs to have rules on what they are allowed to search and what programs they are allowed to use on the computer. Sometimes giving students no guidelines can lead to them being off task and not completing the given assignment.  Another important idea to teach children about using the Internet is to cite their sources.  If children are taught at a young age to cite others ideas when they are not their own, it will become routine for them, as it has for me (http://www.slideshare.net/Mrs.Faust/teaching-ethical-and-legal-use-of-technology-in-the-classroom).

When I have my own classroom, I want to integrate technology into the my lessons.  Technology is all around us now and it is basically unavoidable.  I remember being in elementary school and it being a rare occasion that I was allowed to use a computer for work, other than taking reading tests.  Now, students are using iPads, tablets, SmartBoards, computers, and many other devices that I know I am not even aware of.  I will be sure to teach my students to be safe while using the Internet.  Especially for younger grades, which is what I am interested in teaching, I will most likely have a safety block on the Internet so they cannot get into trouble when they are not sure what they are doing.  I feel that giving young students full access to everything on a computer can sometimes cause conflicts because some students know more or less about what capabilities the Internet has.