Phase III- Ashley Wharton

Assessing Prior Knowledge:
I learned that it is even more important to assess prior knowledge when teaching a lesson. We pre-assessed students at the beginning of the lesson through questions and having them respond by raising their hands. I thought that the students we were teaching knew how to use a video camera because when asked everyone seemed to say yes, which led to my description being shorter. I know if this was in the real classroom I would have given the direct instruction on how to use a video camera to students. It is important for the teacher to know exactly where the students stand in understanding. In the future I will be sure to make sure that I always assess my students’ prior knowledge before teaching and assuming anything about what they may or may not already know.

Planning Instruction:
In the past I have not done many co-teaching lessons, so this was a great opportunity to practice planning a lesson with someone else. I enjoyed that we were able to come up with more ideas as we talked and that our lesson activities became more engaging because there were two people instead of just one planning. In the future I would love to have the opportunity to plan my instruction with other teachers. I know that by planning with others my lessons will become better for my students.

Designing Instruction:
After designing and teaching our lesson there were a few areas of the lesson that needed improvement. Those changes and additions were made in the revised lesson plan. The lesson format was pretty easy to follow and was a good tool in directing the lesson. I personally like more detailed and laid out lesson plans because it makes me reflect and think more before teaching the lesson. I again liked that when designing instruction it was a team effort between two people. I felt that this was a great benefit to designing instruction. We wanted an engaging and fun lesson that would be something different from what a lot of students would be doing on a regular basis in the classroom. In my future classroom I want to integrate technology as much as possible. I think that the students enjoy it and it differentiates the curriculum.

Planning Assessment:
When planning assessment we thought it would be great to use an authentic assessment when grading students. I really liked that the students were assessed on something that they produced and worked hard on. It was hard to create a rubric for grading because it made us reflect on what we really were grading and wanted to see in their films. This lesson would be one of many introducing and learning about the founding fathers. It was designed as an introduction and not a final wrap up. In the future I want to continue to use authentic assessment to assess my students. I would also like to work on improving my rubrics so that they are stronger assessment tools.

Instructional Decisions/ Teaching:
I think that our lesson went pretty well, though there were some technical difficulties at the end. I think that we should have monitored the students better when they left the classroom. We did not because we figured that because these students were in college, they could have appropriate behavior outside of the classroom. We stayed in the classroom mainly to help those groups who were still around. In my own classroom this would never be the case. My students would need constant monitoring to make sure that they are on task and displaying appropriate behaviors outside of the classroom. In the future this is something that I will do. Another thing was that the videos did not want to upload to the computers which made us switch the things that we were planning on doing. In the a real classroom we would not have watched the films immediately after filming, this would give the teacher time to fix any kinks that may occur and give students time to edit their clips if needed. Additionally it would be important to discuss with my students the legal and ethical use while doing this lesson. That might include talking about what is appropriate when filming and publishing a film on the computer, and what is acceptable when researching a topic.

Assessment of Learning:
As previously mentioned we used authentic assessment to assess our students. We used a rubric that is attached to our lesson plans to assess students. The rubric made assessing the projects easier because what we were grading based on topics that were already laid out. The students’ assessment was based on the standards the lesson was aligned to. The students would be further assessed at the end of this unit with a quiz or something similar based upon the founding fathers. In my future classroom I want to use rubrics when assessing because I think that they help both the teacher and students to understand what is being assessed.

Phase III - Cassandra Baker

• Assessing Prior Knowledge

1. Throughout this class I have learned that there are a lot of things to consider before teaching a lesson that incorporates technology. When Ashley and I started writing this lesson, we thought more about prior knowledge on the content. When we started teaching the lesson, we realized that the students would need to know how to use the internet, a camera, and we would need to know how to get the videos from the camera to play on the Mac. All of these things need to be assessed prior to the lesson as well as the content knowledge for the lesson to be successful.
2. I will make sure to do a technology task analysis before teaching the lesson and really think about whether or not my students have the skills and background knowledge of the technology before asking them to use it to complete an assignment.

• Planning Instruction

1. I’ve learned throughout this class how easy it is to incorporate technology standards into other content standards and they flow together so nicely. In many cases it really adds to the lesson in a hands-on and meaningful way.
2. I would like to continue adding in technology standards into many of my lessons when I am teaching my own classroom. It will really benefit my students in a very technology-based society.

• Designing Instruction

1. Adding technology into a lesson actually made planning a lesson for students with diverse learning styles a lot easier. Using the internet is something that students already like doing so letting use it for research is exciting for them. The use of items like cameras, internet, Smart Board, Doc Cam, and projectors get the students involved using multiple modalities. It also gives the students a way to present what they’ve done to their classmates which is always good closure to an assignment.
2. This will definitely help me to incorporate technology into lessons when I am trying to make them a little more universally designed.

• Planning Assessment

1. Using rubrics was an easy way to organize exactly what you want your students to learn. Many of the teaching groups used this method of assessment and I always felt that their learning outcomes were always explicitly clear throughout the lesson because of it.
2. Even if I do not provide a rubric to the students for all lessons that I plan as a teacher, it would be helpful for me to create them for most lessons so that I know exactly what my goals are for my students and I don’t stray from the learning objectives I’m trying to get my students to reach.

• Instructional Decisions/Teaching

1. During our lesson and many other lessons, there were bumps in the lesson due to technical difficulties. I learned that these things will happen while using technology every once in while and you just have to be prepared for it. I think that our teaching group handled it well and found another way to make sure that our lesson had the same outcome. Most of the other teaching groups that had unplanned difficulties handled their situations well.
2. In the future, I will try my hardest to troubleshoot everything I can think of ahead of time and make sure that I’ve practiced what the students will be doing a couple of times. If difficulties still occur, then you just have to roll with the punches and be willing to be flexible. Being prepared is key to the lesson moving on and completing the lesson regardless.

• Assessment of Learning

1. Technology helps to make assessment a little more authentic. Usually there is an artifact that is produces through using technology and gives the students a way to present their information, so that their knowledge can be assessed through a rubric instead of a pencil and paper kind of test. The students usually enjoy the assessment process a little more this way as well. I know I did when I was participating in the lessons from other teach groups.
2. In the future, I will try to incorporate more authentic assessment into my lessons using technology as an outlet for presentation of knowledge. This will help to provide options to my students as well.

Phase II

1. Instructional Decisions/Teaching: Describe and justify modifications made
* for individual needs
Due to distraction because of other groups in the room, the students were allowed to leave the room to create their movie in a more conducive environment.
* to maintain alignment to goals and objectives
We modified our lesson by not showing the student produced movies in class due to technical difficulties. Instead we uploaded the videos to our blog so that they could be viewed at a later time. Another modification is that groups did not have to have specific roles within the project. They were able to choose how the movie was produced.

2. Assessment of Learning: Describe the evidence you have that indicates
* your students' level of success in achieving the lessons goals
By looking at the finished movies we as teachers were able to see that they actively participated in the production of the movie as well as learned about the founding fathers.
* the level of success you had in teaching the lesson
During the lesson while walking around it was apparent that the students were actively engaged in the activity. The students were frequently asking questions which showed their desire to successfully complete the project. We enjoyed watching the final products and received feedback from others that expressed their enjoyment of watching them as well.

To view the finished movies from the lesson, scroll down. The movies are attached within in the blog and are listed in the blog archive. They are titled as follows John Marshall, Thomas Jefferson, John Adams, and Benjamin Franklin.

Thomas Jefferson

By Katie, Brittany, Hunter, Jodi, and Kristi

John Marshall

By Kelsey, Lori, and Alex

John Adams

By Bethany, Lisa, Lindsey, Rachel, and Blocher

Benjamin Franklin

By Amanda, Morgan, Brianna, Sarah B., and Breeann

George Washington

Who'd That? It's George Washington!

Rubric

Here is the rubric for grading the video project: Rubric created using TaskStream (www.taskstream.com)

Lesson Plan

Phase I

1. Assessing Prior Knowledge: If you were teaching this with the targeted grade level students how would prior experience have been assessed?

-Prior knowledge would be assessed through the assignment of researching a founding father prior to the lesson. Once the students are placed into their groups they will share the facts with each other.

What would be the implications for instructional planning and assessment based on the activities you chose to do for assessing prior knowledge?

-Based on out assessment of prior knowledge our lesson uses the method of scaffolding and is based on previous research. These project based assignments are a way to use authentic assessment in the classroom.

2. Plans Instruction: Discuss how your goals, objectives, and outcomes are
• clearly stated
• appropriate for students
• aligned to state standards

-In the beginning of the lesson the objective and goals will be clearly stated to the students. The lesson is appropriate for the age and capabilities within the class. In the lesson plan modifications are listed for students with exceptionalities. The lesson includes the use of video cameras and Internet research. The lesson is aligned with the 5th grade social studies and technology standards:

S3 C1 PO 2 Recognize the contributions and roles of the following individuals in creating the American government: John Adams, Benjamin Franklin, Alexander Hamilton, Thomas Jefferson, James Madison, John Marshall, and George Washington.

1T-E2 PO 3 Demonstrate functional operation of technology devices (e.g., presentation device, digital cameras, scanners, document cameras, scientific probes)

4T-E2 PO 1 Plan, design and present an academic product using technology tools (e.g., multimedia authoring, presentation software, digital cameras, scanners, projection devices)

3. Designing Instruction: Discuss how your instructional design
• is contextually and logically organized
• uses varied instructional methods that meet individual student needs and target higher order thinking skills
• integrates technology from a constructivist perspective

-Our lesson is contextually and logically organized, by explaining the steps for prior, during, and after technologies. It is organized in a way that we are integrating technology standards into social studies. So that the students are learning both history and technology. There are varied instructional methods listed for English language learners, special education, gifted students, and at-risk students. From a constructivist perspective students construct their own knowledge through working with peers and self driven research. Students are given choices for their final project to promote creativity and construct their own meaning.

4. Planning Assessment: How will your assessment tools demonstrate

• the performance of linked goals and/or objectives

• student engagement in higher order thinking

• meeting individual student needs

-There is a rubric that will be available to the students. It will include assessment for all standards within their project. Their final project will be used for assessment rather than a formal written exam on the founding fathers. For further assurance of individual accountability students could evaluate each other on their group participation.