Standard 2.1 Content Standards & Student Technology Standards
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a)
Artifact: technology lesson plan
Reflection
This was one of my most enjoyable activities. I enjoy teaching social students and utilizing technology in the process. Students enjoyed the Webquest, working in groups of three. Student engagement was evident so most of the lesson consisted of me having to monitor students and assist with standard questions or technology questions. After completing the activity, students performed well on the summative assessment, but there were a few bumps in the road.
The lesson plan was created to meet the WWII social studies standards for fifth graders in the state of Georgia. They are aligned with the Georgia Standards of Excellence (GSE). The lesson was also aligned to ISTE NETS -S Standards. As I introduce the topic of WWII, I stated to the students that their assessment for WWII will not be a traditional assessment. I showed and modeled the video that introduces Bloxes to the students and facilitated a brief example of the game. I shared with students that after completing our WWII unit, they will create a WWII video game. After going through the rubric and review the video again with students and hand out the rubric for students to review. The lesson started with students working in groups of three to complete a WebQuest on WWII. Students used the WebQuest to research information about WWII using the questions that are posted in the WebQuest. After students gain information and research on the WebQuest, students took a brief assessment on Quizizz.com. When reaching a score of 80% or greater, students will earn their Bloxel kits and tablets. Students discussed a historical event during WWII and create a video game with characters and settings from WWII. When students complete their video games, they will create a 3-5-minute video on Flipgrid sharing how to play their video games and which historical event and person/people they used during WWII.
The two classes that I teach are vastly different. My first class consists of average to above-average students. Students were grouped into groups of three students. I grouped the students so that the students can be successful when working with each other for a long period of time. My second class is an inclusion class. I had a special education teacher to assist students with the project. Students with accommodations had the information read to them using Chrome extensions for text to speech. Students had the ability to use the text to speech extension on the Quizizz site for the formative assessment as well. Even though each group is completing the same task, the creation of the video games will provide extensions for groups who have the ability to extend their own video game.
I have learned much from the completion of this artifact. For one, students work at different paces, and groups work at different paces, the completion of this artifact by students was a challenge. Some finished within the time frame allotted and some did not. One thing I would have done differently would have been to gather more technology to make this a 1:2 ratio of technology to students in my room. The groups would have focused more on the assignment and some students would not have been off-task as much.
This artifact impacted student achievement because it challenged them to meet the Georgia Standards of Excellence in the area of social studies and topic WWII. As students moved through the technology assignment, students collected the information needed to complete their assignments. This artifact can be assessed by the completion of the activity, and by grading students’ work using the rubric provided within the assignment.
This was one of my most enjoyable activities. I enjoy teaching social students and utilizing technology in the process. Students enjoyed the Webquest, working in groups of three. Student engagement was evident so most of the lesson consisted of me having to monitor students and assist with standard questions or technology questions. After completing the activity, students performed well on the summative assessment, but there were a few bumps in the road.
The lesson plan was created to meet the WWII social studies standards for fifth graders in the state of Georgia. They are aligned with the Georgia Standards of Excellence (GSE). The lesson was also aligned to ISTE NETS -S Standards. As I introduce the topic of WWII, I stated to the students that their assessment for WWII will not be a traditional assessment. I showed and modeled the video that introduces Bloxes to the students and facilitated a brief example of the game. I shared with students that after completing our WWII unit, they will create a WWII video game. After going through the rubric and review the video again with students and hand out the rubric for students to review. The lesson started with students working in groups of three to complete a WebQuest on WWII. Students used the WebQuest to research information about WWII using the questions that are posted in the WebQuest. After students gain information and research on the WebQuest, students took a brief assessment on Quizizz.com. When reaching a score of 80% or greater, students will earn their Bloxel kits and tablets. Students discussed a historical event during WWII and create a video game with characters and settings from WWII. When students complete their video games, they will create a 3-5-minute video on Flipgrid sharing how to play their video games and which historical event and person/people they used during WWII.
The two classes that I teach are vastly different. My first class consists of average to above-average students. Students were grouped into groups of three students. I grouped the students so that the students can be successful when working with each other for a long period of time. My second class is an inclusion class. I had a special education teacher to assist students with the project. Students with accommodations had the information read to them using Chrome extensions for text to speech. Students had the ability to use the text to speech extension on the Quizizz site for the formative assessment as well. Even though each group is completing the same task, the creation of the video games will provide extensions for groups who have the ability to extend their own video game.
I have learned much from the completion of this artifact. For one, students work at different paces, and groups work at different paces, the completion of this artifact by students was a challenge. Some finished within the time frame allotted and some did not. One thing I would have done differently would have been to gather more technology to make this a 1:2 ratio of technology to students in my room. The groups would have focused more on the assignment and some students would not have been off-task as much.
This artifact impacted student achievement because it challenged them to meet the Georgia Standards of Excellence in the area of social studies and topic WWII. As students moved through the technology assignment, students collected the information needed to complete their assignments. This artifact can be assessed by the completion of the activity, and by grading students’ work using the rubric provided within the assignment.