Micro Lesson Google Classroom
In this Google Classroom you will be able to find the Lesson Plan, Prezi, and an example of a Survey via Google Forms students will use as a model when they create their own in our lesson.
Also in the Google Classroom you will find student's technology-based artifacts of learning they created. I have provided direct links to some of these surveys our students have created:
Student Survey 1
Student Survey 2
Student Survey 3
Lesson
Reflection: Phase I
Reflection:
Assessing Prior Knowledge and Planning Instruction
Prior to this lesson students
will need to know how to navigate Google Classroom and how to join the
classroom created for this specific lesson. Students will also need to be familiar
with using Google Forms to create their artifact which will be a survey. The
student’s prior knowledge can be assessed as the teacher circulates the
classroom. Since Google Classroom is like social media websites and
applications, students should be somewhat familiar with how to navigate their
way around the Google Classroom set up for this class and lesson. I will use
this assessment during the planning process by making sure to implement tools
and programs students can be successful using.
The content of this lesson should be
taught at this grade level because this is a foundational skill which they will
build on in the next few standards they will cover. Students must understand
the basic concept of collecting sound data and understanding sample sizes. The
objectives we have chosen for this standard align by having students can
produce valid and appropriate samples. This lesson should be taught towards the
end of the year so students can understand expressions and equations and
graphing so they can then input the information from their statistics and probability
into translatable graphs.
Reflection:
Designing Instruction (In Task Standards 7 & 8)
For the
anticipatory set, students will play a short game of Family Feud, this method
and strategy taps into student’s previous knowledge of game shows and relates
it to real-life. Students also will become engaged at the fact they will be
competing in a friendly game which will then transition into the lesson and show
students how statistics and probability can be connected to everyday
situations. Students can then take their understanding they obtained from the
anticipatory set or from prior knowledge and apply it to the artifact they will
develop. The artifact students will develop will also allow students to create
a very complex or simple survey if the information that will be assessed is
included. Students will be firstly engaged during the anticipatory set which will
engage their competitive side and allow them to collaborate with their peers to
play a few rounds of Family Feud. Going off the anticipatory set and focusing
on the lesson, students will need to use their higher order thinking to be able
to select an appropriate sample size to survey and can explain why they chose
that sample size for their surveys.
Reflection:
Planning Assessment (In East Standard 6)
The assessments for this lesson
align with the standards and objectives by assessing their artifact of
learning. This artifact of learning will display the development of a question
and the implementation of the survey which will also demonstrate the student’s
understanding of the sample group they chose. If students are successful in
producing a survey with a correct and valid sample group, this will show the
teacher that they have comprehended the learning of the content of the lesson
along with the objective. The assessment will demonstrate the student’s ability
to engage in higher order thinking by seeing the complexity of their survey.
This will also be reflected in the sample group and their execution of the
survey, students must be able to successful conduct a survey along with
creating the survey. Although the step of executing the survey might not take
place until a later time, this will get students thinking ahead on how they can
successful conduct and poll their sample group they have chosen. The student’s
individual needs will be met both in the formative and summative stage of
assessment, students who show some confusion during the formative assessment
can be monitored throughout the lesson and given extra support to ensure their
artifact meets the summative assessment requirements.
Reflection:
How does your lesson meet each of the ISTE NETs Standards?
Students
in today’s classrooms always are engaged when technology is integrated in a
lesson, therefore by utilizing Family Feud as an anticipatory activity, students
will become engaged and with then facilitate their learning and creativity through
their own creation of a survey. As stated before the complexity of the survey
is dependent on the student and allows for students to design their survey to
their liking. The development of the survey through Google Forms provides
students with the ability to learn the program and can use what skills they have
learned in the future. Students will have already have had a course in their
classroom about acceptable and appropriate behavior and etiquette regarding the
technology they use in the classroom. A social contract will be developed in
the beginning of the school year and reviewed before each lesson that
integrates technology. The teacher will also follow the guidelines of the
social contract that is implemented to model the expected behavior and use of
technology in the classroom.
Lesson
Reflection: Phase II
Instructional Decisions/Teaching (InTask Standard # 9):
When implementing this lesson, and beginning at the anticipatory set, a
Family Feud game, our group came to a hurdle when some students were unfamiliar
with the game Family Feud. We then had to take some time to discuss and explain
how the game of Family Feud works and how the content of the game questions is
survey centered. After this discussion with the students concluded and they
seemed to grasp the concept of the game we played a few rounds of Family Feud
and briefly discussed the sample sizes of each survey question. Following the anticipatory
set, we went over the Prezi which overviewed fair sampling, sample size, and
random sample. After those were discussed with the class, students then were
assigned their research topics. Students then began their artifact development.
Students could easily develop a survey via Google Forms.
During
the lesson, we, as the teachers, realized that some of our 7th grade
standards were more fitting for some similar 6th grade standards.
Our assessment was designed in a way where we would need to rework our
standards to also match our objectives. The standards and objectives would be
more fitting and appropriate when teaching a lower level statistics and
probability. During the implementation of the lesson we had to make some
modifications to the anticipatory set to include a discussion of how the game
worked and then modifications to the objectives after we gave the lessons to
ensure the standards and objectives aligned with the assessment.
Mechanics:
We, as teachers, used computers, and
the websites for Prezi, Google Classroom, Google Docs, and Google Forms.
Students also need to utilize Google Classroom and Google Forms to create their
artifact of learning. Students used Google Classroom to obtain the information
provided, such as the Prezi and sample survey. Students also utilize Google
Classroom to submit their artifact of learning for assessment. The teacher used
Google Classroom to upload the information and materials students will use for
the lesson as well as use Google Classroom to receive and then grade the
student’s artifacts of learning. Our lesson was within the correct time frame
even with the small modification of discussing the anticipatory set. Due to
some of the confusion during the anticipatory set, we did not play as many
rounds of Family Feud as we had hope the students could play. We decided to
make this decision to keep our lesson on track and within the expected time
frame. Since students were familiar with Google Forms they could easily begin
creating their artifact. This lesson was appropriate for the time frame indicated
because the content was somewhat complex and could even be extended if needed for
clarification.
Assessment of Learning (InTask Standard # 6):
Above in this blog post are three artifacts students developed in this
lesson. Our students demonstrated mastery of this lesson and could also successfully
describe their sample group. Students also displayed creative thinking in the
development of their surveys. Some students included photos along with their
selections and others included a theme for their survey. After reviewing the
standards and objectives regarding student’s assessments, students were not
completely successful of meeting the standards that were given at the beginning
of the lesson. I feel that after revising the standards and objectives to align
with the lesson and standards students will be able to successfully achieve the
standards. I, as the teacher, was successful in teaching this lesson and
integrating technology for students to create a technology based artifact of
learning. By reflecting on the lesson and looking at the standards and
objectives I realize the effectiveness of reflection. The feedback also given
by my peers helped to give insight into what I might need to revise when I teach
this lesson again. My classmates were helpful in brainstorming how to revise
and match standards with objectives after the lesson was given to help improve
the overall lesson and assessment aspect.
What did you learn from designing and teaching this lesson
and how will you use this in the creation of future lessons/learning
activities.
After designing this lesson and incorporating the numerous technology
tools, I learned that putting forth the extra effort into creating something
such as a Google Classroom allows students to stay connected not just during a
lesson but in the classroom setting in general. I plan on creating a Google
Classroom in my future classroom to keep students connected and able to utilize
technology as much as possible. I also learned that making sure the standards
and objectives match the assessment of learning for students to can master the
content. In the future I will continue to use a reflection process to assess
myself and the lessons I teach, this will allow me to see changes that need to
be made in regards to the mechanics, instructional strategies, and execution of
my lessons.
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