Comprehensive
Reflection
Standard 1: Facilitate and Inspire Student Learning and Creativity: The candidates to use their knowledge of subject matter, teaching
and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual
environments.
Micro
Lesson One: “Water Crossings”
This
lesson facilitated students to understand the challenges of water crossings of
early explorers and pioneers, settlement patterns through US history, examining
past transportation of early explorers and pioneers, and analyzing various
historic methods used to overcome water-crossing obstacle. I started off the
lesson asking students a question reflecting on their own experiences of
traveling a lengthy trip across the country. Based on their experiences
compared to the traveling of pioneers, and having them identifying the threats
pioneers faced during their journey. Using students’ experiences assist
students learn more effectively when they already know something about a
content area and when concepts in that area mean something to them and to their
particular background. Also, ask questions pertaining to the students in the
community such as teaching the lesson in Navajo community and knowledgeable of
the back roads to Tuba City ask the students “How many of you travel to Tuba
City on the dirt road? How was the travel? Roads? How are the roads after heavy
rainstorms or how are the roads during the winter, does it differ in the
summertime?” I wanted to link new information to student’s prior knowledge to
activate students the student’s interest and curiosity. These warm-up questions
will develop into the main discussion of the subject of the lesson about
crossing bodies of water where no bridges existed, how is the problem solved
and what factors had to be taken into consideration. Discussion involved students input describing
what hazards pioneers faced, example how to solve the problem crossing a river
and overall discuss the factors that had to taken into consideration.
During
the first activity part I students study topography map off of Google maps or
website covering topography of the globe had to identify several majority
cities located at the river crossing, we looked at longest river in US, the
Mississippi River. As a class we discuss the findings of the several major
cities, why they were associated with river crossings and student’s mentioned
their opinions of positive or negative impacts of a crossing site on the
development of a region. Next part of the activity, students had to use the
topography maps to count the number of bridges and crossings on shorter river,
the Connecticut River. Again, discussed as a class what factors are likely to
influence bridge numbers and location. Whole activity part I, involved lots of
student participation, student’s working in groups, and class collaboration.
I
read an excerpt from Frances Fuller –Victor’s book, the River of the west, the
author describes a crossing of the Yellowstone Rover by a group of trappers and
traders led by Jedediah Smith in 1829. Students looked at an example how the
trappers and traders crossed the river, using their problem solving skills to
construct a raft of wagon parts. After activity part I, I had students write a
short fictional story about approaching a river and the importance of needing
to get to the other side. I wanted students to use their imagination when
describing the water crossing including the understand of the challenges posed
by water crossings, various historic methods used to overcome the obstacle, and
traveled by what use of transportation. Student will decide how to tackle the
issue of water crossing, stating the problem, and give the solution of the
action or actions to achieve the goal of crossing the water. The student’s
short written story is the assessment of the students’ knowledge of the
water-related transportation problems that faced early explorers and settlers
and implement the student’s problem solving, their method used to overcome
these obstacles.
This
lesson plan is unit on water crossing; only 1/4 of the lesson was facilitated.
The next part of the lesson, activity part II, promote student’s to become more
creativity and inventiveness. Whole class participates in a water-crossing
contest; the goal of the contest is for small groups of students plan, design
and construct a means of carrying a load across a body of water. Each team will build a water crossing
conveyance from natural materials collected from student’s yards, city parks,
and school grounds. Before students construct their conveyance, student group
must discuss their options, list of needed material for the construction and
description why they need those materials; if, they want to construct a drawing
of their conveyance by all means include on the sheet of listing materials.
Standard 2: Design and Develop Digital-Age Learning
Experiences and Assessments: Design, develop, and evaluate authentic learning
experiences and assessment incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills and
attitudes identified in NET-S.
Micro
Lesson #1: “Water crossing
Design the lesson to incorporate digital tool, Google maps empathizing on the
use of topography on the Smart board to distinguish several major cities
located on the Mississippi River and counting the number of bridges/crossings
on the Connecticut River. Students had to learn how to navigate on the smart
board, maneuver from the mouth of the river to the ending in Minnesota and
adjusting the zoom in/out on the map. Instead of looking at pictures from
general textbook, students working with Google Maps is simple and facilitates
collaborative learning; Overall assists teachers extend and refine their
geography, social studies lessons through an interactive medium that promotes
students to engage in their own learning. Use of virtual atlas is the vast
amount of additional information available to users of Google Earth and Google
Maps as oppose to the standardized maps that is one-dimensional, paper plane.
Google Earth/ Google maps consist of information that is stored in layers,
which are accessible all students opening the application. These activities
using Google maps was customized to address students’ diverse learning to
assist student’s to fulfill the objectives
and educational standards in the social studies, specifically geography,
history, and language arts.
(This is the1st activity were students had to the Smart board and Google maps)
Students
using this digital tool could further investigate their own curiosity on their
own personal computer, or on the Smart board after completing the activity part
I. They could analyze another river and compare their answers to the following
questions with another group on the same river. Integrating of the Google maps
into the lesson enriched student’s learning by enable all students to pursue
info of a map and the community and location; also encourage students further identify
the symbols used in a topographic map, examining the contour lines and contour
intervals and regional features where the river is located.
To help students
become good learners and be successful in their education, it is valid that the
teachers, and the students themselves, understand how they learn and assess the
strengths and weaknesses in their learning strategies. As teachers we need to
provide resources and academic support to help our students to better manage
their own learning. Lesson plan activities provided a wide range of assisting
students in their learning process: students listened to me reading an excerpt
from Frances Fuller Victor’s book The River of the West, verbal class
discussions, examining virtual atlas/topography atlas using Google map of Mississippi
and Connecticut River on Smart board, answering questions pertaining to both
rivers as a class and constructing water conveyance. Last activity students
would be applying learned information includes: planning, designing,
building, constructing, inventing; predicting, hypothesizing, decision making
by challenging students to participate in a water crossing contest.
Micro
Lesson #2: “K’e (Kinship)”
The assessment used in this lesson provide students with multiple and varied
formative and cumulative assessments aligned with content and technology
standards. Assessment was based on student’s power point presentation that
include slides of the Navajo introduction: Slide 1) written in English 2)
Written in Navajo (Navajo Roman Times Font) on this slide had to speak in the
Navajo language by recording their introduction 3) Students had insert a
SmartArt Graphic Immediate family tree (section had to written in Navajo, the
names of the family members and names of each family is only written in
English) 4) Students will name their immediate family members written in
Navajo, sentence would look like this “My mother name is _____.” (Students will
include recording of them speaking Navajo of each family member’s name) 5) Answer the following question: “Where are
you (is the student) from? The question will be written in Navajo and the
answer will be written in Navajo and image of where the student is from
(picture needs to be a personal taken, not a picture from the web) Include a
recording of the question and answer spoken in Navajo 6) Students will answer
the question in Navajo, “Where do your parents reside?”. The prop could be
written in Navajo or English and includes a picture of where the parents
reside, has to be personally taken by the student (not from the internet). Also
includes recording of the student speaking Navajo of the question and answer.
7-8) Optional: students want to include where their grandparents (both maternal
and paternal grandparents reside) needs to written in Navajo, recorded in Navajo
and picture of where their grandparent’s reside, again personally taken.
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. By applying existing
knowledge to generate new ideas in their Navajo Introduction power point
presentation product: that had be not only written in English but using their
writing and typing skills in Navajo and also recordings had to be spoken in
Navajo. Students create original works as a mean of personal expression that
reflects their self-identity from creating a basic presentation of themselves
through the Navajo Introduction power point. Using the digital resource of
Microsoft office, assessing and evaluating the student’s learning of Navajo
introduction in a power point presentation for
student’s final product is a digital resource that will be continuously used in
future for classroom lesson plans.
Standard 3: Model Digital-Age Work
and Learning: exhibit knowledge, skills and work process representative of an
innovative professional in a global and digital society.
Micro Lesson #2: “K’e (Kinship)”
I demonstrated use of a
power point presentation to my students, instead of other methods of teachings,
I provided a power point presentation for my lesson plan on K’e (Kinship). I
wanted to model and facilitate the effectiveness of the digital tool in the
classroom and transfer their own knowledge of K’e, new concepts of Kinship in
developing their own power point. I was drawn to the purpose of power point is for everyone to communicate
effectively. That is, to inform or get informed, with CLARITY and UNDERSTANDING. These characteristics would assist student’s
comprehension on what is included in Navajo introduction, simplify each part of
their introduction into small sections for each slide, and students will be
able to accelerate information absorption by creating power point presentation
focusing on the content of the Navajo Introduction. Student will be able to
analyze their presentation for correct spelling, typing errors, the phrases
included in the introduction and the fluency of transitioning from sentence to
the next sentence. Students will include on slides, a recording of them reading
their information in Navajo, they can evaluate their speech whether it is clear
and understand, if not re-record until they are satisfied with their speech. This
process allows for students to member their introduction. Also, students could
view their presentation multiple times, to review their introduction. Reviewing
and memorizing their introduction from the power point will strengthened their Navajo
dialogue skills on the next part of the lesson, which each student will take
turns introducing themselves in Navajo to class and asking each other questions
about their clan affiliation, where they are from, where their parents reside.
(This link provides the attachment of the power point presentation on K'e and Kinship, sample for students and model of their final product)
For future purposes of using digital
tools like the power point presentation will facilitate student’s to present
their research and knowledge of certain cultural teachings of K’e from
collaborating with Elders, parents and community members. Students could give a
presentation using power point, and having elders, parents or community members
recorded their information to place on slide or another possible option is students
could create a mini video on the certain teachings of K’e; they have question/questions
about and would interview an elder, parent or community member’s response to
that question or questions. Invite parents, elders and community members to
come see the student’s research work, showcase is to highlight student learning
of cultural content and to demonstrate the impact of Project-Based Learning in
developing 21st Century Skills of collaboration, authentic learning, and use of
new technologies.
Standard 4: Promote and Model
Digital Citizenship and Responsibility: understand local and global societal
issues and responsibilities in an evolving digital culture and exhibit legal
and ethical behavior in their professional practices.
Both of my micro lessons
contained little or did not include teaching the model digital citizenship and
responsibility. The time frame of the lesson was narrow window; I had to cram
in all my lesson objectives into procedure and instruction, and make move at
the end to assessed student’s knowledge based on the lesson. There was not
enough room to address the six or one of the six components of digital
citizenship or promote digital citizenship. My lesson did not provide students
to use the computers to find information on the web or allowed students to
freely surf the web. The use of the technology in my lessons provided academic
enrichment to meet the diverse needs of all learners by using learner-centered strategies
providing equitable access to appropriate digital tools and resources. As an educator,
I understand the importance of Model digital citizenship and responsibility in
my classrooms and how it prepares students to use technology safety, legally,
and ethnically in the school systems as well as socially and professionally. I
want to address these components to my students; I might need to set time side
to teach each individual section, through means of lesson plan covering that
component. This would more likely be successful in promoting digital
citizenship and responsibility in the classroom. As students understand each
component, they will be able to point out the rules and conditions they need to
follow.
How this might impact your
future teaching experiences: what you learned from them, and how this learning
may impact your future?
What I gained from this
course is learning the new concepts associated with Technology in the
classroom. I had created lesson plans, the activities were designed for
students to re-frame students from sitting in their chairs, and physical
movement in the classroom. I did not take the time to incorporate technology
into my lessons. I could think up one main reason why I did not integrate
technology into my lesson is because I thought it would complicated task, did
not know how to go about it. Today’s society the prevalence of technology in
children's daily lives requires parents and teachers to master new literacies,
including keyboarding, word processing, Internet research skills, multimedia
production, and social networking. Technology is proving to be valuable in
support of effective reading and writing instruction, universal access to
instructional materials, assessment, professional collaboration, and
home-to-school communication. Facilitating technology resources in a lesson increases
student learning and powerfully impacts the educational achievement.
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