Here are two of the glogs created by my students. You can see that they are unfinished due to time constraints, but you can also see the amount of information they were able to include in a short amount of time. Glogs are incredibly cool and with the right amount of instruction they have a wide variety of uses in the classroom.
Thursday, March 28, 2013
Assessment of Learning
My student's success
I had each of the students e-mail me their glog, whether finished or not, so that I may assess what they are able to share about each planet. Unfortunately, I did not give them enough time to finish, so their glogs are incomplete. Nevertheless, I have two glogs that have a wide variety of information on their respective planets, including mass, relation to the rest of the solar system, matter, color and special information (such as moons and rings). It appears that many of my students did achieve the lesson goal of learning about one of our eight planets. In "tomorrow's" lesson they will finish this project and share it with their class so that every student can learn about every planet, which moves toward the state standard.
My teaching success
While reflecting upon my lesson, I feel that it went really well. I had fun, my students had fun and we all learned something. Since I had never done the play-dough activity before, I was not sure how long it would take. Unfortunately, this threw my lesson plan a little out of whack, time-wise. Thankfully, I know how important it is to be flexible as a teacher, and I feel like the lesson was still a success, even if it did not go how I had originally planned.
I took a feedback survey from my classmates that were my "students" for this lesson. Overall, they feel that this lesson was very engaging and that an actual fifth grade student would enjoy it. The shortfalls they mention refer to two things. One is time - I did not give them enough time to complete their glogs. In a "real" classroom, I would give students a second day to do this, as mentioned above. The other shortfall was with the technology. The technology was so new that I should have spent more time teaching how to use it, how to enter pictures and text on the glog, etc. Other than these, the feedback was quite positive. On a scale of one to ten, the lesson was 9.33 engaging. The technology was deemed useful by 100% of those surveyed. The play-dough part was a very effective introduction to the subject and those surveyed really enjoyed it. This is definitely a project I would do in an actual classroom.
I had each of the students e-mail me their glog, whether finished or not, so that I may assess what they are able to share about each planet. Unfortunately, I did not give them enough time to finish, so their glogs are incomplete. Nevertheless, I have two glogs that have a wide variety of information on their respective planets, including mass, relation to the rest of the solar system, matter, color and special information (such as moons and rings). It appears that many of my students did achieve the lesson goal of learning about one of our eight planets. In "tomorrow's" lesson they will finish this project and share it with their class so that every student can learn about every planet, which moves toward the state standard.
My teaching success
While reflecting upon my lesson, I feel that it went really well. I had fun, my students had fun and we all learned something. Since I had never done the play-dough activity before, I was not sure how long it would take. Unfortunately, this threw my lesson plan a little out of whack, time-wise. Thankfully, I know how important it is to be flexible as a teacher, and I feel like the lesson was still a success, even if it did not go how I had originally planned.
I took a feedback survey from my classmates that were my "students" for this lesson. Overall, they feel that this lesson was very engaging and that an actual fifth grade student would enjoy it. The shortfalls they mention refer to two things. One is time - I did not give them enough time to complete their glogs. In a "real" classroom, I would give students a second day to do this, as mentioned above. The other shortfall was with the technology. The technology was so new that I should have spent more time teaching how to use it, how to enter pictures and text on the glog, etc. Other than these, the feedback was quite positive. On a scale of one to ten, the lesson was 9.33 engaging. The technology was deemed useful by 100% of those surveyed. The play-dough part was a very effective introduction to the subject and those surveyed really enjoyed it. This is definitely a project I would do in an actual classroom.
 |
| Source |
Instructional Designs/Teaching
What I learned from this teaching process
- Using play-dough took longer than I anticipated.
- Although my students were familiar with technology, they do need a decent amount of time to complete the presentation.
- I should probably spend more time introducing the new technology, especially since edu.glogster.com is very new.
How alignment to goals and objectives was maintained
The objective for this lesson was to learn about one of the planets, and later to learn about all of the planets in our solar system, which aligns with a state science objective. The solar system with clay activity was super beneficial and sparked a lot of discussion about the planets. We got to see how they compared to each other, talked about what materials they can be made of, discussed the qualifications needed to be a planet and much more. If I had given sufficient time to complete the blog presentations, this would have been another great way to move towards our goal. Unfortunately, I ran out of time, so the glogs are half-made and only contain some of the information needed in quest to meet our objective.
Modifications made for individual needs
Since I was teaching college students a fifth-grade lesson, I had to include extra discussion to keep them engaged. I also walked around as the students were working on their glogs and helped them with any problems that arose. I also allowed them to choose the planet they wanted to research, which sparked a personal interest in the investigation.
 |
| Source |
Thursday, March 14, 2013
Planning Assessment
As well as using basic checks for understanding throughout the lesson, a checklist with the following questions will be used to assess the students:
Is this information present on the glog presentation?
- Mass of the planet
- Material of the planet
- Color of the planet
- Size of the planet in relation to the earth and the rest of the solar system
- Moons
- Location in the solar system
- Distinguishing characteristics (rings, storms, etc.)
- One video
- One (or more) picture(s)
Goals and Objectives
If you remember from my earlier post, the objective for this lesson is "students will be able to describe the characteristics of one of the eight planets". This is assessed by the presence of lack of this information on their glog presentation.
Higher Order Thinking Skills
While it only addresses lower order thinking skills at this point, hopefully it will catapult students into future learning and thinking.
Meeting Individual Needs
Each student can create the presentation in a way that is easy and preferable to them. They may use all sorts of multimedia (or create their own) as a part of this presentation. The checklist assessment allows for some structure to the assignment, but leaves the specifics to the students.
Is this information present on the glog presentation?
- Mass of the planet
- Material of the planet
- Color of the planet
- Size of the planet in relation to the earth and the rest of the solar system
- Moons
- Location in the solar system
- Distinguishing characteristics (rings, storms, etc.)
- One video
- One (or more) picture(s)
Goals and Objectives
If you remember from my earlier post, the objective for this lesson is "students will be able to describe the characteristics of one of the eight planets". This is assessed by the presence of lack of this information on their glog presentation.
Higher Order Thinking Skills
While it only addresses lower order thinking skills at this point, hopefully it will catapult students into future learning and thinking.
Meeting Individual Needs
Each student can create the presentation in a way that is easy and preferable to them. They may use all sorts of multimedia (or create their own) as a part of this presentation. The checklist assessment allows for some structure to the assignment, but leaves the specifics to the students.
 |
| Source |
Designing Instruction
Here's the link to my lesson plan.
How is my instructional design contextually and logically organized?
I used the Madeline-Hunter set up to create this lesson plan. The lesson begins with a class project that helps spark interest in the topic and helps the teacher assess prior knowledge. After we participate as a group, we split into individuals (or small groups, depending on class size) and learn how to use edu.glogster.com. While we are learning as a class still, students are able to explore and discover on their own. After my explanation, students are then able to work individually to create their presentation. In this way, we progress from working as a class to working individually. The lesson also includes an introduction, guided practice, independent practice and a conclusion.
How does my lesson plan use varied instructional methods that meet individual needs and target higher order thinking skills?
The group to individual progression allows students to learn at their own pace. The individual presentation also allows for the teacher to help students meet their individual needs. My lesson also incorporates different styles of learning to help reach all learners. Here are some variations that are used within the lesson. Adaptations and other variations are listed in my lesson plan.
Bodily-kinesthetic learners will be able to work with their hands to create a clay model of the solar system before we begin with our presentations.
Visual learners will be able to see our solar system model, the presentation model (available here), the closing video and the class glog presentation.
Auditory learners will benefit from the presentations, both of initial information and the class presentations at the end.
Since this lesson is an introductory lesson, it does not reach higher order thinking skills, but provides students with the information necessary to use higher order thinking skills later on in the unit. For example, later on in the unit we will write persuasive essays about why or why not Pluto should be a planet.
Does my lesson align with research based understanding of technology integration?
Yes. In the research I've done, technology is beneficial in the classroom as long as it is used consciously and for a specific purpose. I've chosen to use glogs for this assignment for multiple reasons. For one, it allows students the chance to practice using a new technology tool. It also allows students to create very unique visual presentations filled with photos and multimedia. Creating a glog in this way will help students refine their Internet research skills and work on their written communication skills for the presentation.
Does my lesson address:
- Safe legal and ethical use of technology?
While not included in the lesson plan, it would be a good idea to briefly discuss the proper use of technology.
- Digital etiquette and responsible social interactions
This lesson does not address this specific technological topic since students will most likely not be interacting with other humans across the world via the Internet. The only written work will be published on the glog and shared with the whole class.
- Meeting diverse needs of learners through learner-centered strategies and equitable access
This lesson absolutely meets the diverse needs of my learners. Each student is able to work at his or her pace to study a planet that they find interesting. They can gather information in different ways, whichever works best for them. They may use text, pictures, video or other multimedia to create their presentation. They could also create their own video to insert in the presentation. In this case, each student also has equal access to the same computer and software.
- Global awareness and digital-age communication
Ironically, this lesson lends more to a universal or galactic awareness. We learn how big or small earth is in relation to all the other planets.
How is my instructional design contextually and logically organized?
I used the Madeline-Hunter set up to create this lesson plan. The lesson begins with a class project that helps spark interest in the topic and helps the teacher assess prior knowledge. After we participate as a group, we split into individuals (or small groups, depending on class size) and learn how to use edu.glogster.com. While we are learning as a class still, students are able to explore and discover on their own. After my explanation, students are then able to work individually to create their presentation. In this way, we progress from working as a class to working individually. The lesson also includes an introduction, guided practice, independent practice and a conclusion.
How does my lesson plan use varied instructional methods that meet individual needs and target higher order thinking skills?
The group to individual progression allows students to learn at their own pace. The individual presentation also allows for the teacher to help students meet their individual needs. My lesson also incorporates different styles of learning to help reach all learners. Here are some variations that are used within the lesson. Adaptations and other variations are listed in my lesson plan.
Bodily-kinesthetic learners will be able to work with their hands to create a clay model of the solar system before we begin with our presentations.
Visual learners will be able to see our solar system model, the presentation model (available here), the closing video and the class glog presentation.
Auditory learners will benefit from the presentations, both of initial information and the class presentations at the end.
Since this lesson is an introductory lesson, it does not reach higher order thinking skills, but provides students with the information necessary to use higher order thinking skills later on in the unit. For example, later on in the unit we will write persuasive essays about why or why not Pluto should be a planet.
Does my lesson align with research based understanding of technology integration?
Yes. In the research I've done, technology is beneficial in the classroom as long as it is used consciously and for a specific purpose. I've chosen to use glogs for this assignment for multiple reasons. For one, it allows students the chance to practice using a new technology tool. It also allows students to create very unique visual presentations filled with photos and multimedia. Creating a glog in this way will help students refine their Internet research skills and work on their written communication skills for the presentation.
Does my lesson address:
- Safe legal and ethical use of technology?
While not included in the lesson plan, it would be a good idea to briefly discuss the proper use of technology.
- Digital etiquette and responsible social interactions
This lesson does not address this specific technological topic since students will most likely not be interacting with other humans across the world via the Internet. The only written work will be published on the glog and shared with the whole class.
- Meeting diverse needs of learners through learner-centered strategies and equitable access
This lesson absolutely meets the diverse needs of my learners. Each student is able to work at his or her pace to study a planet that they find interesting. They can gather information in different ways, whichever works best for them. They may use text, pictures, video or other multimedia to create their presentation. They could also create their own video to insert in the presentation. In this case, each student also has equal access to the same computer and software.
- Global awareness and digital-age communication
Ironically, this lesson lends more to a universal or galactic awareness. We learn how big or small earth is in relation to all the other planets.
 |
| Source |
Tuesday, March 12, 2013
Planning Instruction
This post is designed to discuss my goals, objectives and outcomes for this lesson.
The objective
Each student will be able to describe the characteristics of one of the eight planets
(We are working to create presentations of individual planets - later on in the unit we will be teaching each other about each planet.)
How is this clearly stated?
The objective will be read aloud to the students before we begin the lesson. The objective is written in clear language and directly targets what I hope to achieve for this lesson. It is also measurable.
How is this appropriate for students?
This is written using vocabulary at about a fifth grade level. The objective could also be written or stated "Students will be able to describe one of the eight planets." The lesson and objective is developmentally appropriate for the fifth grade.
How is this aligned to state standards?
The standards for this lesson are taken from Arizona Academics Standards for Grade 5 science.
Strand 6: Earth and Space Science
The objective
Each student will be able to describe the characteristics of one of the eight planets
(We are working to create presentations of individual planets - later on in the unit we will be teaching each other about each planet.)
How is this clearly stated?
The objective will be read aloud to the students before we begin the lesson. The objective is written in clear language and directly targets what I hope to achieve for this lesson. It is also measurable.
How is this appropriate for students?
This is written using vocabulary at about a fifth grade level. The objective could also be written or stated "Students will be able to describe one of the eight planets." The lesson and objective is developmentally appropriate for the fifth grade.
How is this aligned to state standards?
The standards for this lesson are taken from Arizona Academics Standards for Grade 5 science.
Strand 6: Earth and Space Science
- Concept 3: Earth in the Solar System; Understand the relationships of Earth and other objects in the solar system.
- Performance Objective 1: Identify the known planets of the solar system
- Performance Objective 2: Describe the distinguishing characteristics of the known planets in the solar system.
 |
| Source |
Assessing Prior Knowledge
I will be teaching a fifth grade level lesson to my college peers next week. The lesson (which will be posted later) centers around the solar system. Here is how I plan on assessing prior knowledge.
Prior Knowledge
Prior knowledge for this lesson includes basic knowledge of the solar system: that there are eight planets, that their names are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune, that they orbit around the sun.
Students should understand the vocabulary word "mass".
Students should have some basic knowledge on how to use a computer, including how to log on to a computer, how to access the internet, how to find webpages and images and how to click and drag and add elements to a presentation.
How to assess prior knowledge
The lesson begins with the class creation of a to-scale model of the solar system. During this time, I will discuss the basics of the planets and informally check for understanding. If students do not have this prior knowledge set, I will fill in missing information at this time. After the to-scale model is created, we can discuss the concept of mass and again, informally check for understanding. As students use the computers, I will be available to help those without the prior knowledge available for the project. This will be visually measurable by what is present on the student's computer screen.
What do I expect to learn from assessing this prior knowledge?
I expect to learn any deficiencies my students may have in this knowledge set. I will also be able to learn whether or not any of the students have a great wealth of knowledge in this area, and/or if they have an interest in the planets.
How can this help me plan?
If my students are missing "required" prior knowledge, I can spend extra time on the missing information. My lesson should include some wiggle room to spend more or less time on certain elements, based on prior knowledge. I can also spend more time on items that spark interest in my students. If students are lacking a lot of knowledge in the technology area, I may have to set aside time for another lesson to teach the technologies to the students before using them.
Prior Knowledge
Prior knowledge for this lesson includes basic knowledge of the solar system: that there are eight planets, that their names are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune, that they orbit around the sun.
Students should understand the vocabulary word "mass".
Students should have some basic knowledge on how to use a computer, including how to log on to a computer, how to access the internet, how to find webpages and images and how to click and drag and add elements to a presentation.
How to assess prior knowledge
The lesson begins with the class creation of a to-scale model of the solar system. During this time, I will discuss the basics of the planets and informally check for understanding. If students do not have this prior knowledge set, I will fill in missing information at this time. After the to-scale model is created, we can discuss the concept of mass and again, informally check for understanding. As students use the computers, I will be available to help those without the prior knowledge available for the project. This will be visually measurable by what is present on the student's computer screen.
What do I expect to learn from assessing this prior knowledge?
I expect to learn any deficiencies my students may have in this knowledge set. I will also be able to learn whether or not any of the students have a great wealth of knowledge in this area, and/or if they have an interest in the planets.
How can this help me plan?
If my students are missing "required" prior knowledge, I can spend extra time on the missing information. My lesson should include some wiggle room to spend more or less time on certain elements, based on prior knowledge. I can also spend more time on items that spark interest in my students. If students are lacking a lot of knowledge in the technology area, I may have to set aside time for another lesson to teach the technologies to the students before using them.
 |
| Source |
Meeting Diverse Needs of Learners
Meeting diverse needs of learners through learner-centered strategies and equitable access
What does this mean?
This is the ability of technology to reach many different learners. "Learner-centered strategies" refers to activities that are mainly focused on the learner. For example, a traditional math lecture is likely not learner-centered because it is addressed to thirty or so students at one time. But, a math game on the computer would be learner centered because it is directed to and interactive with only one student. "Equitable access" is the idea that every student across the school, state, nation or world has the same access to technology.
What does this mean for teachers?
This means that teachers can create more meaningful lessons through the use of learner-centered strategies. Many technologies now allow teachers to create custom lessons for students. Technologies, especially blogs, also allow for students to write about themselves or other topics that especially interest them. Being connected to learning allows students to make more connections and learn more.
What does this mean?
This is the ability of technology to reach many different learners. "Learner-centered strategies" refers to activities that are mainly focused on the learner. For example, a traditional math lecture is likely not learner-centered because it is addressed to thirty or so students at one time. But, a math game on the computer would be learner centered because it is directed to and interactive with only one student. "Equitable access" is the idea that every student across the school, state, nation or world has the same access to technology.
What does this mean for teachers?
This means that teachers can create more meaningful lessons through the use of learner-centered strategies. Many technologies now allow teachers to create custom lessons for students. Technologies, especially blogs, also allow for students to write about themselves or other topics that especially interest them. Being connected to learning allows students to make more connections and learn more.
 |
| Source |
Thursday, March 7, 2013
Global awareness and digital-age communication
What is global awareness?
Global awareness is awareness of communities other than our own. Thanks to the internet and other technologies, it is now easier to understand other communities, cities, states and countries.
What does this mean for teachers?
Thanks to technology, teachers can now guide their students in discovering and learning about different communities. Thanks to technologies such as Google Earth and Google Maps, you can now discover places around the world as if you were actually there. We now have access to photos and videos of different cultures around the world. I also love the idea of an elementary school classroom skyping weekly with a college student who is studying abroad, or receiving weekly videos from them.
Global awareness is awareness of communities other than our own. Thanks to the internet and other technologies, it is now easier to understand other communities, cities, states and countries.
What does this mean for teachers?
Thanks to technology, teachers can now guide their students in discovering and learning about different communities. Thanks to technologies such as Google Earth and Google Maps, you can now discover places around the world as if you were actually there. We now have access to photos and videos of different cultures around the world. I also love the idea of an elementary school classroom skyping weekly with a college student who is studying abroad, or receiving weekly videos from them.
 |
| Source |
Subscribe to:
Posts (Atom)