Phase 3

STANDARD 1

1. Through this class I have been able to learn about new, different ways to get children thinking. Technology is becoming more and more relevant in children’s lives so it is important to incorporate this type of learning in our everyday learning. We can do this by integrating technology into “regular” subjects, and teaching how to use technology in the right way. If I am able to get children excited and thinking they will naturally become more curious and learn to use it in new, other ways. Like a teacher said at TARIAT, we are preparing these students for jobs that do not exist yet. We need to teach them how to be thinkers, not how to fill out a worksheet.
2. Like I mentioned earlier, technology is a huge aspect in students lives in many ways. It’s not unlikely to see kids with a smart phone, tablet, PC, and TV these days. I can get students more engaged in lessons by first getting to know them and creating a relationship with them. Then I can know what their interests are and incorporate those ideas/themes/technologies in their lessons.
3. Self reflection is important because it helps give ourselves an idea of what we know and what we understand. It’s like an assessment on ourselves. Assessment is such a great tool for us because we can understand what we know, what we don’t know, and what we need to know. We can use a simple tool such as a personal/classroom blog where children can post a small journal and throughout the year can look back and see their growth and if they reached their goals.
4. There are a lot of limitations in school; we cannot go and see all of these places we talk about, we have to rely on pictures and words to get a feel for what it all really is. Nowadays we are able to use tools such as FaceTime and Skype to see live feed. This is a great tool for classrooms around the world to connect with one another. It’s like having pen-pals, but the time between getting back to each other is much much quicker than the traditional snail mail. We can email, chat, video, etc. This helps us get a better understanding of other cultures.

STANDARD 2

1. In my classroom, it is my goal to create lessons that integrate technology as much as possible. These kinds of lessons are more fun for students since they typically love technology. It’s super easy to change a traditional lesson and make it include some sort of technology. Like writing in word instead of on paper, it can be as simple as that.
2. There are lots of great applications on our technology tools that help extend children’s learning. I hope that I am able to provide my classroom with iPads, computers, and a SmartBoard. These kinds of tools have an endless amount of resources on them that can help children pursue their curiosities. It’s my responsibility as the teacher to find out those interests and present them in a way that they will want to continue learning. These tools will help them be independent learners and get the information they want.
3. Technology to me goes hand in hand with diverse learners. There are so many options for students when it comes to technology. They are able to modify lessons to specifically fit their needs. The biggest technology I find to be helpful is for those students that have a disability. There are lots of great applications that can help them communicate and take their learning to the next level.
4. Taking assessments online is nothing new. We have been doing that for quite a while now, especially at the college level. The tests are usually multiple choice or essays. There are surveys that can be taken, blog posts that can be graded, or they can simply complete a task and be graded on that work. The possibilities are endless, and I feel that they are more engaging when technology is integrated because it’s so relevant to our lives.

STANDARD 3

1. During the class, I learned about new technologies that can be incorporated in my teaching. The best one for me was the SmartBoard. I really think that it’s a great tool and I’ve seen it used in a kindergarten class and kids LOVED going up to the board and doing something on it even if it was math or writing. It’s my job to correctly use these different technologies and constantly encourage the use of them in a positive manner.
2. This is another area that would be great through a classroom blog or website. Children will be able to post on it, I can post what we have been doing in the classroom, along with pictures. This is great because parents can really see what their children are learning and becoming engaged in throughout the day. 
3. I feel that I would use a blog or website as well to be able to communicate a mass amount of info to all of the parents/families of my students. The same as the paragraph above.
4. It’s very easy to get information using technology since they have access to the internet. By completing assignments that have to do with researching on reliable websites, they can learn how to do that for any topic they want to learn more about. I would make sure that these lessons focus on their interests so that it never seems like a chore, but rather something they are excited and want to know more about.

STANDARD 4

1. Teaching how to be on technology and the internet safely is extremely important. We want them to know what a dangerous situation might look like and how to avoid it. We want them to understand rules as well so that they are not getting into an legal trouble such as copyright. It’s my job to help them understand how to properly cite these kinds of things.
2. Like I said earlier, I hope to have different technologies in my classroom like iPds and computers so that at any time they are able to utilize those resources to extend their learning
3. Through learning about safety on the internet I may want to demonstrate what that looks like by modeling it; having a friendly conversation with another person, using search engines, video conversations with our pen-pals, etc.
4. We can really learn so much about other cultures by getting involved with them. Since it’s not so easy to just get up and fly across the country or world, we do have the ability to video with them and take virtual tours. This can be such a rich learning experience for them and definitely more meaningful than reading about it in a book. Talking to someone of another country/ethnicity is exciting and hands-on.

Phase 2

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?
• Good: Overall, the flow of the lesson and the implementation went well. I felt that I was able to clearly give directions and help students where they needed help if they needed help.
• Bad: It was really hard to really get an understanding of how my lessons would go with actual first graders and questions they might come across since I was teaching to college students that obviously already know everything I was covering. 
• How well was the alignment to objectives and standards maintained?
• I believe that I was able to align my objectives and standards. The objective of my lessons came directly from what the standards were requiring.
• Describe any modifications made during the implementation of the lesson
• During my lessons I was not able to use a smartboard, that would have been more useful and would have added an element of techonology which is always good for students to see since it becoming more and more relevant in their lives. I also wanted the students to freely go and measure things of their interest and what they wanted to know the length of, but since we were crunched on time and had other lessons going on I decided to choose simple things they could just measure at their desk. I also wanted to complete all of their graphing and data on an iPad. They would have been able to be mobile and document everything on that instead of having to write it town and transfer it onto a computer. But as far as modifications for learners, I did not need to modify my lesson to accommodate a students special needs.

Mechanics:

• What technologies did I use (for the teacher and the learner)?
• Computers
• iPads (would have)
• SmartBoard (would have)
• How were the technologies used (by whom and in what manner)?
• Computers - by the students. They documented data and transferred that into bar graphs.
• My lesson was within the correct time frame
  • The lesson was in the correct frame time because I made sure to keep an eye on the clock and add or remove certain parts of the lesson according to our time limit.

Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning

• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• My students did exactly what they were supposed to do. They documented everything and created multiple graphs for comparison between the different types of units that we used and were able to write about it.
• Describe the level of success you had in teaching the lesson
• How do your individual reflections support this?
• I believe that I got the big picture across and was able to help them understand nonstandard and standard units of measurement. We also were able to incorporate graphing into the lesson.
• How do the comments from your classmates support this?
• Most of my comments say that they felt I was prepared, helped students, and successfully conducted my lessons. They gave me a few pointers like being prepared for gifted students and having more visuals... so that I will improve on!
• MY DOCUMENTATION CANNOT UPLOAD SINCE IT IS A WORD DOCUMENT.... YOU CAN FIND THEM ON BBLEARN! :)

Materials

-Gummy worms
-Rulers
-Computer
-Word Documents
-Graphing tools
-Pencils
-Papers
-Desks
-Shoes

Assessment

Reflect on:

Planning Assessment (InTask Standard # 6):

• How does the assessment align with the standards and objectives of this lesson?
  - The students are supposed to be able to measure in using standard units, and by day 3 we are using rulers to measure and compare our results. They will turn in their graphs and writings as a form of formal assessment. I will be taking anecdotal records throughout the lessons.
• How does the assessment demonstrate that the students have been successful in learning the content?
  - The data from measuring with show that they were able to successfully measure items and record the length.
• How does the assessment demonstrate student engagement in higher order thinking?
  - The students are engaging in the content and how to use technology to reach this goal. The are measuring items and converting it into units and then into a graph.
• How does the assessment demonstrate that individual student needs were met?
  - Each student will be turning in their work that they completed individually. I will also be walking around observing, helping, and taking notes/mental notes on students performance. 

Implementation Lesson 2

Procedure:

DAY 1:
1) To begin our unit each student will complete KWL chart in their journals, and then we will put all of our information together in a KWL chart on the board.
2) Discuss that there are 2 forms of measurement; non-standard and standard.
3) Show how to measure using a non-standard tool (gummy worm)
4) I will hand each student a gummy worm, explain to them what we are using it for... not eating!
5) Together we will measure the same item; desk (so that we will all get the same result.
6) Write down in journal the 5 things they are to measure, then I will release them to measure on their own and record their data.
7) We will transfer that data into a graph.
8) Discuss what we did, ask if anyone has questions, we will continue tomorrow.

DAY 2:
1) We will begin by reviewing what we did yesterday.
2) I will introduce standard tool, ruler, inches, estimation. (vocabulary)
3) I will show how to estimate and measure using a ruler
4) As a class we will estimate the same object, then measure the same object, and talk about results.
5) We will estimate first and record our data, we will actually measure tomorrow.
6) Transfer data to the computer and graph.

DAY 3:
1) We will review what we did yesterday.
2) We will actually measure the same objects that we measured the day before using rulers and record the data.
3) Transfer our data onto the graph and compare our results.
4) Write about our results in our journals and finish our KWL charts.

Technology Integration: The students will be using word documents to record their data  and use a graphing program to make graphs.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay -  I will give them written directions that are step by step so that are able to go at their own pace.
• Gifted - I will have them put in 2 different units of measurement (inches and centimeters)
• ELL - I will give them a paper with key words.

Reflect on:

Designing Instruction (InTask Standards 7 and 8):

• Why are you using the instructional methods you have described?
  -I need to slowly introduce the topic of measurement and kids love anything food related, and I am having them get up and measure things because it is more exciting and engaging than measuring drawings on a worksheet. 
• How do the instructional methods align with what you know about best practices (think about your methods classes)?
  - I believe that hands on activities and seeing data in different forms is important and engages the children more than completing a worksheet. 
• How are you engaging students in creative and higher order thinking?
  - I am having them get up and measure objects using different tools and them comparing the different tools that they used by graphing.
• How does your integration of technology support what you know about best practices for technology integration in the classroom? (Use the research that you and your classmates did as a resource)
  -Using hands-on technology gets students more engaged just within the fact that it's technology. It is relevant to the students lives, so they are going to be more excited to participate. 

Overview Lesson 2

Grade Level: 1st

Subject(s): Math

Topic of Study: Measurement

Time Allotment: 30-45 minutes, 3 days

Standards: 

CCSS.MATH.CONTENT.1.MD.A.1

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

CCSS.MATH.CONTENT.1.MD.A.2
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

CCSS.MATH.CONTENT.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Objectives: 

-The students will be able to measure and collect data on a chart using different measurement tools

-The students will be able to compare if an object is longer/shorter wider/thinner than another based on their measurements

-The students will be able to convert data from numbers to a graph

Reflect on:

Assessing Prior Knowledge:

• What do the students need to know prior to the lesson? 

  -The students need to know how to count

  
  

  -The students need to know what makes something bigger or smaller than another object 

• How will prior knowledge and experience be assessed?

  -I will give each student a gummy worm and have them measure the same object (their desk) using that worm and have them show me their answer. This will give me an idea if they know how to use measuring tools and if they are able to understand units of measurement.

• How will you use this information in the planning process?

  -Depending on how well or how poor the students are able to measure correctly using the gummy worm and a measuring tool, it will help me know what areas to focus more on or not to give so much attention to. This way the lesson is directly planned around the students and their knowledge/abilities.

Planning Instruction: 

• Why should the content of this lesson be taught at this grade level?

  -Measurement is essential in a lot of aspects of our daily lives. We need to know how long or wide things are. We measure our feet to know what shoe size we wear, we have an understanding of how wide our car is to park it, we measure distance to know how long it will take us to get somewhere. Measurement should begin in first grade to be the foundation for going more in depth in later grades.

• How do the objectives that you have for the lesson align with the standards?

  -The objectives align with the standards because they address the actions that the standards require for students to master.

• When will the lesson be taught in the course of the school year? Why?

  -I feel that this is something that should be taught mid-year or later because they first need to have a sense of numbers and what they mean.

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?
• I feel that overall everything went well as far as my introduction, reading, and implementing what we learned. The only area I could have been more prepared was on the application kidspiration and how the venn diagram worked. We kind of had to figure out how to type in the different sections as we went. In a first grade classroom I would not have used this program nor a computer. I originally wanted to use an iPad for each student as we sit at circle/reading area and they could use a stylus to write in their notes or type on a different, more user friendly application.
• How well was the alignment to objectives and standards maintained?
• My lesson 100% aligned with my objectives; reading 2 stories, determining the different points of view, and using a venn diagram to compare and contrast the two different stories that we read.
• Describe any modifications made during the implementation of the lesson.
• I did not make any modifications during the lesson. Except we used computers and kidspiration instead of iPads.
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)?
   • SmartBoard - introduction for reviewing venn diagrams
   • Computers - Kidspiration (venn diagram) and Word (notes)
   • How were the technologies used (by whom and in what manner)?
   • The computers were used for typing notes from each story (key notes about setting, characters, plot, etc)
   • My lesson was within the correct time frame
     • The lesson was within the correct time frame because...
     • I kept an eye on the clock the whole time and made sure to leave time for asking questions during the intro and while reading. During individual work time my "students" stayed on track since I kept walking by them and helped them if they needed it. 
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.
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?
  • I think I was successful in implementing everything that my objective required, and my reflection of what I think I did supports this because I felt prepared and that I implemented everything successfully.
    
    
    
    
  • How do the comments from your classmates support this?
  • The comments were helpful because they aligned with what I already thought I needed to be more prepared with, but the scores they gave me reflected in how well the overall lesson went.

MATERIALS AND RESOURCES

Materials and resources:
-SmartBoard, plain notebook and venn diagram lesson application
-iPads for each student and stylus'
-Digital version of "The 3 little wolves and the big bad pig" and "The true story of the 3 little pigs"
-Writing applications (to take notes and complete venn diagram)

Procedure: The students will individually turn in their venn diagram and notes for grading.

Instruments: I will use a checklist.

-The student was able to determine which point of view each story was written in

-The student was able to give reason to why they think the story is written in that POV.

-The student was able to give KEY similarities between the two stories about the plot and characters

-The student was able to give KEY differences between the two stories about the plot, characters, conflict, etc.

Reflect on:

Planning Assessment (InTask Standard # 6):

• How does the assessment align with the standards and objectives of this lesson?

  The assessment directly correlates with their work and shows their ability on if they are able to compare and contrast and decipher which POV the story is written in and why.

• How does the assessment demonstrate that the students have been successful in learning the content?

  If they are able to include information that is relevant and includes key points that are different in the stories then they are successful in learning the content.

• How does the assessment demonstrate student engagement in higher order thinking?

  The students are engaging in the content and how to use technology to reach this goal. They are coming up with different key points from each story and organizing it into similarities and differences.

• How does the assessment demonstrate that individual student needs were met?

  Each student will be turning in their work that they completed individually. I will also be walking around observing, helping, and taking notes/mental notes on students performance. 

Procedure:

1.) All week we will have been discussing different points of views and what key words we can search for to figure out what point of view a story is written in. As a class we will briefly review this by me asking questions and students answering. We will also re-introduce a venn diagram.

2.) We will use a class topic like "cats & dogs" to complete a class venn diagram so they are refreshed and understand the gist of what they will be asked to do. 

3.) I will read aloud the 2 books (The 3 little wolves and the big bad pig & The true story of the 3 little pigs) on the SmartBoard so that they can read along.

4.) While the students are following along they will each have their iPads on and available to write down key words they hear from each story on the points of view, and important information that may be useful during completing their venn diagram. 

5.) After the story, we will together discuss thoughts from the students, just enough to get them started. Then I will release them for independent work. The students are allowed to discuss with one another, but each needs to individually complete their work and stay on task.

6.) The students will submit their notes, charts, venn diagrams, whatever else they used in the process to a student drop box to be graded.

Technology Integration: We will be using the SmartBoard to read stories and complete our classroom venn diagram. We will be using iPads to take notes and create a venn diagram through applications and submit them online to be graded.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay ADHD student - if they have trouble sitting and paying attention I might let them stand up as long as they are not in anyones way or causing a distraction, or switch their seat to an exercise ball so that they are able to move but still stay focused.
• Gifted If a student is already proficient in this area, I will ask them to find the Who, What, When, Where, Why, How in the stories and compare that information.
• ELL I may want to give them a list of key words that will be in our story with a definition and a visual picture so that they may follow along better. They will be given extra time if needed and may want to have a copy of the books for themselves to read again to themselves to better comprehend the story.

Reflect on:

Designing Instruction (InTask Standards 7 and 8):

• Why are you using the instructional methods you have described?

  I chose to present my lesson in that way because I am able to traditionally teach (introduce, model, guided practice, independent, closure) but make the whole more engaging by using technology that students can relate to.

• How do the instructional methods align with what you know about best practices (think about your methods classes)?

  Reviewing information and checking for understanding is important because if the students do not understand, then they cannot move on and complete the lesson successfully. If my students struggle, then I will need to take a step back and remediate rather than move on and make them feel frustrated.

• How are you engaging students in creative and higher order thinking?

  The students are having to listen and read carefully for important information that they will want to use to compare and contrast the two stories. They are also required to figure out the POV of each story and how those differ.

• How does your integration of technology support what you know about best practices for technology integration in the classroom? (Use the research that you and your classmates did as a resource)

  Using hands-on technology gets students more engaged just within the fact that it's technology. It is relevant to the students lives, so they are going to be more excited to participate. 

  
  

Grade Level: 1st grade

Subject(s): Language Arts

Topic of Study: Points of View

Time Allotment: 40 minutes

Standards: 

• CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text.
• CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Objectives: The students will read 2 different stories, determine the books point of view, and compare and contrast the stories similarities and differences. 

Reflect on:

Assessing Prior Knowledge: 

• What do the students need to know prior to the lesson? 

  The students need to know the main keywords used to differentiate between different points of view

• How will prior knowledge and experience be assessed?

  We will have been working on POVs all week, those assignments will determine whether or not they are able to tell the differences in the POV of the story. We can review comparing and contrasting by creating our own class venn diagram on a topic we are already knowledgable about as an introduction to the lesson.

• How will you use this information in the planning process?

  If the students are able to easily create venn diagrams and pick out key information to list, we will continue with the lesson. If not, we may need to do some remediation and re-teach the concept and later complete the lesson that day or the next class day.

Planning Instruction: 

• Why should the content of this lesson be taught at this grade level?

  Students are beginning to learn how to read, to fully understand a story they need to understand who is telling the story. Students should also learn how to compare and contrast to be able to spot differences and similarities in stories/situations to comprehend stories.

• How do the objectives that you have for the lesson align with the standards?

  The students will determine the points of view which aligns with the standard "identify who is telling the story at various points in a text."

  
  

  The students will compare and contrast the events and characters in 2 different, but similar stories which aligns with the standard "compare and contrast the adventures and experiences of characters in stories." 

• When will the lesson be taught in the course of the school year? Why?

  I think once the students are becoming more familiar with reading short books with 1+ characters I would want to introduce points of view. This will allow them to better comprehend more complex stories that they will encounter later. So I  may want to do this lesson mid-fall - end of fall.

  
  

Meeting diverse needs of learners through learner-centered strategies and equitable access

Students learn in various different ways and it is the teacher's responsibility to understand their students to best conduct lessons and activities that adhere to their needs. Once getting to know your students, you can then create lessons not only based on how they learn best but on their interests. Even though we as teachers are faced with standards we can still tweak lessons to make them more meaningful and fun for our students. In turn they will be more successful and probably remember the information better. Even if we have to teach a topic that is dry as can be, we can do our best to find those interesting facts or learn it through play to make it more interesting. Technology is a great tool to use for engaging students and putting a new spin on learning. In this day and age students are becoming more and more familiar with the latest technologies and would most likely consider using them more fun than a paper and pencil activity. Also, if your students have some sort of disability it is important to understand what you can do for them to best comprehend and complete the assignments. In my classroom, simply getting to know my students will be the first step into making phenomenal lessons that they won't forget and will be excited about. 

Digital Citizenship #3: Global awareness and digital-age communication

Every day, week, month, year more and more technology is being introduced. It is important for teachers to be aware of this technology since it is more likely for younger generations to get involved in it; cell phones, computers, etc. Not only does the teacher need to understand how to use this technology on a regular day to day basis, but they also need to know it's value in the classroom. Teacher's can integrate the subject of technology just as they do with all the core subjects like math, language arts, science, social studies, etc. It is more relevant for students to be using tools inside the classroom that they will need to know the function of outside of the classroom. There are many tools like email, skype, and instant messaging that a teacher can have their students use to communicate with others whether it's across campus or across the world. They can learn many cultural aspects from chatting with students online in other classrooms in other countries. It is important for students to be globally aware of what is going on in their world, and with advances in technology it is only getting easier.

Digital Citizenship #2

2. Digital etiquette and responsible social interactions


Digital etiquette are the basic rules one follows while using the internet. This may include the types of things you say to another person. The internet gets rid of the face to face, body language you get when talking to someone in person. This means it is extremely easy for someone to misunderstand the other, so it is vital to always be polite. Basically, treat others how you would like to be treated. Having digital etiquette may also include using the internet in the proper manner. This would not include piracy, illegaly downloading music, inappropriate language, etc. If blogging was something I wanted to integrate into my classroom I would be sure to spend a good chuck of class time going over how to have "netiquette" and how to send responsible responses and comments to others. I feel that kids find it easier to be bullies over the internet because there is no face to face contact, so it is important to emphasize the golden rule - treat others as you want to be treated. The internet is not only used in class for social purposes, so it is important to engrave positive behaviors for students to also practice while at home where there may be less monitoring of what they are doing on the internet.

Digital Citizenship #1

1. Safe, legal, and ethical use of digital information and technology
   
   
   Just because information is given in many forms on the internet, it does not mean that it is ok to use that info and claim it as your own on your work. There are many rules that apply to images, videos, papers, articles, and more that teacher's must relay to their students. This will allow the students to properly use what they found on the internet. If a student googled "flowers" and a million pictures show up, it is important that they understand copyright laws, fair use, and how to search for items that are licensed for reuse. This can be a simple mini-lesson about using the search bar on google, and how to narrow down your search through options on "usage." It is also vital for students to know and understand how to properly cite sources that they have found and are taking information from whether it's a direct quote or paraphrase. Google allows the option to specifically look for scholar work and will allow you to narrow your search for citations and what not. Piracy is another issue that may come about while looking for media (videos, songs). Many times people will type in "free music download" but that does not mean that they are not committing a crime and copyrighting that music. Students need to be aware that they must find copyright free music, and can simply type that into a search bar to find trusted resources. As far as safety goes, students need to understand what NOT to do on the internet. They should never give personal information on a website that is not approved by the teacher or parent. They should only visit websites that are approved by the teacher or parent. The teacher needs to explain the reasoning behind this as well, so that they fully understand why they need to be safe on the internet. In my future classroom, which I hope to be kindergarten, I do not think I will have a big issue with safety, legal, and ethical use of digital information and technology. Although, technology is becoming more and more relevant in the classroom and we will be using it. I plan on having the computers programmed to only be able to visit certain websites that are educational and approved by myself as well as iPad applications. I do not want students getting into anything they should not be. Before we start using any of the technology I will go over how to properly use it and care for it since they are so young and can be careless.