Micro Lesson 2 Assesmnet Reflection

Assessment of Learning:

• Describe the evidence you have that indicate your students' level of success in achieving the lessons goals the level of success you had in teaching the lesson.

Students level of success was  measured by them apply their skills and transferring knowledge learned into a document. This document was then evaluated with a set "black and white" checklist to see if specific criteria was met. From the information gained through this assessment, it was determined that all students met the objectives and mastered the content of the lesson, showing the effectiveness of it's design.

• How do your individual reflections support this?

Reflecting on my own teaching practices helped me to improve my skills for future lessons. It allows me to see my strengths and weaknesses and then work to improve my teaching ability  to meet the needs of all my students.

• How do the comments from your classmates support this?

Through the results from the survey, it was determined that the lesson was successful in meeting the criteria that I was looking for in my own teaching practices. Students evaluated all aspects of the lesson with 5/5 demonstrated that it was effective and enjoyable.

Date: _________________

Friendly Letter

Assessment Checklist

Student Name:____________________________________________________

Objective:

Given a letter template, students will be able to execute a friendly letter written to a classmate with the 5 major parts (Heading Date, Greeting, Body, Closing, Signature) tailored to the person addressed in the letter, with 80% accuracy.

•     Heading (date is identifiable and in the upper-right corner)
•     Greeting (salutation is appropriate, under heading, and is left justified)
•     Body (3+ sentences, indented paragraph, and positive comment)
•     Closing (valediction is appropriate, under body, and right indented)
•     Signature (name is spelled correctly, slightly indented from the closing)
•     Commas (comma is used after the greeting and closing)

Total: ______ /6 = ______%   

Circle one:                         Did not Meet Objective                 Met Objective

Objective: Provided with a software internet program, student will be able to create a friendly letter, while navigating through the software tutorial, and print 1 original friendly letter, with 80% accuracy.

•     Student was able to open the URL bookmarked on the internet
•     Printed typed letter was submitted
•     No sections left blank from command prompts
•     Boarder was added around document
•     Student did not ask the teacher more than 1 question on how to navigate the tutorial

Total: ______ /5 = ______%   

Circle one:                         Did not Meet Objective                 Met Objective

Teacher Initials: _________

 

Micro Lesson 2 Instruction Decisions/Teaching

Instructional Decisions/Teaching: 

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

I learned that planning lessons is very time consuming. You can not assume that the resources you are planning on using are readily available and easy to find. We sometimes use the internet as a crutch for pre-made things by other people, but many times these materials are not up to our standards or exactly what we planned on using for.

• How was  alignment to goals and objectives was maintained?

Goals and objectives were maintained by students because in the beginning of the lesson they were stated and made aware to all students. Throughout the lesson, stduents were reminded of these key points and then were able to evaluate if they accomplished them through their application of knowledge.

• What modifications were made for individual needs?

In this particular situation, not many modifications were needed based on stduents skills and abilities. Students were given the option use the technology or hand print the materials based on their preferences.

Micro Lesson 2 Planning Assesment

How will your assessment tools demonstrate the performance of linked goals and/or objectives student engagement in higher order thinking meeting individual student needs?

• Assessment was given based on application of skills learned in the lesson. Application is one of the higher order of thinking skills on Bloom's Taxonomy. After student were taught the parts of a friendly letter in detail, they were able to create one based on their writing skills and content acquired. This helped to demonstrate the skills and objectives because students were able to print the document and submit for evaluation. The teacher was then able to evaluate if all the letter parts were included in the correct place and if the child was able to met the technology requirements.

Micro Lesson 2 Designing Instruction

Designing Instruction:

• How your instructional design contextually and logically organized?
• Design of this lesson was created in a step by step processes. Each section builds off prior ones so information is sequential. In the beginning of the lesson, the teacher is doing most of the lesson engagement in teaching students content. As the lesson progresses, the teacher gradually fades from being the focus of the lesson and students begin to take over to be actively engaged in content and apply the knowledge they learned.

• How your instructional design use varied instructional methods that meet individual student needs and target higher order thinking skills?

• The technologies used in the lesson helped to accommodate a variety of students. Instruction was differentiated through multiple intelligences including visual, auditory, and kenesthetic. This helps to meet more students strengths for them to be successful in the lesson. Examples of accommodations include: 

 

·      Objective can be reduced in quantity for students with special needs.

·      The computer software program provides text and visuals of all content in an interactive way. ESL students, at-risk students and students with disabilities can better understand content by seeing, and using the content interactively. This method helps to cater to many multiple intelligences.

·      Assistive technology such as of text to speech tools can be used to make up for the lack of auditory information on software programs and handouts. This tool can be used with all instructional material and cater to children with auditory strengths or ESL individuals looking to learn the English language with vocabulary.

·      Computer is equip with ready to use assistive technology tools and is capable of enlarging print, volume control, text to speech capability, etc.

·      In the computer software program, there are additional activities that gifted students can complete if they finish their assignments early, to deepen their knowledge of the material. There are also additional assignments that are optional and not required to complete if a student finishes their work early.

• How your instructional design aligns with research based understanding of technology integration?
• Technology was used to enhance the learning for the child, and help bring to life the concepts in the lesson. It helped to incorporate all students into the lesson and  make the lesson engaging for stduents. These days kids are surrounded by the fast pace of media, and incorporating some of that media technology into lessons helps to keep childrens' attention on task.

Micro Lesson 2 Planning Instruction

Plans Instruction:

• How are your goals, objectives, and outcomes are clearly stated, appropriate for students, aligned to state standards?
• First I chose a topic I wanted to teach which included writing a friendly letter. This topic is usually taught at the 2nd grade level. I then thought what would be my goal of the lesson and what is the essential content that students need to know about this topic. Next, I researched the standards that were appropriate that would help to accomplish my goal. After selecting a core subject and technology standard, I then formatted my objectives to reflect the standards as well as being measurable with qualitative and quantitative terms. The objectives can then be appropriately assessed without teacher discretion, in terms that the students can understand.

Standrads can be found at:
http://www.ade.az.gov/standards/contentstandards.asp

Micro Lesson 2 Assesing Prior Knowlege

Assessing Prior Knowledge:

• How would prior experience have been assessed? 
• Prior knowledge would be assessed through asking the children a series of questions and having a discussion.  Also, as the children are being read a story, guided reading questions can be asked as a way to tell what they already know about writing a letter and the various parts it takes to compose one. Dependent upon student responses, the teacher can gauge what the children know and do not know about writing a friendly letter and adapt the lesson accordingly.
• What would you expect to learn from assessing your students' prior knowledge?
• I would expect children to already have some exposure to the concept of letters. They probably at a 2nd grade level do not know the various parts and format of a letter, but they would know their purpose and how we use them in the real world.  I am looking for their personal experiences and observations of what they have seen.
• How would this information be useful in the planning process?
• This information could be used to help format the lesson and what content will be taught. You do not want to be reteaching something that the children have already mastered or make false assumptions that they already know what you are talking about and the children are lost.

Micro Lesson 1 Assesment Reflection

Assessment of Learning:

• Describe the evidence you have that indicates your students' level of success in achieving the lessons goals.
• Students level of success was measured through the analysis of their work turned into the teacher and the completion of a checklist. The checklist demonstrated that all students had mastered the objective and comprehended the content. All students received a 100% on the assessment demonstrating their understanding of the material taught in the lesson.The lesson therefore was perceived as successful.
• How do your individual reflections support this?
• From the feedback survey, it was apparent that the students felt the lesson was well prepared, engaging, and full of enhancing technology. They rated the lesson with all 4 and 5's out of a 5 point sliding scale, indicating a successful instructional plan. Students also commented throughout the lesson about the creative tools used to enhance learning and fun interactive software programs that were located.

Link  to Survey: https://spreadsheets.google.com/a/nau.edu/viewform?formkey=dHFKby03akI2S003ZW1Vb1dFbFhkYnc6MQ