Friday, December 8, 2017

Phase III- Comprehensive Reflection

Part I 
  1. Now that you have completed ETC 447, reread your first blog post (philosophy of education and use of technology).
  2. In a paragraph or more describe how and why ( or why not) your philosophy of education has changed during the semester.
  3. In a paragraph or more describe how your understanding of "technology integration" has changed AND provide examples of how you now think you will use technology in your classroom.
I believe my philosophy of education and use of technology post was spot on. In my first post, I discussed how I felt lucky to live in a digital age where there were so many resources available to aid my students. I am glad to have even more resources in my teacher toolbox and I will be able to continue to grow and expand my practice. My philosophy is that I am a facilitator of student learning and success, and technology definitely gives me another resource to do so. 
My understanding of technology integration has also expanded this semester. I actually took this course in 2007, and I find it fun to reflect on how the times and experience has changed. In 2007, our technology was creating PowerPoint, Excel sheets, Microsoft Word newsletters and making animated cartoons with narration. In 2017, however, the digital world has expanded so profoundly, those technologies are so basic it's not even something we would teach in a college level course. 
Our technological world makes it easy and safe for students to collaborate and share information and ideas online. technology helps our students connect with others across the school community and globe. Technology helps our students learn independently as well, and foster deeper understanding, connections and creativity. I will utilize tools such as StoryBird, Google Classrooms, Edmodo, KidBlog, Kahoot to create an online classroom community and help students express themselves.
Part II
  1. In your final comprehensive reflection you should address all four of the Standards listed below and describe how you did OR would be able to do each of the four elements under each standard: For example, for Standard 1, Item 1, you should provide an example of how you did use technology OR would use technology to promote, support and model creative and innovative thinking and inventiveness in ways that would facilitate and inspire student learning and creativity.
  2. With each standard include a rationale for why you would approach each standard in the way that you have described.

Standard 1: Facilitate and Inspire Student Learning and Creativity
    1. promote, support, and model creative and innovative thinking and inventiveness.
      • I promoted, supported and modeled creative and innovative thinking in Microlesson 1, Writing Engaging Help-wanted Ads. I accomplished this by having students synthesize information taught in the Google Slide on what makes an effective ad, by having them create their own ads for their hypothetical small business. 
      • I approached this standard in this manner because this activity allowed students to think about their own real-world application of the information, and create something rather than regurgitate information. This inspired students to be creative and innovative and produce their own product.
    2. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
      • In Microlesson 1, students were prompted to pretend they were small business entrepreneurs. This connected to the social studies economics unit currently underway as well. The problem proposed was :how do business owners find quality candidates and why is it important for them to do so? The Help-wanted writing activity was designed to have students think about these questions, and design an ad that would attract quality candidates to their job.
      • I approached the standard in this manner because it took a real-life economics scenario and encouraged students to make connections in other areas. Not only did they need to decide what qualities they were looking for in their hypothetical business, but how to convey that message. The digital tools of using a Google Slide helped me present this information in an engaging way, and the students enjoyed the creativity they found in writing an ad using the Google Doc. They also found interesting clip art and made the ad visually appealing, adding a layer of thought to the process.
    1. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
      • In Microlesson 1, students were presented information via GoogleSlides. The information was chunked in a meaningful way, and they were also able to keep and access a digital copy of the information provided to refer to while creating their own project. The Google Doc was also a collaborative activity.
      • I approached the standard in this matter because it allowed for further clarification and understanding of the lesson. Students were able to work in group, so they did use these tools to collaborate during the creative process. 
    2. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
      • This lesson could have been presented either face-to-face or via a virtual environment. Because the information was all presented in digital form, students could have easily remotely collaborated on this project as well as completing it in person. This allows for students to experience working with others in a variety of settings.
      • I approached the standard in this manner because it was an easy way for me to access the needs of a variety of students. technology made the presentation available to students both in class and online, and students were all able to work on and contribute to the same google doc via their own computers. 
Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments
    1. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
      • In the future I plan to incorporate digital tools and resources into my everyday lesson planning. One way I have found to accomplish this is through online "publishing." I like the website KidBlog, which is a safe and controlled way for students to publish their writing and share within the class. This provides an audience and purpose for student writing, allows them to be creative through blog design, addresses ELA standards of publishing with technology and writing over extended time frames. 
      • I think this will be beneficial to my students because it does allow them to chronicle their work over time, provides opportunities for reflection and creates an online portfolio as a means for assessment.
    2. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
      • Using academic classroom websites such as Khan Academy is a great way to have students take control of their individual learning. Khan academy allows teachers, students and parents to see how they are preforming, and where they need improvement, as well as setting realistic goals for improvement. This is a great way for a teacher to fine-tune skills such a math; in addition to working on whole-group instruction and standards, students are able to work on individualized plans during math centers.
      • I would chose this application because I think Khan Academy is a valuable tool to assist teachers in being able to stay on target with curriculum and still give students a chance to work on individual skills and areas where they need additional support. I also like that Khan Academy provides ongoing assessment and monitoring and gives instant feedback to both student and teacher.
    3. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
      • There are so many ways to address diverse learning styles, and incorporating technology enrichens the experience and available applications. One way to incorporate this would be by providing students with a menu of choices. For example, while doing a report on animals, students could have the opportunity to create a PowerPoint presentation, a video, a Popplet map, a Glogster poster to present the information in a way they can excel in, rather than being limited to a word document or a pen-an-paper assignment.
      • I would chose these methods in order to give my students freedom to express themselves and their individual learning styles. these tools are a great way to have students stay focused and engaged in a project, and an easy way to accomplish a goal of teaching all students one standard that allows for different products.
    4. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
      • As mentioned before, Khan Academy provides ongoing assessment for teachers to record data to measure growth. I feel it is an excellent tool for monitoring student progress. Other applications like GoogleForms allows teachers to make an online assessment for students to fill out both before and after a lesson, in order to see if objectives were taught. This can also be done in an interactive way, by using an online game such as Kahoot. 
      • I feel all three of the applications mentioned above are excellent tools, and provide different results depending on teacher needs. A Google Form would probably be the quickest and most accurate way to conduct a formative and summative assessment, and it is easy for the teacher to keep track of data as well. 
Standard 3: Model Digital-Age Work and Learning 
    1. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
      • With hundreds of technology resources available, it is logical for teachers to be come comfortable and proficient in using a few technologies they think can be most beneficial to their classes, and adding on as they go. As educators, part of our responsibility to ourselves and our students is continual professional development to be able to learn as much as we can, to facilitate as best we can.
      • I believe this is the best way to approach being fluent in technological systems, because, for practical application, it is better to have a deeper understanding of a useful tool than basic knowledge of many. I will choose to focus on technologies that are most fitting and beneficial to my specific classes- technologies which may vary based on individual students and needs.
    2. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
      • Technology provides many ways to encourage collaboration. Video calling applications such as Skype allow students to be connected to others, which can be extremely useful in gaining new and interesting perspectives, such as through guest speakers, video pen pals. Sites such as Collaborize Classroom lets teacher post inquiry-based questions for students to respond to or projects they can work together to complete in a virtual classroom setting. MURAL is another excellent tool for having an online "space" for students to collaborate ideas and work together online in real time.
      • I find these applications to be useful, because they are adaptable to your specific needs as a teacher. There are so may technological resources available, it is relatively easy for a teacher to discover what will work best for her own classroom, once she has the knowledge on resources available.
    3. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
      • Technology for communication is probably the most useful and practical application. The remind app allows teachers to contact families and older students who have cell phones with important reminders and information, without having to exchange phone numbers.Other applications such as class dojo provide ways for parents to have real-time access to their student's behavior and classroom experience. Of course, email is always still a quick and efficient way to provide communication, and even links to online classrooms and virtual newsletters. Edmodo is another virtual classroom application where students and parents can be connected.
      • Communication is such an important factor in helping our students succeed. I find technology to be a wonderful way to facilitate this conversation and help keep an open dialogue with families, which is so crucial to student success. 
    4. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
      • As stated, the internet is abundant with amazing resources for teachers. As we continue to grow our practice, we are able to find additional tools that are suited to our students needs. It is important in this rapidly-changing digital world to stay relevant, to help our students be the most successful they can be.
      • I will continue to look for emerging digital tools to help support best practices and engage my students in meaningful and relevant learning.
Standard 4: Promote and Model Digital Citizenship and Responsibility Jigsaw assignment
  1. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
      • It is very important to teach our students from a young age the necessity to cite sources to avoid plagiarism. It is so easy to copy and paste information, to save and use a photograph that isn't ours or to post media found online. Online sites such as Purdue Owl is a very helpful resource for older students to learn correct citation for a variety of sources. Introducing students to tools like EasyBib is another way to get them to understand how to cite correctly.
      •  I would start this even in the early grades, because the more students have been taught how to document sources from a young age, the more ingrained it will be as they get older and start doing independent research and projects. 
  2. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
      • Using learner-centered strategies is best practice no matter what subject or content area you are teaching. Technology adds a rich depth of available resources to help broaden this scope. Like Khan Academy, DreamBox math application is a great way to have students working on independent needs, and allows the teacher to provide differentiation. This helps close the math gap by providing support for students who may be struggling, while at the same time allows students who need an extra challenge to have their needs met as well.
      • I absolutely love resources like Khan Academy and DreamBox, and I think they are an amazing addition to a classroom. I plan on offering these resources as support during Math centers and also as independent practice challenges to encourage students to take accountability for their learning.
  3. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
      • As teacher, it is our responsibility to ensure all our students are being responsible digital citizens. My personal philosophy for the classroom is: Is it safe? Is it kind? My students will understand that cyber bullying in any way, shape or form will not be tolerated, and their digital footprint is just as powerful and permanent as their physical one. I will be sure to have clear rules and procedures for appropriate digital use and guidelines to ensure my students use proper digital "netiquette." 
      • This is an extremely important topic to me, as I find our student's current envelopment with social media to be a blessing and a curse.It is one of my personal goals as a teacher to help develop responsible and kind human beings, and I believe strongly emphasizing good digital citizenship, what it looks like and how to accomplish this is of utmost importance as a 21st Century teacher.  
  4. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
      • Along with being a good digital citizen comes the need for global and cultural sensitivity. The internet is a wonderful tool to help our student access cultures and worlds they have never experienced before. It is also important to teach them respect for differences. Just because they do not understand something right away does not mean it is wrong, or weird or scary. In fact, students are often amazed to find the connections that DO exist in places they never expected.
      • I will approach this standard by helping my students draw these connections. It is important for students to be able to communicate with others from a variety of backgrounds in preparation to be successful in a global world, and teaching compassion, tolerance and understanding is a great way to start. 

Thursday, November 30, 2017

Micro Lesson II- Do I Have A Right?

Baylee Wirtzberger and Mariah Thompson
ETC 447
November, 29 2017
Micro Lesson 2

I. RATIONALE:
This lesson will allow students to analyze constitutional rights while utilizing technology skills.
II. OVERVIEW
Grade Level: 5th
Subject(s): Social Studies
Topic of Study: Constitutional Rights
Time Allotment: One hour

Standards:
Content Standards:
SS05-S3C1-PO1.d: Identify The democratic principles and ideals associated with the following documents: United States Constitution
SS05-S3C1-PO1.e: Identify The democratic principles and ideals associated with the following documents: Bill of Rights

ISTE Standards:
Standard 2.1: design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.


Reflection: Assessing Prior Knowledge and Planning Instruction

  • What do the students need to know prior to the lesson?
    • Students don't need to have any background knowledge. They will learn the information needed during the lesson.
  • How will prior knowledge and experience be assessed?
    • Prior knowledge is assessed by students filling out a google doc where they wrote what they thought a right was. We also asked them if rights are enforceable against their parents, government or other people.
  • How will you use this information in the planning process?
    • We will uses this information to know where to start and on what level to gauge our conversation. Students with a broader background knowledge can have a more in-depth conversation, while students with limited knowledge will need to review basics. 
  • Why should the content of this lesson be taught at this grade level?
    • 5th grade is the grade level where Constitutional rights are addressed, and this is a great age group for starting deeper thinking and conversations about these rights.
  • How do the objectives that you have for the lesson align with the standards?
    • The objective for this lesson is to identify democratic principles, which aligns perfectly with the standards for this area.
  • When will the lesson be taught in the course of the school year? Why?
    • This lesson will be taught in the beginning of the Constitutional unit, after the American Revolution Unit.

III. IMPLEMENTATION
Procedure:
  • TW display the PowerPoint presentation Do I Have a Right, pausing for discussion on each slide.
    • At the “What Does it Mean to Have a Right?”, TW ask students to brainstorm ideas on their own paper handout (attached).
      • TW call on students to write their ideas on the interactive whiteboard.
    • At the “Constitutional Amendments” slide, TW ask students to do the activity on their paper handouts.
      • TW call on students to highlight the rights on the interactive whiteboard.
  • At slide 9, TW tell students to access iCivics.org.
    • TW direct students to the Do I Have a Right? Game.
    • SW play the game for 15 minutes.
  • TW continue the PowerPoint after students have played the game.
    • At the “Rights Scramble” slide, TW call on students to identify the amendments on the interactive whiteboard.
    • At the “Rights Decoder” slide, TW call on students to identify the amendments on the interactive whiteboard..
  • TW distribute the Do I Have a Right Mini Quiz (attached).

Technology Integration:
  • Do I Have a Right PowerPoint presentation (courtesy of iCivics.org).
  • Interactive whiteboard
  • Do I Have a Right game (courtesy of iCivics)
  • Individual laptops

Differentiated Instruction:
  • Below-level students: TW provide students with list of key vocabulary. Thoroughly explain directions to Do I Have a Right Game and walk students through how to play.
  • Above-level students: Ask students to create their own short version of Do I Have a Right? by writing cases and matching them to the rights and amendments that guarantee those rights.
Reflection: Designing Instruction (InTask Standards 7 and 8):
  • Why are you using the instructional methods you have described?
    • The instructional methods used provided a great combination of teacher led and independent practice. It integrates technology, which can be easily modified- for example if there are no interactive white boards (as was our case) the students could easily use a google doc, which they can work on individually or in groups. Sharing the doc allows multiple students to work collaboratively on this at once.
  • How do the instructional methods align with what you know about best practices (think about your methods classes)?
    • Best practices call for a mix of instructional strategies- we provided an interactive PowerPoint, class discussion, independent work and collaborative work as well as an interactive online game.
  • How are you engaging students in creative and higher order thinking?
    • Students were asked to decide if certain scenarios qualified as them having a constitutional right or not- for example students would have to decide if the police would be able to seize their property without a warrant, or if they have a right. 

IV. ASSESSMENT
  • Do I Have a Right Mini Quiz
Reflection: Planning Assessment (InTask Standard 6):
  • How does the assessment align with the standards and objectives of this lesson?
    • The assessment aligns with the standards because it assesses exactly what was taught in the lesson. 
  • How does the assessment demonstrate that the students have been successful in learning the content?
    • The students were able to answer all the questions on the mini quiz at the end of the PowerPoint, and also match the puzzle piece review. 
  • How does the assessment demonstrate student engagement in higher order thinking?
    • Students had to read the questions and think about the content in order to match the Constitutional right to the correct amendment, and also to assign the correct number to the correct amendment.
  • How does the assessment demonstrate that individual student needs were met?
    • Individual needs were met because thy were able to successfully complete the assessment. Students could also be given additional resources to be able to look up information (there was a handout and an rights review we referenced) to recall the specific amendments and still utilize higher-order thinking even if they did not have them all memorized. 
  • EXAMPLES OF COMPLETED ASSESSMENTS/ARTIFACTS

V. MATERIALS AND RESOURCES
Reflection: How does your lesson meet each of the ISTE NETs Standards?



  1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?

  • Students were able to interact with an online document which was more engaging than a lecture or a worksheet. they were also able to collaborate on a google doc with their neighbors and change their font and color as desired.

  1. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?

  • This lesson combined many aspects of technology- collaborative online learning, a GoogleDoc, Interactive Powerpoint, online game, and the entire icivics wesite, which is vetted by social studies experts. 

  1. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?

  • By completing all of the assignments listed above, the teacher was able to model successful digital age work and students were able to complete these activities on their own. The teacher can provide more or less support and scaffolding based on students' individual needs. 

  1. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
      • advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
        • The iCivics site is 100% safe and secure, with no chat options, pop-ups or ads. There is nothing to plagiarize or copy, and students are able to access primary source documents in a safe an structured environment. Google docs also controls the environment so students can work collaboratively online in a safe manner.
      • addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
        • There are many ways to support and differentiate for students during this lesson. Students who need to go slower are able to do so, or play the individual online game at a slower pace. The teacher is able to provide more support by providing additional resources for students, or have more in depth conversations if needed.
      • promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
        • As stated, the iCivics website is vetted and safe, Google Docs is a safe way to collaborate, and teacher can easily control this by having a copy of the doc shared with her so she can easily see what students are typing. 
      • developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
        • This lesson encourages student to think about their rights as American citizens, and that these rights are for all American citizens and cannot be discriminated against. 




Tuesday, November 7, 2017

Micro Lesson 1: Writing Engaging Help-Wanted Ads

I. RATIONALE:
I am teaching students how to write and effective and engaging help-wanted ad, because this aligns with their 5th grade curriculum and both Social Studies and ELA standards.

II. OVERVIEW
Grade Level: 5th
Subject(s): Language Arts, Social Studies
Topic of Study: Expository writing, Economics
Time Allotment: 45 minutes
Standards:
S5.C2.PO2 Describe how competition, markets, and prices influence peoples’ behavior.
            S5.C2.PO 4. Describe ways in which entrepreneurs take risks to develop new goods and                                           services.
5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Technology: PO 1. Analyze information using digital creativity tools to create original works and express ideas. 


Objectives
Students will use descriptive words and details to write engaging help-wanted ads, with the goal of attracting quality candidates to grow a small business. 

Students will use technology (GoogleDocs) to create their own Help-Wanted Ad. including all requirements on the rubric.
Reflection: Assessing Prior Knowledge and Planning Instruction
  • What do the students need to know prior to the lesson?
  • Students will have a basic understanding of economics and entrepreneurship. This lesson is to be done at the end of a unit. I taught this lesson the day before students attended BizTown on a field trip.
  • How will prior knowledge and experience be assessed?
  • Teacher will ask questions during the opening, encouraging students to think about qualities of an employee that will help make a successful business, and why an employer would want to hire people with these qualities.
  • How will you use this information in the planning process?
  • Knowing my students have a solid background on these topics already will allow me to move forward from a place they are comfortable, and not waste time reteaching information. it also helps to review information already learned prior to this activity to refresh memories.
  • Why should the content of this lesson be taught at this grade level?
  • This content should be taught in 5th grade, because 5th grade completes an economics unit, and discusses topics such as entrepreneurship, financial responsibility and other business topics.
  • How do the objectives that you have for the lesson align with the standards?
  • This lesson aligns with Social Studies Standards that deal with economics and entrepreneurship, ELA expository writing, and technology
  • When will the lesson be taught in the course of the school year? Why?

  • This lesson will be taught at the end of October, at the culmination of the economics unit. 

Procedure
:III. IMPLEMENTATION

Opening: Discuss with students what the roles and responsibilities of an entrepreneur are. Guide conversation to employees- discuss why quality employees are necessary for a successful business.
Take students through Google Slides. Slides will show ad examples, increasing in quality to model least to most engaging. Slides will explain the 5 characteristics of writing an engaging help wanted ad.
Guided Practice: Using my model, students will create their own engaging lesson plan by completing the Google Doc provided to brainstorm ideas.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson)  Teacher will present lesson with Google Slides. Students will use Google Docs to complete worksheet to brainstorm ideas. Students will create their own Google Doc. 

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:
  • Cognitive delay – students will be able to work in pairs or small groups to brainstorm ideas.
  • Gifted – students may use a different technological resource to publish their final copy (published, video creation, animoto... etc)
  • ELL – I will use total physical response, images, modeling, and partners.
Reflection: Designing Instruction (InTask Standards 7 and 8):
  • Why are you using the instructional methods you have described?
  • I am using the Google Slides to model information, and as a resource for my students. I am using Google Sildes as a method for them to brainstorm and publish their final ad as a way to integrate technology into the lesson.
  • How do the instructional methods align with what you know about best practices (think about your methods classes)?
  • This aligns with best practices because it is a hands-on way for students to be engaged and actively apply the knowledge they are receiving. 
  • How are you engaging students in creative and higher order thinking?
  • Students are thinking about what the necessary qualifications for their own business so this requires them to consider many different variables and how they will affect their business. It also allows them to be creative by constructing their own business, qualifications and publishing a final ad in the manner of their choosing.
IV. ASSESSMENT
·        

Students will create a final copy of their Help-wanted ad in Google Docs, using the information from the Google Doc worksheet completed in guided practice. Students must receive an 80% or higher, or will be asked to make corrections. Students may use other technology if desired, but rubric requirements still apply.


·         Instruments/Rubric:

Questions to measure objectives:
Point Value:
Students are participating, engaged, and using appropriate global digital-citizenship skills
Students used a technological resource to publish their final copy of help-wanted ad. (Google Docs or other)
       /10
Students final copy of help wanted ad contains all 5 components of an engaging ad. (5 points each)
       /25
                                                                                          TOTAL       /45

Reflection: Planning Assessment (InTask Standard 6):
  • How does the assessment align with the standards and objectives of this lesson?
  • The ELA standard is expository writing, which a help-wanted ad is. The SS standards are how different variables affect economics and entrepreneurs- this activity addresses how effective employees affect a business and how to attract them. The technology standard is using technology to create original work and express ideas, and the assessment allows them to do this by creating their own ad on google docs.
  • How does the assessment demonstrate that the students have been successful in learning the content?
  • Students will be required to include all 5 components of the Engaging help-Wanted Ad- this will be determined by the rubric. A passing score will be 80%- students achieving less than an 80% will be asked to make corrections and resubmit.  
  • How does the assessment demonstrate student engagement in higher order thinking?
  • Students are being asked to synthesize information and create their own help-wanted ad. This requires them to think deeply about the qualities they think are necessary for their business to be successful. 
  • How does the assessment demonstrate that individual student needs were met?
  • The assessment allows for students to use their own technology if desired, meeting the needs of students who are more familiar with another platform or who would like an extension to provide their own voice and personality to the assignment.
IIV. MATERIALS AND RESOURCES


GoogleSlide Presentation

GoogleDrive Help Wanted Ad WS



Reflection: How does your lesson meet each of the ISTE NETs Standards? 


  • How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? 

Students will synthesize information to create their own Help-Wanted Ad, based on a business of their choice. Students will need to use creativity to analyze information and construct their own Ads. 



  • How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? 

Students will receive Direct Instruction from teacher with the assistance of a GoogleSlide presentation, which gives information and also models for them. Students Guided Practice is completing a GoogleDoc individually while brainstorming with a small group. Their final assessment is creating their own Ad, published with GoogleDoc or another form of technology of their choosing. (Animoto, Slides, Powerpoint, etc) This provides three different interactions with digital learning and technology. 



  • How does your lesson meet Standard 3: Model Digital-Age Work & Learning? 

I will use GoogleSlide Presentation to model the 5 components needed in their lesson. They will practice with GoogleDoc technology during their guided practice, and they will practice skills on their own during independent practice. 



  • How does your lesson meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by: 


  • advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. 
Students will be creating their own personal Ads- there will not be anything to document. Any pictures or graphics they use in their presentations will need to be cited appropriately. 


  • addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. 
Students will have technology modeled for them by the teacher. The teacher will also assist with questions during lesson. Students have the opportunity to work in small groups if support is needed. Students can also utilize more advanced technology as an extension. 
promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information 
Students will be expected to remain appropriate and "professional" in their interactions with one another. They will be using GoogleDocs, but they will be having in-person conversations while using the technology. "Professional" work is a requirement on their rubric, as well as participation. 


  • developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. 

Students will be expected to work with diverse class members to brainstorm and create. They will be expected to use culturally-appropriate language, and ensure their requirements for their ad are unbiased and fair. 




PHASE II: REFLECTION
  1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
    • What went well and what didn't go well during the implementation of your lesson?
    • How well was the alignment to objectives and standards maintained?
    • Describe any modifications made during the implementation of the lesson
      • The lesson went well overall. The PowerPoint was a good introduction to explain the content. They were able to use the 5 components of writing an Effective Help-Wanted Ad to create their own hypothetical ads for a small business. It stayed aligned to the objective, because they produced exactly what the objective asked for. (a help-wanted ad) This also aligned to the standards, by discussing the roles of entrepreneurs in a small business. I modified the lesson a bit by having them create their final copy on the bottom of their googledoc. I liked that it integrated Social Studies, ELA  and technology all in one.  
  2. Mechanics:
    • What technologies did I use (for the teacher and the learner)?
    • How were the technologies used (by whom and in what manner)?
    • My lesson was within the correct time frame
      • It was short because…
      • It was too long because…
      • The lesson was within the correct time frame because...
    • The technologies I used were GoogleSlides and Google Doc. I am used to using PowerPoint as my go-to presentation creator, but in this case I used Google Docs because of it's ease in sharing. I presented this whole-group (direct instruction) but I was also able to send a copy of it easily in google while my "class" was completing their project. This helped them refer back to the lesson and produce quality work. The students also used a GoogleDoc form I had created prior to class and filled it our as their guided practice/brainstorming, and then they wrote their own final ad using the information they compiled on the bottom of the document. So that's an interesting part of GoogleDocs I hand't considered- I was going to have them create a new Doc with the information, but because GoogleDocs can be longer than a standard page, it allowed them to keep it all together. the students then shared their work back to me and I was able to see it for assessment. My lesson was in the correct time-frame: my students were busy and on-task for the whole time, and we did have time to share at the end.

  3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
    • Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson
    • (Included Below)
    • Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
    • I think my students were able to complete this assignment very successfully. They were engaged during the GoogleSlide presentation and they were able to effectively use the information during guided and independent practice. They seemed happy and engaged and they did not have any problems.
    • Describe the level of success you had in teaching the lesson
      • How do your individual reflections support this?
      • How do the comments from your classmates support this?
    • I received all positive feedback from my Peer Surveys. I think they were a great way to gather information on how the students thought the lesson went, because as teachers I don't know that we always are aware of how our students feel about assignments and their learning- we only see what they were able to produce. Just because we do not realize our students are having questions or problems down;t mean they are not!
Example 1





Example 2


1. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.

I learned that technology doesn't have to be overly complicated, and it can be easily, quickly and effectively used in the classroom. the use of google dos was very convenient and it saves on the hassle of making copies and storing papers. Digital copies are very useful. I can definitely see incorporating this in the future. It is especially nice for group projects because all students can access and edit one form. GoogleDocs is also extremely handy and a great way to prepare a lesson before hand so you are ready to go for your lesson, and have all the information and examples ready. it's also a great resource to be able to share or upload for students to reference in the future. And , it can make planning easier- once you have created one you can easily reuse and adapt for each year!

Phase III- Comprehensive Reflection

Part I  Now that you have completed ETC 447, reread your first blog post (philosophy of education and use of technology). In a paragraph...