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Teaching & Assessment

       Both of the lessons I have taught focus on student learning through technology.  The first lesson I taught was a research project about Arctic animals with second graders.  These students are still learning the basics when using technology, so it was important that I taught the lesson step by step for them to understand what to do when they were gradually released independently.  During this lesson, I provided various feedback opportunities.  Some of the formative assessments I used were cut and sort the arctic and not arctic animals, BrainPop Jr. arctic habitat quiz, and an arctic 3,2,1 graphic organizer.  All of these assessments were different, but engaging for the students, so they could receive feedback before having to start their final project. For the final project, I had students work independently with an arctic animal of their choice to create a Blabberize video with interesting and fun facts relating to the animal.  For the summative assessment, students turned in their Blabberize video project for grading.  Reflecting back to this lesson, I think it went smoothly.  However, I think if I teach it again, I would allow this to be a partner project because some students struggled recording their information into the Blabberize account.  I think that having a partner would allow the students to work together and feed off of each other to figure things out without needing a much assistance.  Overall, I think the students really enjoyed this lesson.  It was very fun and engaging for the students.  I enjoyed seeing the students have a choice on what animal they wanted to research, imagines they wanted to use, and information they chose to share.

        The second lesson I taught was a research project about the unsolved mysteries around the world with sixth graders.  These students are almost better at using technology than me, so it was easier to teach the older students.  During this lesson, I was able to walk around the room and help the students figure out how navigate to each site and information that would be important to use in their presentation.  Some of the formative assessments I used were a pre-research inquiry handout, an unsolved mystery research sheet, and a sheet of paper that contained details students planned to use in their PowerPoint.  Each assessment focused on preparing the students step by step for the final project.  For the final project, I had students create a PowerPoint with the information and images they found on the websites provided.  For the summative assessment, students emailed me their finished PowerPoint, and turned in a checklist regarding the information on the presentation.  Reflecting back to this project, I would have extended it over a week.  I feel like the students needed more time to gather information for their finished project.  Some of the students ran out of time, so they had to finished it in study hall, or at home and submit it to me by the next day or two at least. However, I feel as if this project was enjoyable for the students because it was interesting.  From the beginning, the students were excited to research their preferred topic and find out new information about unsolved mysteries.  Most of the students did not have much background information on these topics, so it was exciting getting to see the students so engaged and motivated to do this project.  I felt as if this lesson had a successful outcome by seeing the PowerPoints students created. The objectives for both lessons were met because students were able to gain knowledge through research, and then communicate what they learned by creating a project. 

Lesson One →    Arctic Animal Research Lesson

(All website sources throughout this project are included in the lesson plan).

Lesson Two → Unsolved Mystery Research Lesson

(All website sources throughout this project are included in the lesson plan).

 

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.
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