Final Reflection

Final Reflection (part 1)

KWL - During this course I have met the objectives set for me. At the midterm, I posted an audioboo on what objectives I had met so far. These objectives were:

• Demonstrate the understanding of how technologies can effectively promote student learning.
• Evaluate and use a variety of current technologies to enhance content instruction and to advance students’ technological literacy.
• Reflect upon and demonstrate effective use of digital tools and resources.
• Demonstrate a comprehensive understanding of safe, ethical, legal, and moral practices related to digital information and technology. 
  
  
  
  

Since the midterm of this course I have met the rest of the set objectives.

• I have designed meaningful and authentic digitally based learning experiences with multiple and varied assessments with the two final lesson plans I created for my critical task.
• I have illustrated through application how state and national standards are implemented within the curriculum during Module 5 when we researched two different Web 2.0 tools and had to apply them to a lesson. We had to figure out how these Wed 2.0 lessons met the NETS. Also, in the final lessons, we had to make sure our lessons met Common Core State Standards 
• I have demonstrated an understanding of the use of adaptive technologies and other digital resources to personalize and differentiate learning activities for every student when I created my final lesson plans. We had to make sure we included modifications and accommodations so that every learner’s needs were met.
• I have evaluated, adapted, and reflected on emerging tools and trends by participating in local and global learning communities and by reviewing current research and professional literature. I have met this objective in a few ways...
• completing five observation/field experience hours at a local elementary school (Stratham)
• writing about the observation/field experience and creating a Prezi presentation about it.
• reading and reflecting on the text, The Connected Educator: Learning and Leading in a Digital Age.

Final Reflection (part 2)

• It is important for all teachers to integrate technology into their lessons they teach, regardless the age of the students or genre that they teach because students these age LOVE technology. So using a medium they enjoy to facilitate learning will engage them much more than old fashion style teaching. I will definitely use Prezi for students to present information in an interactive way. I will use Voki to have students create their own voice to present information learned. I will have my students create blogs for their class work so they can continuously present their work to their peers and have time for peer reflections and review. I will use Google Drive for students to share their work with me before it is due so we can have an ongoing discussion and review. Also, to keep my classroom as paperless as possible.

• There are some barriers to technology integration that I will face as a teacher. One being that not every student will have access to technology outside of school. I will have to make sure all technology driven assignments will have time to be completed in the classroom so students who do not have access outside of school can still complete the task in a timely manner. Another barrier I will have to overcome with technology is that it is not always reliable. Servers crash, internet goes down, power goes out... I need to be flexible with teaching and be able to adapt my lessons to what is going on in the school at that specific moment.

Final Lesson Plans Rubric

Rubric for Scoring Final Project:

Final Project Rubric	Points Per Requirement	Lesson #1	Lesson #2
Web2.0 Tool Used		Glogster	Read Write Think’s Notetaker
Brief explanation of Web2.0 Tool is provided along with link to tool	15	Students will create a Glogster which is an online, digital poster to represent inferences while using text clues about what was under three microscopes. www.glogster.com	Students will use Read Write Think’s “Notetaker” to construct a digital outline about a research topic of their choice. http://www.readwritethink.org/classroom-resources/student-interactives/readwritethink-notetaker-30055.html
Sign in information, permission, parent email, student email	5	Students need to enter login information (with an email) to use glogster. They may use their own email (if they have one) or may use their parents	Students do not need to create a login for the Notetaker. It can be found through child friendly search engines therefore shows it is appropriate for children.
Tool age appropriateness	5	Glogster’s users ages could span from first grade (6-7 years old) through middle school (13-14)	Notetaker’s users ages could be anywhere within elementary school ages. (5-11)
Educational use of tool similar to explanation in FreeTechnologyforteachers.com	15	Glogster engages students in a way markers and poster board don’t anymore. It helps create a better looking, organized poster that are visually stimulated compared to a hand done one.	Notetaker allows students to plan and organize a well thought out research paper by giving the student guidelines of a detailed outline.
Lesson Plan Section
Accommodations/Modifications	5	According to student(s) needs, number of slides represented on glogster may be modified. According to student needs, number of microscopes visited and inferred about can be changed. According to student needs, paraeducator may scribe and/or assist with glog creation for student.	If this method of outlining and organizing information is not appropriate for my students, other graphic organizers are available online.
Rubric is related to objectives of lesson and assesses technology use along with Common Core Standards	15	The rubric I created for the assessment is related to the objectives of th lesson and assess technology use along with Common Core Standards.	The rubric I created for the assessment is related to the objectives of th lesson and assess technology use along with Common Core Standards.
Lesson is Age Appropriate	5	The lesson is age appropriate for students who are in 5th grade.	The lesson is age appropriate for students who are in 3rd grade.
Artifact for each Lesson	15	In lesson plan	In lesson plan
NETS and Common Core Standards	10	In lesson plan	In lesson plan
Jing/Screenr - Create 2	15	In lesson plan	In lesson plan
Language Arts Lesson or Math Lesson		language arts lesson	language arts lesson
Lesson of your Choice
Total Grade for Each		/100	/100

Final Lesson Plan (2)

Lesson Plan Title: What Is THAT? (Using Inference in Science to Develop Reading Literacy and Comprehension)

Casie Hayward - 5th grade Language Arts

(1) 50 minute lesson

“Big Idea” this lesson plan supports - (Guiding/Essential Questions):   How can inference help to develop reading literacy and comprehension?

Lesson Plan Component	Criteria
Title	Relates to Instructional Goals and Objectives
GSE’s/GLE’s/Frameworks Common Core	Reading Standards for Literature (Key Ideas and Details) RL.5.1. - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Reading Standards for Informational Text (Integration of Knowledge and Ideas) RI.5.7. - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Writing Standards (Research to Build and Present Knowledge) W.5.7. - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.9. - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. NETS for Students 1. Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 4. Critital Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 3. Research and Information Fluency - Students apply digital tools to gather, evaluate, and use information.
Objective(s)	Students will quote accurately from a text when explaining what the text says and when drawing inferences from the text. Students will draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Students will conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Students will recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students will apply digital tools to gather, evaluate, and use information.
Materials	A leaf and other assorted mystery objects (flower petal, sugar, piece of hair, pencil lead, a penny) six microscopes Slideshow about inferencing (mystery bottle) projector What Is THAT worksheet
Anticipatory Set	Start with Mystery Bottle slideshow. Slide 1- Start by telling students you went for a run on the beach this weekend. Slide 2 - While you were running you saw a dark bottle in the sand near the water’s edge. Slide 3 - Read the clues to the class and ask the students what they think is in the bottle and list them on the board. Ask for reasons why they what is in the bottle. Slide 4 - Have students look over list Slide 5 - Explain to students that what they just did by deciding what was in the bottle without actually seeing it is called inferring or making inferences. Slide 6 - Explain to students that inferring is like “reading between the lines” by taking what you already know and use the clues given to decide a reasonable possibility. Explain that having this skill will make them better readers by improving their decoding skills and comprehension. Slide 7 & 8 - have students form small groups and have students try to infer what is being explained on the slide by the clues given. Ask for reasoning. Slide 9 & 10 - follow same process for slides 7-8 but now slides contain zoomed in photos.
Procedures	Assign new small groups and have students go through text clues at each table. Students should discuss opinions of what is under the microscope just with text clues and schema. Students will record what they believe is on the slide on the Text Clues column in their Detective Recording Sheet. Teacher needs to be checking in throughout discussion making sure students are discussing opinions and using the clues to infer what is on the slide. Teacher will tell students to now look through microscope. Students will take turns looking through microscope and discuss what they see. Discuss new or more confident opinions of what is on slide. Students will now write under Inference on their Detective Recording Sheet what their new or more confident inference is on slide. Teacher will announce what was on each slide. HOTS - How did you hypothesize about what is under the slide without knowing exactly what it is beforehand? HOTS - How are you going to collaborate with your classmates and deduce what was under the slide? HOTS - Can you prove your hypothesis without truly know what is under the slide? How?
Closure	Teacher will announce group rotation so all groups visit each microscope station and complete their discussion and inference collection. Teacher will gather in meeting area in small groups to discuss in large group what each inferred about text clues then microscope view. Teacher will lead reflection discussion about what inferences made sense and what made them off base. Teacher will lead reflection about how making inferences in reading can guide reader in better comprehension and literacy. Teacher and students will collaboratively fill out KWL chart on easel about inferring. K-What we already know, W-What we want to know, L-What we learned.
Assessment	Students will create a Glogster poster to represent inferences while using text clues and microscope clues about what was under three microscopes. Students will have to create a login with an email address. Here is my artifact example: http://mscasie.edu.glogster.com/inferring-lesson-artifact Here is a screenr of how to create a glog: <iframe src="http://www.screenr.com/embed/83HH" width="650" height="396" frameborder="0"></iframe> and here is a screenshot of the glogster: Students must follow a rubric: Rubric for Artifact Here is a screenshot of the rubric:
Modifications/ Accommodations	According to student needs, number of slides represented on glogster can be changed. According to student needs, number of microscopes visited and inferred about can be changed. According to student needs, paraeducator may scribe and/or assist with glog creation for student.