Blog #5 EDSS 521

This semester, I have been surprised by the literacy levels of my students. Some of my students literacy levels are for more advanced than most students their age. Some of my students are reading books that are above grade level for entertainment. Not surprisingly these same students are able to write and speak and much higher levels as well. On the other hand I have students that struggle to read simple texts and that would never consider reading for pleasure. This group of students also struggle with their writing and classroom comprehension. Before this semester I had no idea the disparity between students literacy would be so significant.

Sept. 30, 2013

My literacy rich classroom looks like a classroom full of students that are interested in what they are learning. The students are engaged in the many different class activities and group projects. The students are all reading a different book that is of interest to them that relates to the topic being taught and that will help them with one of the class projects.

Dec. 15, 2013

My literacy rich classroom looks like a class full of students that are ready for winter break! My students are engaged in finishing up a group project on World War 1. They are reading different primary sources on World War 1. They are writing about the causes and significance of the war in our world today. They are discussing the primary sources they used for their projects.

May 30, 2014

My literacy rich classroom looks like students that are prepared and ready to move onto U.S history. My students are engaged in group projects on the Cold War. They are capable of independent learning in all areas!

Project Tomorrow Reflection

The article about mobile devices and social media was of interest to me because I want to be able to implement them into my classroom since students are using them already anyways. The article mentioned how we can personalize learning by using devices that many students have already. We can use the mobile devices to increase student engagement and teacher productivity. I think that we need to find a way to use students phones in a productive way and not a distraction. Instead of constantly battling with students about the use of phones in the classroom we need top find ways to incorporate their devices into our lessons. What surprises me about these findings is how willing parents are to buy their kids mobile devices that will help with their education. What doesn’t surprise me is that so many people now have mobile devices. I will try to implement the use of mobile devices into some of my lessons. Today in class we let the students use their devices to work on a project. I thought it went well because we only have 4 laptops in the classroom but students were able to access information on their personal devices.

I watched the video “About Speak Up” and I think it is great that they are giving students the opportunity to speak up. I think it is important for administrators to know how students feel about certain issues so that they can make more informed decisions that will effect there students. It surprises me that so many students have participated in this program and that I had no idea it existed until last weeks presentation. It doesn’t surprise me that students like to participate and want their voices to be heard. I will use this information to try and incorporate technology into my classroom and will also find out if the school I work at participates in this program.

After looking at YouthTEACH2LEARN video and website I think the best way to start a program like this at the school where I work is to show the teachers and administrators the site so that they can see the benefits of such a program. I think there are many benefits to a program like this one. Some of the most important being that younger students get exposed to more science and math. Also more students will be exposed to teaching and might become great educators in the future.

Industrial Revolution Unit Paln

UNIT TOPIC:  Industrial Revolution Unit

1. UNIT CONTEXT

Subject/Content Area- Industrial Revolution

Course – World History

Grade Level – 10^th Grade

Length of Unit: The unit will be covered in 8 classes in 3 weeks. We are on a block schedule so I we will see the students every other day for 2 hours.

2. FACTS ABOUT THE LEARNERS

Whole Class Information

·       I have 35 students in my class

·       Demographic Information:

·       24 White students, 6 Latino students, 2 Asian students, 1 African-American student, and 2 Middle Eastern students

·       19 females & 16 males

·       8 of my students have free or reduced lunch

·       8 bilingual students and two of them are ELL

·       4 students have an IEP

·       Developmental Needs

·       Readiness: Many of my students read and write below grade level.

·       Interest: This is a social group of students who are interested in sports, music, hanging out with friends. I have 4 students that are football players and 2 cheerleaders. One of my students plays an instrument for the school band. Many students have IPods and enjoy listening to music. 

·      Learning Profiles: Many of the my students are either kinesthetic or visual learners and  some auditory learners. The students like to work in groups because they love to socialize. I need to place the instructions on the smart board and I need to explicitly explain everything. Students need to be reminded to stay on task and they to know how much time they have to do assignments.

Individual Student Information and Differentiation Strategies

Elena is a 15 year-old 10th grader and an English learner. She is from Mexico and both of her parents are professionals. Her extended family includes aunts, uncles, and cousins. Her grandparents live in Mexico and she and her family visit them in the summer. She has been in the United States for one and a half years. She is literate in Spanish and often reads Spanish literature. Her report cards from her school in Mexico indicate above average grades. Elena is somewhat shy socially but is well liked and works well in small groups. She is seldom absent from school. The CELDT results indicate overall score in the Early Intermediate range, and she has been identified as an English learner.

Developmental Needs

Readiness- Elena’s results indicate she is in the Early Intermediate level English learner. Elena needs to improve her reading, writing, speaking skills.

Interest- Elena likes visiting her grandparents in Mexico and spending time with her family. She also enjoys performing in her dance class.

Learning Profile- Elena is a shy student but works well in small groups. She is most likely a kinesthetic learner that will learn best by hands on activities. She is also a visual learner that will understand best when visuals are presented.

Differentiation Strategies

Content- Elena will benefit from all of the graphic organizers that we use in our lessons. She will also benefit from the visual presentations.

Process- Elena will work in small groups so that she is not shy and improves her English skills.

Product- Elena will have many different forms of assessments to show her understanding

Affect- Throughout the unit I will use proactive management strategies by giving her feedback during class activities.

Learning Environment- I will place Elena with a group of students that will help her improve her English skills. She will be with some native English speakers and a bilingual student that can help her understand the assignments.

I will use several different progress monitoring assessments to obtain evidence of progress towards the learning objectives. I will use many graphic organizers, group participation, a drawing, quizzes, and a test. The assessments before the quizzes and test will help me assess whether Elena is understanding the material or if I need to go over certain parts of the lesson again. In order to help facilitate the students learning I would recommend some books she could read in Spanish so that she can activate some background knowledge on what we are learning.

Eduardo is a 16-year-old 10^th grade student and he is an English learner. His CELDT scores indicate that he is an Intermediate English learner. Eduardo was born In Oaxaca, Mexico and came to the U.S when he was 5 years old. His first language is a dialect that he has since forgotten but his primary language at home is Spanish. He lives with both of his parents that don’t have very much school education. He also has two brothers. Eduardo’s goals are to graduate high school and go to community college. He is not sure if he wants to go to a university of enroll in a trade school. Eduardo needs to improve his reading comprehension and be able to write a complete 5-paragraph essay.

Developmental Needs

Readiness- Eduardo’s results indicate he is in the Intermediate level English learner. Eduardo needs to improve his reading, writing, speaking skills.

Interest- Eduardo likes to play basketball and soccer after school. He also enjoys watching the Chargers. He also enjoys drawing.

Learning Profile- Eduardo is a shy student but works well in small groups. He is most likely a kinesthetic learner that will learn best by hands on activities. He is also a visual learner that will understand best when visuals are presented.

Differentiation Strategies

Content- Eduardo will benefit from all of the graphic organizers that we use in our lessons. He will also benefit from the visual presentations.

Process- Eduardo will work in small groups so that he is not shy and improves his English skills.

Product- Eduardo will have many different forms of assessments to show his understanding.

Affect- Throughout the unit I will use proactive management strategies by giving him feedback during class activities.

Learning Environment- I will place Eduardo with a group of students that will help him improve his English skills. He will be with some native English speakers and a bilingual student that can help him understand the assignments.

I will use several different progress monitoring assessments to obtain evidence of progress towards the learning objectives. I will use many graphic organizers, group participation, a drawing, quizzes, and a test. The assessments before the quizzes and test will help me assess whether Eduardo is understanding the material or if I need to go over certain parts of the lesson again. In order to help facilitate the students learning I would recommend we continue to do small group activities and small writing assignments to help him improve his writing skills.

Alex is a 15-year-old boy in the 10th grade. He had difficulty with the development of his early literacy skills, including the acquisition of sound/symbol relationships and word identification, demonstrated in both his reading and writing. In the second grade, Alex was identified as a student with specific learning disabilities. Since then, Alex has received special education support primarily in a resource room for language arts, while he is included in the general education curriculum. He is able to independently read text at a 7th grade level and continues to struggle with decoding words. Alex also has asthma for which he takes daily medication and occasionally needs to use an inhaler. He is a self-isolating person who does not readily join into whole-class conversations or contribute to group learning situations. His tendency is to sit alone at lunch and to be by himself during transitional time. There is no in-class support for this student.

Developmental Needs

Readiness- Alex can read at a 7^th grade level. He needs help with decoding words and reading comprehension. He needs to work on his communication skills in order to participate to class discussions.

Interest- Alex likes to be alone, and lacks the confidence to participate in-group conversations. Alex doesn’t communicate his interests, and keeps to himself during class and throughout the school day.

Learning Profile- He is a self-isolating person who does not readily join into whole-class conversations or contribute to group learning situations. He does not like to present in front of the class.

Differentiation Strategies

Content- Alex will benefit from all of the graphic organizers that we use in our lessons. He will also benefit from the visual presentations.

Process- Alex will work in small groups so that he is not shy and improves his social skills.

Product- Alex will have many different forms of assessments to show his understanding

Affect- Throughout the unit I will use proactive management strategies by giving him feedback during class activities.

Learning Environment- I will place Alex with a group of students that will help him improve his social skills and get him to contribute to class activities. When possible we will avoid too much interaction with other students.

I will use several different progress monitoring assessments to obtain evidence of progress towards the learning objectives. I will use many graphic organizers, group participation, a drawing, quizzes, and a test. The assessments before the quizzes and test will help me assess whether Alex is understanding the material or if I need to go over certain parts of the lesson again. In order to help facilitate the students learning I would recommend some group activities but not too many because he might get uncomfortable.

Olivia is a 16 years old and is in the 10^th grade. Olivia has an IEP that states she is at the Basic level of reading and struggles with writing but she is improving. She also works slowly. Her CA standard tests show that she scored below basic in English, history, and math. Olivia spends one period in a directed studies class where they help her with her schoolwork. Olivia wants to graduate high school and go to community college. Olivia is a white student that lives with her father and step mom.

Developmental Needs

Readiness- Olivia loves to read but reads below her grade level. She needs extra time to work on assignments. Olivia needs to work on improving her writing skills.

Interest- Olivia likes to cook and read. She enjoys being part of the color guard team. She is considering going to culinary school.

Learning Profile- Olivia is kinesthetic and visual learner. She likes to learn by doing and dislikes lectures without visuals.

Differentiation Strategies

Content- Olivia will benefit from all of the graphic organizers that we use in our lessons. She will also benefit from the visual presentations.

Process- Olivia will be given extra time to work on assignments and we will talk to her resource teacher so that we can work together to assist Olivia.

Product- Olivia will have many different forms of assessments to show her understanding

Affect- Throughout the unit I will use proactive management strategies by giving her feedback during class activities.

Learning Environment- I will place Olivia near my desk so that I can closely monitor her during class activities so that I can help her stay on task.

I will use several different progress monitoring assessments to obtain evidence of progress towards the learning objectives. I will use many graphic organizers, group participation, a drawing, quizzes, and a test. The assessments before the quizzes and test will help me assess whether Olivia is understanding the material or if I need to go over certain parts of the lesson again. In order to help facilitate the students learning I would recommend giving her extra time to work on assignments and small writing assignments to help her improve her writing skills.

Antonio is 15 years old and is in 10^th grade. He is a Latino bilingual student. He is a very smart student that needs to be challenged. Antonio lives with his parents and his little brother. He wants to graduate high school and go to a university. Antonio reads and writes at grade level.

Developmental Needs

Readiness- Antonio reads and writes at grade level. He is more advanced than most kids in my class.

Interest- Antonio likes to play and watch soccer. He is interested in going to a university after high school.

Learning Profile- Antonio is an auditory learner that also enjoys kinesthetic learning.

Differentiation Strategies

Content- Antonio will benefit from all of the graphic organizers that we use in our lessons. He will also benefit from the visual presentations.

Process- Antonio will be allowed to work ahead so that he does not get bored in our class. He can learn the content with more depth.

Product- Antonio will have many different forms of assessments to show his understanding and he excels on written and multiple-choice tests.

Affect- Throughout the unit I will use proactive management strategies monitoring him to make sure he has enough work and keeping busy.

Learning Environment- I will place Antonio near other students that are also advanced so that they can work on projects together.

I will use several different progress monitoring assessments to obtain evidence of progress towards the learning objectives. I will use many graphic organizers, group participation, a drawing, quizzes, and a test. The assessments before the quizzes and test will help me assess whether Antonio is being challenged enough by the material or if I need to find more challenging work.

2. Unit Rationale: Enduring Understandings & Essential Questions

This unit is important because students should know how the industrial world we all live in first started. It is important that students understand how the industrial world developed and how it still applies to there lives today. The industrial revolution matters because it is still happening today in many parts of the world where many people including children are being exploited. Students need to understand the Industrial Revolution because the next unit is Imperialism and they need to make connections on how the Industrial Revolution lead to Imperialism.

 

Enduring Understandings (EU)

Students will understand that the emergence of capitalism came from the Industrial Revolution. At the end of the unit students will understand how different social classes were created and how that caused different social movements. Students will know that the Industrial Revolution was the emergence of super powers and they will be able to relate how what happened back then still applies to their lives today.

 

Essential Questions

Why did we see shifts from agricultural to industrial societies and what effects did it have on different cultures?  (explanation)

Why were children being exploited then and why are child laborers exploited today? Is there a correlation? (application)

What were the positive and negative effects of Industrialization and how do people justify the exploitation of other people? (perspective)

Reason for the Instructional Strategies & Student Activities

3. STANDARDS

Content Standards

10.3 Students analyze the effects of the Industrial Revolution in Europe and the United States.

10.3.1 Recognize how new technical, scientific, and agricultural innovations brought about specific social, economic, and cultural changes within the society’s of Europe and the United States.

 

ELD Standards

Listening & Speaking Cluster 8 Summarize Main Idea – Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject matter content.

Listening & Speaking Cluster 9 Deliver Oral Presentations – Prepare and deliver short presentations on ideas, premises, or images obtained from various common sources.

Reading Comprehension Cluster 3 Synthesize Ideas – Read text and use detailed sentences to identify orally the main ideas and use them to make predictions about informational text, literary text, and text in content areas.

4. UNIT OBJECTIVES (according to the day)

1. (Condition) After watching the London 2012 Olympics opening ceremony, (verb) students will take notes from a handout on a power point presentation, and complete 2 worksheets. Students will be able to (criteria) do 2 quick writes explaining how the agricultural revolution played a key role in the Industrial Revolution. (Type) Cognitive, affective, & psychomotor which address Standard 10.3.2 Recognize how new technical, scientific, and agricultural innovations brought about specific social, economic, and cultural changes within the society’s of Europe and the United States.

2. (Condition) After reviewing the last class by doing a quick write and discussion, (verb) students will take notes from a handout on a power point presentation and complete a worksheet. Students will then be able to do an (criteria) industrial city drawing where they depict key terms from the unit. (Type) Cognitive. Standard10.3.1 and 2: Recognize how new technical, scientific, and agricultural innovations brought about specific social, economic, and cultural changes within the society’s of Europe and the United States.

3.(Condition) After reviewing the last class by doing a quick write and discussion, (verb) students will take notes from a handout on a PowerPoint presentation on inventions. Students will then be able to (criteria) fill in an inventions chart graphic organizer in groups and with the help of an information sheet and laptops. (Type) Cognitive and Psychomotor which addresses Standard 10.3.1 and 2: Recognize how new technical, scientific, and agricultural innovations brought about specific social, economic, and cultural changes within the society’s of Europe and the United States.

     4. (Condition) After reviewing what we have covered in the unit and doing a quick write            followed by a discussion, (verb) students will take a quiz.  Students will then do a tea party activity. Students will then be able to go to the library to (criteria) work on a child labor Internet project. (Type) Cognitive, affective, & psychomotor, which address Standard 10.3.3: Recognize how the development of cities led to problems with the factory system and labor systems.

5. (Condition) After doing a quick write and discussion students will (verb) take notes with a handout for the power point presentation on different art movements. Students will then be able to complete a (criteria) worksheet and art chart graphic organizer on the different art movements. (Type) Cognitive, which addresses Standard 10.3.5: Recognize and appreciate the various art movements that were born during the time of the Industrial Revolution and learn about their impact on society.

6. (Condition) After doing a quick write and discussion students will do an art matching activity that will prepare them for the art quiz. Students will them take the art quiz. Students will then take notes on the handout from a PowerPoint presentation on social movements. Students will then do a (verb) jigsaw activity where they learn about the different social movements. Students will then be able to fill out a (criteria) graphic organizer on 5 different social movements. (Type) Cognitive, affective, & psychomotor, which address Standard 10.3.6: Recognize and appreciate the various social movements that were born during the time of the Industrial Revolution and learn about their impact on society.

7. (Condition) After doing a quick write and discussion students will have some time to review for the quiz. (Verb) Students will then take a quiz. (Criteria) After the quiz I will have the students grade there own quiz and we will review the material. We will use the remainder of the period to recap on the Industrial Revolution to prepare for the exam the following class. (Type) Cognitive which address Standard 10.3.2 Recognize how new technical, scientific, and agricultural innovations brought about specific social, economic, and cultural changes within the society’s of Europe and the United States.

5. ASSESSMENT PLAN (according to the day)

1. Name of Assessment: 2 quick writes and 2 graphic organizer worksheets

Formality: informal

·       Type: quick writes followed by discussion are diagnostic & 2 graphic organizer worksheets are formative

·       Purpose: the quick writes assess knowledge they have before the lesson and the 2 graphic organizers help them organize new knowledge gained from the lesson

·       Implementation Method: the quick writes and the graphic organizer worksheets will be written followed by verbal discussions with class and partner

·       Communication of Expectations: students will have support two answer quick writes from the video and the information on the whiteboard

·      Feedback Strategies: students will receive feedback during discussion and while teacher walks around class while they work on graphic organizers

2. Name of Assessment: quick write followed by discussion, graphic organizer worksheet, and industrial city drawing

Formality: informal

·       Type: quick writes followed by discussion are diagnostic & graphic organizer worksheet and industrial city drawing are formative

·       Purpose: the quick write assess knowledge they have from the prior lesson and the graphic organizer help them organize new knowledge gained from the lesson, the industrial city drawing shows me that they know the terms from the unit

·       Implementation Method: the quick write and the graphic organizer worksheet will be written followed by verbal discussions with class and the city drawing is an artistic depiction of the vocabulary terms

·       Communication of Expectations: students will have support answer quick write from the a class discussion and example of a city drawing will be provided

·      Feedback Strategies: students will receive feedback during discussion and while teacher walks around class while they work on city drawing

3. Name of Assessment: quick write followed by discussion and invention chart graphic organizer

Formality: informal

·       Type: quick writes followed by discussion are diagnostic & invention chart graphic organizer  is formative

·       Purpose: the quick write and discussion assess knowledge they have from the prior lesson and the graphic organizer helps them organize new knowledge gained from the lesson

·       Implementation Method: the quick write and the invention charts graphic organizer worksheet will be written followed by verbal discussions with class

·       Communication of Expectations: students will have support to answer quick write from the a class discussion and example of a complete invention chart will be provided will be provided

·      Feedback Strategies: students will receive feedback during discussion and while teacher walks around class while they work on invention chart

      Evaluation Criteria (see study guide essay questions for rubric)

4. Name of Assessment: quick write followed by discussion, quiz, and child labor Internet project

Formality: informal and formal (quiz)

·       Type: quick writes followed by discussion are diagnostic & quiz and child labor project are formative

·       Purpose: the quick write and discussion assess knowledge they have from the prior lesson and the quiz informs teacher what they learned so far in unit, the labor project helps students understand concept of inequalities caused by industrialization

·       Implementation Method: the quick write is written, discussion is verbal, quiz is multiple choice, and child labor project is written.

·       Communication of Expectations: students will have support to answer quick write from the a class discussion and an example of complete internet project will be provided along with guidance on how to do it correctly

·      Feedback Strategies: students will receive feedback during discussion and while teacher walks around library while they work on internet project

       5. Name of Assessment: quick write followed by discussion and worksheet followed by               

          art chart graphic organizer

       Formality: informal

·       Type: quick writes followed by discussion are diagnostic & invention chart graphic organizer  is formative

·       Purpose: the quick write and discussion assess knowledge they have from the prior lesson and the graphic organizer helps them organize new knowledge gained from the lesson

·       Implementation Method: the quick write and the invention charts graphic organizer worksheet will be written followed by verbal discussions with class

·       Communication of Expectations: students will have support to answer quick write from the a class discussion and example of a complete invention chart will be provided will be provided

·      Feedback Strategies: students will receive feedback during discussion and while teacher walks around class while they work on invention chart

       6. Name of Assessment: quick write followed by discussion, then students will take a quiz,     

           then they will do a jigsaw activity to fill out graphic organizer on social movements

      Formality: informal and formal

      Type: quick writes followed by discussion are diagnostic & social movements chart and quiz       

       are formative.

·       Purpose: the quick write, discussion, and quiz assess knowledge they have from the prior lesson and the graphic organizer helps them organize new knowledge gained from the lesson

·       Implementation Method: the quick write and the social movements graphic organizer worksheet will be written  and verbal followed by verbal discussions with class

·       Communication of Expectations: students will have support to answer quick write from the a class discussion and example of a complete social movement chart will be provided

·      Feedback Strategies: students will receive feedback during discussion and while teacher walks around class while they work on social movement chart

      7. Name of Assessment: quick write followed by discussion and then a quiz

      Formality: informal and formal

·       Type: quick writes followed by discussion are diagnostic & quiz is formative

·       Purpose: the quick write and discussion assess knowledge they have from the prior lesson and the quiz helps them assess what they know and need for the test

·       Implementation Method: the quick write was written and the quiz was multiple choice, the review for the test is written and verbal.

·       Communication of Expectations: students will have support to answer quick write from the a class discussion and students will be given a study guide to prepare for test.

·      Feedback Strategies: students will receive feedback during discussion and after the quiz is graded.

6. STEPS OF INSTRUCTION

Into: After watching the London 2012 Olympics opening ceremony students will be able to do a quick writes explaining what shift they saw and how that shift introduces unit 2 the Industrial Revolution. We will also watch a you tube clip of foxconn so they can see how it is still happening today with many of the products they use in there daily lives.  

 Objectives/Standards

Students will be able to explain how the Agricultural Revolution led to the Industrial Revolution - Standard 10.3.2 Recognize how new technical, scientific, and agricultural innovations brought about specific social, economic, and cultural changes within the society’s of Europe and the United States

Student Activity

·       Hook - How will you create a hook? How will you motivate and focus students?

Student will be shocked to see the conditions people work in to build their Apple products. I will motivate and focus students by relating the material to there daily lives.

·       What will you do to draw on previous experience, motivating students to want to learn what’s in this unit? How will you access prior knowledge? What activities will you use to tap into prior learning and knowledge and engage ALL students?

I will draw on prior experience by talking to them about how the industrial revolution is relevant in their lives today. I will access prior knowledge by having them do a quick write. I will engage all students by teaching the material in different methods.

·       What are the steps to begin the activity?

The steps to begin the activity are to discuss the new unit to activate prior knowledge and then watch a couple of videos. We will then do two quick writes.

·       How will you handle the room arrangement?

The seating arrangement will be a new one for every unit including this one. I will keep students that need more attention close to my desk.

·       How will you handle student grouping?

Students are grouped randomly usually but on occasion they will be grouped by ability.

·       How will you handle transitions and misbehavior?

I will get all students attention to give instructions on transition. Misbehavior will not be an issue because students will be kept engaged.

·       What questions will you ask to prompt learning?

There will be different questions every day in the form of quick writes.

·       Unit Preview - What will you preview of the whole unit?

I will explain the unit to the students and give them a unit agenda so they know what to expect every day.

·       How will you connect the different activities? Transitions?

The different activities will be connected by addressing what we learned the prior class and connecting it two what we are learning in the class that day.

Assessment –To assess students learning from the “into” we will do a couple quick writes and have a class discussion. It will be a diagnostic informal assessment that what allow me to see what the students understand about the new unit.

Through: Unit Calendar (see attachment)

Closure/Beyond:

       Closure: How will you have students summarize and make meaning of their learning?

Students will summarize there learning by doing an exam study guide. They will make               meaning of their learning because I will constantly remind them how it is relevant to their lives.

Closure: What kind of “product” will students produce as a culminating demonstration of their learning? Students will do take an exam with multiple-choice questions and 2 essays.

Beyond: How will you structure opportunities for students to continue practice and transfer learning from this unit? We will tie information from this unit to the next unit of Imperialism.

Beyond: How will you prepare students for the next unit? I will prepare students for the next unit  by doing a game that introduces them to Imperialism.

7. MATERIALS/RESOURCES

Identify all tangible resources you will need to teach unit: Reading Materials, Videos, Websites, Provide a copy of all the materials you will need for students:Graphic Organizers, PPTS, Rubrics

(see attachments)

8. REFLECTION

·       In what ways have you differentiated instruction to meet the varying needs of your students including your high achievers? I have differentiated instruction to meet the different needs of my students by incorporating visual, auditory, and kinesthetic learning in my class activities. For the students that are high achievers they will have the opportunity to get ahead and get more in depth with the unit information.

·       What strengths and possible limitations do you see in your plan? The strengths of my plan are that there is lots of differentiation and many different forms of assessment. The limitations are that I need to cover everything that is on the test so we don’t have time to cover other things that are very interesting and relevant.

·       What forms of data/evidence might you collect from this unit to measure its effectiveness - gauged by actual student learning? The students will have several quizzes and tests that will be helpful in measuring learning. We also have many other assessments throughout the unit that will help me assess there learning before the formal assessments.

·       What have you learned about yourself, students, your unit plan topic, and/or planning in general as a result of designing this unit plan? I have learned that I need to work on my organization in order top be a more effective teacher. I have learned so much about my students in regards to their academics and personal lives. I am learning a lot from teaching not only this unit but also the entire semester. Every day I am learning something new with my students. Organizing this unit plan has helped me appreciate all of the hard work that goes into lesson planning.

·       What do you know now that you didn’t know at the start of this unit or program? There is so many things I know now that I didn’t know before. I think one of the most important is knowing how explicit I need to be with my expectations.

9. RUBRIC WITH SELF-ASSESSMENT

 (see attachment)