Technology-Integrated Lesson and Reflection

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? Students do not need to have any background knowledge on the American Revolution or BrainPop Technology, as these will both be taught in the lesson. How will prior knowledge and experience be assessed? Teacher will survey students and ask if they have had an experience using BrainPop or Mind-mapping. Teacher will ask students if they have heard of the American Revolution. How will you use this information in the planning process? I will understand as a teacher that the students have little-to-no background knowledge, and I will ensure my directions are explicit and clear. Why should the content of this lesson be taught at this grade level? The American Revolution is a 5th Grade Social Studies Standard, and Mind-Mapping is a beneficial technique that will help students organize their thoughts and ideas. How do the objectives that you have for the lesson align with the standards? S1.C4.PO1 involves describing significant events that led to the American Revolution. this lesson provides an overview of the main events, and builds background knowledge so that students can dig deeper into these specific events. ISTE 3a involves using effective research strategies. The BrainPop video and  Mind-Mapping Tool allows them to build background knowledge, create a timeline and a general overview of topics to be covered.   When will the lesson be taught in the course of the school year? Why? This lesson can be taught at any time during the school year, as the introduction to the American Revolution Unit. From the standards, it appear this would make most sense the beginning of second semester, after covering colonies.

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? The instructional methods I have described allows me to model both new technology and content before allowing students to explore it themselves. this will ensure they understand how to use it, and get repeated exposure to content and new skills. How do the instructional methods align with what you know about best practices (think about your methods classes)? Lessons should involve an "I do-we do-you do" component. Modeling new content and skills provides the direct instruction "I do", allowing them time to explore as a class and provide input provides the guided practice "we do" and having them rewatch content and use it on their own to create a map  is the independent "you do." How are you engaging students in creative and higher order thinking? Allowing students to use the Mind-Mapping tools on their own allows them the freedom to decide which concepts are important enough to put on their timeline. They must think about the content, not just copy what I said. having them write how Mind-mapping is a helpful tool allows them to reflect on the process and draw connections. Allowing time to add pictures and style allows them to be creative as well.

Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson? Students will have successfully participated in technology usage, completed a Mind-Map, built background knowledge on the American Revolution, and reflected on the process. How does the assessment demonstrate that the students have been successful in learning the content? Students will receive points for successful completion of each component of the lesson. How does the assessment demonstrate student engagement in higher order thinking? Having students create their own Mind-Map allows students to be creative and decide which information is most relevant. Reflecting on the use of technology allows them to make connections and attach meaning to the assignment. How does the assessment demonstrate that individual student needs were met? The rubric provides a framework with all the components necessary for successful completion, and differentiation within lesson plan allows for individual accommodations as needed.

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 ? This lesson inspires creativity by allowing students the flexibility to chose which events seem most important to them, and arrange them in a order that makes sense. It also allows students to add pictures and sound-bites to the completed process. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? The combination of BrainPop Video and Mind-mapping tools provides a technology-rich lesson which integrates skills such as graphical organization. The assessment is based partly  on how well they were able to navigate and utilize these digital resources. How does your lesson meet Standard 3: Model Digital-Age Work & Learning? I modeled the correct usage of the Mind-Mapping application before the students used it, and explained how to translate information from the video to their personal map. 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. All information needed for lesson can be found on BrainPop. The site is self-contained, so students are not acquiring information from outside sources, therefore there are no copyright or documenting issues. Final printed project has BrainPop logo built in as well. addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. each student is able to work on this assignment at their own pace. The teacher is available to answer questions and provide additional guidance and support as needed. There are extensions and modifications listed in the differentiation part of lesson plan to provide additional opportunities or help. promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. BrainPop is a safe and secure website, and needs an educational subscription to access it. There are no ads or social components to it, and students do not interact with others. Students are shown how to use the technology correctly, and expected to write acceptable and appropriate responses. failure to do so would result in technology getting taken away and students completing assignment by hand. 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 can collaborate with each other during the process, by participating in the class discussion, and adding to the final group project. This lesson shows students a historical event, and provides exposure to a different way of life and thinking that students can form connections to.