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6. Student/group presentations
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
1. Teacher will provide any additional assistance to a struggling child throughout
the lesson via Weebly. (There is a questions, concerns, and comments form
available)
2. By having a flipped lesson and webquest, this will engage and promote
learning within children in the class who have attention disorders. The two
children who struggle with holding their attention in the class enjoy online
activities greatly, so this will be perfect for them; I am expecting great things.
3. Students will also have an overview of the activity on the Weebly page.
PROCEDURES: Introduction/ Lesson Set
1. Have the children grab a pencil and a piece of paper.
2. Tell the class we are moving down the hall to the computer lab.
3. As students login the computer, have them face their chairs to the
whiteboard in front of the class.
PROCEDURES: Body & Transitions
1. Have my cooperating teacher go to harrisoncurriculumpage.weebly.com.
2. Remind students to take notes on the video; they might need them later on in
the activity.
3. Play the lesson video provided under the Unit 1 tab. (children would be
doing this themselves on their own computer however, YouTube is block and
my cooperating teacher has to type in a code.)
4. After the video is completed, have students go to
http://www.vocabtest.com/vocabulary_word_test.php?tid=202914 where they
will take an online quiz on the vocabulary mentioned in the video.
5. After they have completed their vocab quiz, students will then also
individually go to harrisoncurriculumpage.weebly.com under the Unit 1 tab.
6. Students will click on the link provided where they will be taken to their Web
Quest. (Obj.3)
7. On the site, the students will be given instructions through tab browsing.
There will be welcome, introduction, task, process, evaluation, and conclusion
tabs. By browsing through these tabs, students will find their assignment on
Civil Rights Activists. (Obj.4)
8. On the site, children will be partnered up into groups to complete the project.
Each child will be assigned an important role leader during the Civil Rights
Movement.
9. Children then have to complete the assigned task; they will have to relay
certain information on their specific person through their project.
10.
The project can either be in the form of a skit, PowerPoint, or poster.
PROCEDURES: Closure
1. Children will then begin conducting research with their partners for the
remaining of the period.
2. The class will also be informed that they will have class time to work on their
project which will be due on Wednesday, April 30 and presented in front of
the class. (Obj. 1 & 2)
ASSESSMENT: Diagnostic
1. The lesson video that the students will be watching will recap both previous
lessons.
ASSESSMENT: Formative
1. Observe during class time while they are working on their projects to make
sure they are on task and fully understand the outcome of the project.
ASSESSMENT: Summative
1. Check and grade students vocabulary quiz they took online
2. Grade and assess student presentations on Wednesday, April 30.
MATERIALS
1. Overhead projector
2. Computers
3. Pencil
4. Paper
5. Poster Board
6. Markers, crayons, colored pencils
7. Printer
8. Expo markers
9. Rulers
EXTENDED ACTIVITIES
If Student Finishes Early, the group will have their project checked and reviewed
by my cooperating teacher. Also, children can rehearse their presentation.
If Lesson Finishes Early, students will simply be allotted more time to work on
their project.
If Technology Fails, student will watch the lesson video from my flash drive that
will be provided to my cooperating teacher. The students will take the vocabulary
quiz on notebook paper, and they will be given instructions aloud versus online on
the Web Quest.
POST TEACHING
1. Planning:
a. As I was planning my lesson, I struggled with what I actually wanted to
teach. I didnt know if I should stick to vocabulary dealing with the Civil
Rights or pick a certain event. The more research I conducted, the
more I found myself discovering so many different people that were
involved. I finally decided I was going to conduct my lesson on
important activists along with some key vocab terms. The objectives
really helped me more than anything for this lesson. I knew what I
wanted the students to learn, so I kept referencing to them for
guidance.
b. The Web Quest itself is challenging and promotes higher order thinking
skills. The students are given a website where they have to explore
and figure out what to do themselves without any guidance other than
the website. They are in charge of going at their own pace as long as
they complete the assignment on time.
c. Now that I have completed the lesson, I would totally change the way I
held off till the last minute to complete the flipped video. I had so
many complications and was up for the majority of the night while
publishing it. However, thats nobody elses fault but my own.
d. The WV CSOs fit into my lesson plan due to the students researching
how individuals and groups work to meet the individual names for
common good.
2. Implementation:
a. The lesson in its entirety was a success. It was a long process, but the
end result was great. If I had to revise the lesson, I would set up a
different way to video tape myself.
b. My strategies, objectives, and assessments were very much age
appropriate, yet challenging. The formal summative assessment that
the students took at the end of the lesson wasnt just a test that you
could do with your eyes closed; the students were challenged to study
and memorize the information. The objectives were age appropriate in
the face that the students were given a due date, but they worked at
their own pace.
c. The time factor was excellent during this lesson. My flipped video was
about 8 minutes long, and the students were able to go back and
watch it again if they needed refreshed on the information.
d. My sequence of procedures occurred just the way I had planned. I
didnt have to change anything; everything worked out very well. For
the student groups, I partnered them up. I allowed them to choose
their partners in earlier activities in the unit, but for this particular
assignment, I knew if I allowed them to pick their own partner some of
them wouldnt finish.
e. The closure of my lesson was effective. I made sure to recap on
everything that was taught which showed the children what was
important to know from the flipped video.
3. Clarity of Presentation:
a. For the flipped lesson, your voice is a key factor considering that it is
on a video. My voice is energizing, yet lacks some volume control.
There are times when I would get at a good volume level, and other
times when I would fall back under where I needed to be.
b. Although I noticed in my other lessons that I had pet phrases, I didnt
hear any on my flipped video. I recorded it several times, so I kept
looking over at little things that I would jot down that I needed to work
on.
c. During my flipped video, I referred to previous lessons that the
students and I had went over. By referencing to previous discussions or
topics, the students became interested and were referencing to the
previous lessons in their minds.
4. Attention to Individual Differences:
a. This particular lesson met ALL learning styles. It was hands on, used
lots of technology, there was some written work involved; all of the
students were engaged and interested throughout the entire lesson.
b. However if there was a child struggling while they were doing research
for their activist, I would go over to the group and assist them one on
one. Even though their partner was doing fine, I want every child to
feel like their contribution to the groups project matters, and they can
be helpful!
5. Focus on Relationships and Student Response:
a. The students absolutely enjoyed this lesson. I was told several times
how cool it was. The students were on task, and their presentations
demonstrated that. They all provided excellent information on their
activists.
b. The students worked with a partner for the entire activity of this
of 12. Every student increased their grade by at least 3 points. At the end of the
assessments, the lowest score was one student who received 6 out of 12 however,
that is a great improvement considering for the diagnostic assessment the student
received 2 out of 12. Below is a chart comparing 5 of the most drastic student
changes in comparison to the diagnostic assessment and the summative
assessment.
Diagnostic
Summative