Micro Lesson 1 Instructional Decision Making

1. Instructional Decisions/Teaching:

• What you did and learned from the teaching/facilitating process?

• I think the thing that I learned the most was the value of time. Time management can be one of the biggest struggles in the implementation of a lesson. It is difficult to plan how a child will react to an activity and whether they will finish early or need a time extension. 

• How alignment to goals and objectives was maintained?
• Alignment of goals and objective were maintained through constant checking for understanding and observing the students reactions to tasks whether they struggled or not. The assessment was the conclusion of how student reacted to the lesson implementation and materials. Implementation of content was centered on the lesson content.

• What modifications made for individual need?
•  Modifications were made mainly through the use of assistive technology devices. Many of these modifications were built into the hardware and software of the computer itself. All student were provided with their own print or digital copy of work dependant upon the students needs.

Micro Lesson 1 Planning Assesment

4. Planning Assessment:

Assessment will be accomplished through an interactive, teacher-made worksheet. Students will then print the worksheet after they have completed it and submit it to the teacher. The teacher will then conduct a checklist to determine if objectives were met. A checklist is appropriate because it contains strict criteria that students should master and is reflected upon of being met or not met. It is a black and white. The assessment reflects higher order of thinking skills because it uses application of knowledge with is more than rouge memorization in Bloom's Taxonomy. 

Assesment Checklist:

Date: _________________

Features of the New $20 Bill

Assessment Checklist

Student Name: __________________________________________________

Objective: Students will be able to identify 7 key features of the new $20 dollar bill with 85% accuracy.

• Watermark (Correct Match)
• Serial Number (Correct Match)
•  Gold 20’s (Correct Match)
• Security Thread (Correct Match)
• Color-Shifting Ink (Correct Match)
•   Presidential Portrait (Correct Match)
• Large 20 for Visually Impaired (Correct Match)

Total: ______ /7 = ______%   

Circle one:                         Did not Meet Objective                 Met Objective

Objective: Students will be able to (right) click and drag 5 text boxes to 5 designated locations with a one to one ratio with 90% accuracy.

• Watermark (Word Moved from Bank and Centered in a Box)
• Serial Number (Word Moved from Bank and Centered in a Box)
• Gold 20’s (Word Moved from Bank and Centered in a Box)
• Security Thread (Word Moved from Bank and Centered in a Box)
• Color-Shifting Ink (Word Moved from Bank and Centered in a Box)
• Presidential Portrait (Word Moved from Bank and Centered in a Box)
• Large 20 for Visually Impaired (Word Moved from Bank and Centered in a Box)

Total: ______ /7 = ______%   

Circle one:                         Did not Meet Objective                 Met Objective

Teacher Initials: _________

Micro Lesson 1 Designing Instruction

3. Designing Instruction:

     The lesson was designed to be sequential from assessing prior knowledge, to instruction, application of skills, practice, and then assessment. It was designed on the basis of universal design to incorporate all students needs with visual, auditory, and "doing" value. This lesson makes children think about content learned and then apply their knowledge of high order of thinking through application. The technology used in this lesson is based off research of how children need to be engaged in their learning. It teaches kids to use basic drag and drop features of computer usage. The computer also allows for accommodations for students needs because content can be easily altered and the output of information can be distorted in various ways such as enlarging print, volume control, and print-to-speech capability.

Links:
http://www.newmoney.gov/currency/interactive.htm

http://www.newmoney.gov/education/download.htm

 

Micro Lesson 1 Planning Instruction

2. Plans Instruction:

Lesson Objectives:

Students will be able to identify 7 key features of the new $20 dollar bill with 85% accuracy.

Students will be able to (right) click and drag 5 text boxes to 5 designated locations with a one to one ratio with 90% accuracy.

Standards:

Colorado Academic Standards

Content Area: Social Studies

Grade Level Expectations: Third Grade Standard: 3. Economics

Concept 1: Describe producers and consumers and how goods and services are exchanged

d. Recognize that different currencies and forms of exchange that exist and list the functions of money to include but not limited to such topics as medium of exchange, store of value, and measure of value (DOK 1-2

 

     These objectives are clearly stated because they include qualitative and quantitative data that is measurable with a degree of proficiency. They are made in direct relation to the standards because they are based on the direct content that the AZ Academic State Standards. This standards and objectives are age appropriate because in 3rd grade students enhance their knowledge about money and learn ways to add and subtract various amounts. The knowledge obtained in this lesson applies to real life application of skills that students can use outside the classroom.

Micro Lesson 1 Assessing Prior Knowledge

1. Assessing Prior Knowledge:
• how would prior experience have been assessed?

• By talking to your students pre-lesson and proposing questions about what they already know. You would judge what they know based on the answers they provide. Questions would include: Have you ever revived money and what did it look like? Student can then fill out the Know column in a KWL chart to get their level of individual knowledge.
• What would you expect to learn from assessing your students' prior knowledge?
• I would expect to learn that kids have had contact with real money. I would also expect they know at least 3 physical features of money including the color, size, shape, etc.
• How would this information be useful in the planning process?
• This information would be useful in the lesson so that I wasn't reiterating what they already know about the new $20 bill. If I knew the prior knowledge, I could expand or build the topics off of what they know. Also, if they already knew the key points of the lesson and were able to complete the objective prior to the lesson, there would be no point in teaching it.

Preventing Plagiarism

Signs of Plagiarism

·         Quality of work does not match the students ability level (Royce, n.d.)
·         The vocabulary in the document does not seem to match the child’s
·         Failure to cite evidence (Royce, n.d.)
·         Missing information in citations (Royce, n.d.)
·         Hyperlinks in paper

Ways to Avoid Plagiarism in the Classroom

·         Make students quote all sources
·         Use appropriate citations to model for students
·         Encourage students to rephrase or paraphrase information
·         Teach students  how to summarize and highlight important information
·         Allow children access to a dictionary and thesaurus
·         Inform students of the consequences of plagiarism (school policy, state, federal crimes)
·         Teach children APA and MLA  formatting
·         Have students hand in important papers on TurnItIn.com,  which is a website that compares students text with the web. It highlights phrases in question of plagiarism and provides a percentage of the work that was seems to be copied from the internet and print sources.
·         Do random checks on children’s sources to see if they match up
·         Have strict consequences for breaches in plagiarism

How to Handle Plagiarism

·         Depends on the severity of what is copied
·         Talk with the student to get their side of the story
·         Collaborate with other professionals to see if the work exemplifies plagiarism
·         Do not accuse or make false accusations before you find out the facts about the students sources
·         Do not give the student credit for the work
·         Document the actions
·         Involve enforcement when necessary

Sources

·         Royce, J. (n.d.). Detecting plagiarism. Robert College. Retrieved March 2, 2011, from http://portal.robcol.k12.tr/Default.aspx?pgID=130

·         My own personal experiences

Copyright and Fair Use Checklist

Student

·         Is it related to the curriculum?
·         Is it only a clip?
·         Is it an in class performance or display?
·         Is it reasonable and in limited portions?
·         Is it non-dramatic literacy?
·         Is it for non-profit work?
·         Is it only displayed in the classroom?

Instructor

·         Is it part of mediated instructional activity?
·         Is it directly related to the content?
·         Is it limited to the students in the classroom?
·         Is notice provided of copyright usage?
·         Have measures been taken to prevent further distribution?
·         Does it state anywhere that it unallowed to be used?
·         Do no digital form of work is provided without technological preventions?
·         Do no additional copies will be made on top of what is needed?
·         Is it an Textbooks, coursepacks, electronic reserves etc. that a student would have to purchase?