When looking over the comments from our peers we realize there are some things we could have changed or stated more clearly. For example, we could have provided more detail when explaining the activity which could be more successful for the individual student. In addition, we could further improve our lesson by providing more support for the students learning. For example we walked around when the students were working to provide support but we could have put the students in groups so they could help each other.
We will take our peers suggestions and use them in future lesson plans.
Tuesday, July 27, 2010
Phase #2
Instructional Decisions and Teaching:
The modifications that we made for individual needs varied between the different needs of the children. For English language learners, we will allow these children to focus primarily on the voice over part of the project. They would be allowed to use a narrative they had written previously so their time would not be consumed with the writing process. Special education students would have access to a teacher’s aide to help them work on their projects. The aide will help the student gather their ideas, write the story, and produce the technology portion of the project. The gifted students will have a vocabulary word bank for their stories. The students will have to use these words in their story. The word bank will help the gifted students feel challenged in their work. Finally, for the at-risk student the teacher will be sure to give them additional positive feedback about their story and project. In order to maintain alignment to the goals and objectives of the lesson we made sure that we designed the lesson to teach the students what we wanted them to learn.
Assessment of Learning:
In order to assess the student’s learning we created a grading rubric on which to base their learning success and our teaching success. We based their learning on the ability to use the technology for its intended purpose and their overall story. The student’s technology grade will be based on their ability to use the technology successfully and appropriately. Their story grade will be dependent on their creativeness, character development, and setting. They will get one to four points depending on their success.
The modifications that we made for individual needs varied between the different needs of the children. For English language learners, we will allow these children to focus primarily on the voice over part of the project. They would be allowed to use a narrative they had written previously so their time would not be consumed with the writing process. Special education students would have access to a teacher’s aide to help them work on their projects. The aide will help the student gather their ideas, write the story, and produce the technology portion of the project. The gifted students will have a vocabulary word bank for their stories. The students will have to use these words in their story. The word bank will help the gifted students feel challenged in their work. Finally, for the at-risk student the teacher will be sure to give them additional positive feedback about their story and project. In order to maintain alignment to the goals and objectives of the lesson we made sure that we designed the lesson to teach the students what we wanted them to learn.
Assessment of Learning:
In order to assess the student’s learning we created a grading rubric on which to base their learning success and our teaching success. We based their learning on the ability to use the technology for its intended purpose and their overall story. The student’s technology grade will be based on their ability to use the technology successfully and appropriately. Their story grade will be dependent on their creativeness, character development, and setting. They will get one to four points depending on their success.
Tuesday, July 13, 2010
Phase #1
Assessing Prior Knowledge: Before starting the lesson you will want to make sure that your students know how to use Powerpoint. If you have a student(s) who do not know how to use Powerpoint then you will want to take children aside and show them how to navigate through the application.
Plans Instruction: The goals, objectives, and outcome will relate to the Arizona State Standards. Located at http://www.az.gov/standards.com
Designing Instruction: All the students will not be writing the same story because each students writing ability will be different. In this lesson each student will be working on their own, based on their individual level.
Planning Assessment: Each student will present their story to the class this way the other students can see the work of their peers and the student can be assessed by the teacher.
Plans Instruction: The goals, objectives, and outcome will relate to the Arizona State Standards. Located at http://www.az.gov/standards.com
Designing Instruction: All the students will not be writing the same story because each students writing ability will be different. In this lesson each student will be working on their own, based on their individual level.
Planning Assessment: Each student will present their story to the class this way the other students can see the work of their peers and the student can be assessed by the teacher.
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