Teaching and Assessment

Standards

  1. Ability to model and facilitate innovative digital-age work and learning experiences through the effective use of current and emerging tools to ensure success in a global and digital world whereby the teacher and learner locate, analyze, evaluate, manage, and report information as well as communicate and collaborate online fluently using a variety of technology-based media formats.
  2. Facilitate and inspire student learning and creativity by providing a variety of learning environments that foster collaboration and innovative
    thinking to solve real world issues and authentic problems using digital tools and resources.
  3. Ability to facilitate students' individual and collaborative use of technology, including classroom resources as well as distance and online learning opportunities when available and appropriate.
  4. Ability to design, implement, and assess learner-centered lessons and units that incorporate technology and use appropriate and effective practices in teaching and learning with technology.
  5. Ability to use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email.
  6. Ability to facilitate students' individual and collaborative use of technologies (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information.
  7. Ability to design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs).
  8. Ability to evaluate students' technology proficiency and students' technology-based products within curricular areas.
  9. Ability to design, develop, use, manage, and assess authentic digital-age learning experiences that are aligned with subject-area content and the Alabama Course of Study: Technology Education to maximize content learning and address diverse learning styles, incorporating the use of formative and summative measurement tools to better inform learning.

 

Written Narrative

I believe both of the lessons that I taught were successful. The students seemed to enjoy the lessons and the created technology products that they had to develop. The students were fully engaged and learned from both lessons.
 The first lesson I taught was about natural disasters. The objective was for students to know more about a natural disaster and know about ways to prepare and survive a natural disaster.  The students used the search engine Kiddle.co to research facts about natural disasters. Then they had to make a video about facts about a natural disaster or safety tips by using the website Blabberize. The formative assessments I used were questions about natural disasters.  The assessments were about determining what natural disaster could cause certain damage, reading a scenario, and determining what disaster is being talked about and writing facts and safety tips about specified natural disasters.  I was assessing if students understood the differences in natural disasters and how to stay safe if one occurs. Some formative assessments were done on worksheets or the website Kahoot. The summative assessment I used was for students to use the website Blabberize and Kiddle. First, the students had to access Kiddle.co , a kid-friendly search engine, and find facts and safety tips about a particular natural disaster. After the students were done with their research, they had to create a fact or safety tip video on Blabberize. The purpose of the summative assessment was to assess students' knowledge about a specific natural disaster and to assess if they knew how to stay safe if one occurred. 
I also assessed the student's ability to use technology. The students had to find facts on Kiddle.co and make a video on Blabberize.com. The purpose was to see if students could research facts on their own and be creative and create a video. 

I believe that the objectives were met. When I watched the students' Blabberize videos, the information that they were saying was correct. For the most part, everything went well. The students had fun while learning. The lesson was student-centered, and I was just a guide. If I had to change anything, it would be to limit the natural disasters that the students could choose. The students loved the natural diaster simulators. They thought they seemed fairly realistic and felt like they experienced the natural disaster first hand. After the lesson, they often went back and looked at the simulator videos.  The students also loved using Blabberized. After the lesson, a lot of my students showed their family the website and have created videos at home. 

The second lesson I taught was distinguishing and writing comparative and superlative adjectives. The objective was for students to know the purpose and difference between comparative and superlative adjectives. Students created a Kahoot game about comparative and superlative adjectives. The formative assessments that I used were looking at nouns and describing them, comparing friends, and determining which word sounds the best in the sentence. The purpose of the formative assessments was to see which students understood and if there were any misconceptions that I could resolve during the explanation phase. The summative assessment consisted of the students working in groups to create a Kahoot game about comparative and superlative adjectives. Students had to work in groups of 3 or 4 and create five questions about comparative and superlative adjectives. Students had to make sure the answers to the questions were correct.  Once all groups were done creating their games, the class played them. The purpose of the summative assessment was to see if students understood the differences between comparative and superlative adjectives. 

I believe that the objectives were met. The Kahoot games that were made had correct questions and answers. When we were reading our chapter books as a class, and we read an adjective, students would often say that the word was comparative or superlative. For the most part, the lesson went well. The students enjoyed working in pairs and groups to compare each other. They also enjoyed creating a Kahoot game and playing their friend's Kahoot game. 

Overall the two lessons went well. The lessons were student-centered, and the students had fun while learning. The technology created products that the students created made the students more interested in their work.

Lesson Plan 1 - Natural Disasters

 

Lesson number 1 was about natural disasters. Students learned facts about certain natural disasters and ways to prepare and survive if one occurs. Students used technology to find information about a natural disaster and created a fact or safety tip video about a natural disaster.  The link to the lesson plan is below.

https://userfiles-secure.educatorpages.com/userfiles/ED505G1/5E lesson plan natural disasters final.docx

Picture of lesson plan-

 

 

 

Lesson Plan 2- Comparative and Superlative Adjectives

The second lesson was about comparative and superlative adjectves. The students explored and learned how to write and distinguish between comparative and superlative adjectives. The students made a Kahoot game to express their knowledge of comparative and superlative adjectives.  The link to the lesson plan is below. 

https://userfiles-secure.educatorpages.com/userfiles/ED505G1/5E Lesson Plan Adjectives.docx

Pictures of lesson plan- 

 

 

 

 

 

Student Created Product for Lesson 1- Natural Disasters

This product is from the natural disasters lesson. After the explanation phase, students had to write facts about a natural disaster or safety tips to survive a natural disaster. Then the students had to create a video on Blabberize.com and state the facts or tips they learned. 

Blabberize is a video creating website. To access the students' created products follow these instructions-

Go to https://blabberize.com/loginsignup

 then click my stuff or login

The username- sbriskey          Password-1234

 

 

 

Student Created Product for Lesson 2 - Comparative and Superlative Adjectives

This product is from the adjective lesson. After the explanation phase, students were divided into groups. Each group had to create 5 questions about comparative and superlative adjectives on Kahoot.com. The groups had to make sure their answers were correct for each question. Once all the groups were done, the students played each others Kahoot games. 

Here is an example of one question that a group created. 

Below is the link to see more of the group's Kahoot questions. 

https://userfiles-secure.educatorpages.com/userfiles/ED505G1/Comparative and superlative adjectives Work Sample.docx

 

To access more student work samples follow these instructions- 

Go to kahoot.com or https://kahoot.com/schools/

Click Log in

Username- briskey1920

Password- 123456

 

 

 

 

 

 

 

Assessment for Lesson 1- Natural Disasters

This rubric is from the natural disaster lesson. The rubric also includes the proficiency assessment. The students could score up to 60 points on section one. The scores were based on correct natural disaster facts or tips and their Blabberize consisted of facts.  The students could score up to 40 points on section two. The scores were based on the ISTE standards. Complete points consisted of students using Kiddle.co for research and students using Blabberize.com.

Blank rubric-

https://userfiles-secure.educatorpages.com/userfiles/ED505G1/Natural Disaster Tips and Facts Rubric (Repaired).docx 

Graded student rubric- 

 

 

Assessment for Lesson 2- Comparative and Superlative Adjectives

 This rubric is from the adjective lesson. The rubric also includes the proficiency assessment. The students could score up to 60 points on section one. The scores were based on students participating, having all correct questions and answers on their Kahoot game. The students could score up to 40 points on section two. The scores were based on the ISTE standards. Complete points consisted of students using Kahoot to produce a game and having the correct questions. 

Student graded rubric

 

Proficiency Assessment

On both lessons, I included the proficiency assessment with the assessment.

The proficency assessment can be found on Lesson 1's picture under  Technology.

The scores were based on the ISTE standards. The students could score up to 40 points . Full points consisted of students using Kiddle.co for research and students using Blabberize.com.

 

 

The proficency assessment can be found on Lesson 2's picture under ISTE standards rubric.

The scores were based on the ISTE standards. Students could score up to 40 points. For the full  points the students had to produce a game on Kahoot and have correct questions and answers.

Instruments,Documents or Presentations

Lesson one- Natural Disasters

The following link includes Powerpoints, worksheets and formative assessments that were included in the lesson. 

 https://userfiles-secure.educatorpages.com/userfiles/ED505G1/Presentations for Natural Disasters presentations.docx

Pictures of the presentations

Lesson two- Comparative and superlative adjectives

The following link includes formative assessments and  partner and group worksheets.

https://userfiles-secure.educatorpages.com/userfiles/ED505G1/ADJ presentations.docx

Pictures of the presentations