Final Reflective Post

  

              Christina Muslimani

06/22/2015

	Final Reflective Post

 

                Although this class was difficult for me to follow along with, I feel that I applied my best efforts to completing everything. As I was new to using blogging sites and presentation sites, I did finally get the gist of blogging and posting things on to one blog.

                The assignment that I liked the most was the discussion posts, I enjoyed talking about certain subjects and then we had the opportunity to read others posts and give feedback on their posts. Although there were a few times where I was unsure how to respond so I just responded based on how much information they provided.

                              

                Once I finally got the hang of creating a presentation and posting it on my blog, I enjoyed doing so. I had the opportunity to learn the ins and outs of Prezi and I will continue to use Prezi in the future for upcoming classes (Blogspot).

                I also enjoyed being able to reflect on the chapter readings, rather than doing assignments and quizzes for each chapter. Although I had prior knowledge to a few areas in the textbook, I enjoyed learning new things that I can carry forward with me while becoming a teacher.

                I had a hard time following along with the modules page, where we had to check to see what we had to do for upcoming assignments. However, towards the end of the class I caught up somewhat and it was a great help.

                The activity I enjoyed doing the most was the Weebly webpage assignment. I wish there were better directions on how to create this webpage, as I feel a few details were left out.  I still enjoyed this assignment the most because I have always wanted to create a website and this project gave me insight on how to do so, and I think it could come in handy as a lesson plan for a fun classroom activity (Muslimani).

                                                        

                I really wish this would have been a full summer semester class, as it was too fast paced for me, but I still feel I did my best I could give in the time frame to do so, as well as the work load I have been dealing with this summer.

Works Cited

Blogspot. Blogspot.com. 17 May 2015. WebPage. 22 June 2015. <http://chrisymus88.blogspot.com/>.

Muslimani, Christina. The Purple Pandas. 20 June 2015. web page. 22 June 2015. <http://chrisymus88.weebly.com/>.

Assessments

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Chapter 11

For this Prezi presentation I decided to look into the difference between a pre-assessment and a post-assessment. I also wanted to see the qualities a pre-assessment should have, and I found six qualities that are good to keep in mind for future teachers.





Chapter 12

What appealed to me most from this chapter was the section on integrating technology into the classroom with the use of BYOT - Bring Your Own Technology programs. I feel this is a very interesting way to let kids use technology in an educational way.

I first heard about these programs when I was doing observation hours in classrooms for my intro to education class last semester. The program the schools here in Collier County is called BYOD - Bring Your Own Device. This is only allowed one day out of the week, for example Friday. The kids can bring either a tablet, Ipad, or computer, to use for an assignment which is specified by the teacher. This program is a way for kids to learn how to use different technologies while finishing assignments.

I feel these programs are a great way to integrate technology in the classroom.

FunBrain

http://www.funbrain.com/

            Funbrain.com is a website designed for students to come and work on many different skills after school. This website provides sufficient background information as well as when the website originated. It identifies what activities are available to kids, parents, and teachers. Also includes: terms of use, privacy policy, and homework help site.

            Although this site is colorful and inviting, it is a bit confusing to navigate. There are no clear directions how to get to the home page from any other given page. Yet it is easy to navigate through other pages like from the math page to the reading page and so on.

            This website used outstanding graphics to assure an inviting place for kids to come and learn yet also have fun. Also provides a warm environment quite like a classroom does, but yet give you a playful twist to assure you can learn at home and still have fun.

            Again colorful and inviting but the text does not let you know where to go. I feel as though they could have specified a bit on how to get to the homepage rather than just clicking random links to find out on your own.

            On each page you visit, there are lists of subjects kids can work with as well as other activities kids can do to have fun while learning. It also lists the grade levels of students who can use this site.  Activities separated by grade level.

            While on the home page for this site parents can find what they call the “parents page”. This link reassures parents that the website is a safe place for their kids to have fun while learning. Give parents the opportunity to see the games and activities their kids are engaging in online. Also provides a link to the privacy policy.

            Also on the home page, teachers have their own place called “teachers home”. This link provides multiple activities teachers can use in class with students. This website provides the opportunity to look up activities by grade level and subject.

Criteria	Ratings			Points available	Score achieved
About website	Provides background information and when the website originated. Identifies what activities are available to kids, parents, and teachers. Also includes terms of use and privacy policy. 8 points	Provides  website origination date.  Lists activities available for kids. 5 points	Provides  website origination date and lists activities. 2 points	8 points	8
Navigation Difficulty	Site is easy to navigate; there are no complications or confusing factors when trying to navigate the site. Buttons to go from one page to the next are spotted easily. 6 points	Site is a bit confusing to navigate. There are no clear directions how to get to the home page from any other given page. Yet it is easy to navigate through other pages. 3 points	Site is confusing to navigate and you cannot determine how to get to any other pages. 0 points	6 points	3
Site Graphics	Outstanding graphics used to assure an inviting place for kids to come and learn yet also have fun. 6 points	Graphics needed a bit more work, not much relating to the idea of the website. However, graphics are colorful. 3 points		6 points	6
Text	The text is bold and colorful, just the right amount for it to grab your attention. The text lets you know what you can do and where to go. 4 points	Text is colorful, but does not let you know where to go. 2 points	Text is scarce and boring. 0 points	4 points	2
Subjects & Grade levels	Lists subjects kids can work with as well as other activities kids can do to have fun while learning. Lists the grade levels of students who can use this site. 5 points	Lists what kids can do to have fun, but does not specify if the can learn something new from each activity. 2 points	Lists only games that do not include learning techniques. Does not specify what grade levels can use this site. 0 points	5 points	5
Parents	This website reassures parents that the website is a safe place for their kids to have fun while learning. Give parents the opportunity to see the games and activities their kids are engaging in online. 6 points	The website reassures parents that their kids are safe using this online website. 3 points	No reassurance for parents as to whether or not kids are safe on while using this website.  Nor any idea as to what kids are learning while playing games. 0 points	6 points	6
Teachers	Provides multiple activities teachers can use in class with students. This website provides the opportunity to look up activities by grade level and subject. 5 points	Provides activities teacher can use in class. Specifies what grade levels each activity is designated for, but not by subject. 3 points	Provides a list of activities that teachers can use in class; but does not specify grade level or subject. 1 point	5 points	5
Total Points achieved out of   40					35

LESSON TITLE: ___________Retelling A Story____________

Grade Level(s):  _2^nd __                Subject(s):___Language Arts_____        Lesson Length: _4 language arts class periods_

Prepared by: ___Christina Muslimani__

Overview: [What is the overall purpose of this lesson?] For students to learn how to retell a story in their own words using a summary, and collaborate with other students and learn time management and organizational skills.

Standards: [What standards/benchmarks are your students going to achieve with this lesson? Use Florida Sunshine State Standards or Common Core Standards AND NETS-S Standards.] I. Meaning and Communication ·         Content Standard I, 1: All students will read and comprehend general and technical material. 1. Use reading for multiple purposes, such as enjoyment, gathering information, and learning new procedures. ·         Content Standard I, 3: All students will focus on meaning and communication as they listen, speak, view, read, and write in personal, social, occupational, and civic contexts. 5. Employ multiple strategies to construct meaning while reading, listening to, viewing, or creating texts. Examples include retelling, predicting, generating questions, examining picture cues, discussing with peers, using context clues, and creating mental pictures. X. Critical Standards ·         Content Standard X, 12: All students will develop and apply personal, shared, and academic criteria for the enjoyment, appreciation, and evaluation of their own and others’ oral, written, and visual texts. 1. Identify the qualities of their own oral, visual, and written texts that help them communicate effectively for different purposes. Examples include content, styles, and organizational devices, such as the use of a chronological sequence in the telling of a story.

Learning Objective: [What will your students be able to do when they finish this lesson or unit? Be sure to use action verbs and to include measureable behavioral outcome(s).] My students will have learned to use different programs on a computer to help them develop story retelling skills, will learn how to work in a collaborative work environment, how to take notes and map out a summary using a story map, and apply creative artistic abilities. They will have learned many group skills such as Time Management, leadership skills, and brainstorming skills.

Materials/Resources Needed: ·         5 books ·         5 computers ·         Poster board ·         Construction paper ·         Colored pencils ·         Pencils ·         Paper ·         Scissors ·         Glue ·         Markers

Introduction: [How will you introduce your lesson?] I will introduce my lesson by having the kids sit down and watch Just Grandma and Me, using the program “Living Books” (30mins). After watching this I will inform my students of their project they will be working on. I will then ask them to split into groups of 4 and assign them a book from 5 different options, assuming there is a class of 20. While going through the instructions I will pass around a list of materials we will be using to complete this project as well as detailed instructions. I will then ask them to assign someone to read the book to their group and the others to take notes while listening.

Lesson Activities: [Itemize the details of your lesson – be complete and detailed.] Day 1 ·         Watch Just Grandma and Me, using the program “Living Books” (20mins). After watching this I will inform my students of their project they will be working on. I will then ask them to split into groups of 4 and assign them a book from 5 different options, assuming there is a class of 20. While going through the instructions I will pass around a list of materials we will be using to complete this project as well as detailed instructions. I will then ask them to assign someone to read the book to their group and the others to take notes while listening. Day 2 ·         Using the notes they took while listening to the story, the will create a story map of how they want to retell their story. They will also brainstorm ideas of how to design their own personal book cover for the story they will retell. Day 3 ·         Two students from each group will be elected to use the computers so they can type their book summaries using the notes and story maps they made. The other two students will finish the book covers. Day 4 ·         Each group will take turns presenting their books that they are retelling, they will display their book covers they designed and they will hand in their typed book summaries. Each group will have 10 minutes of presentation time.

Strategies – ESE/ESOL: [How will you support students who have special needs?] For my students who are ESE, being blind or hard of hearing, I will provide instructions in Braille, and I will explain the instructions to them in a one on one basis. I may even ask for an ESE assistant to come in and work with these kids, but be sure as not to separate them from their group. As for my ESOL students I will provide instructions to them in both their native language and in English, I will also have and assistant help them if and when they need assistance. I, being partially fluent in Spanish, would take time to help my Spanish speaking students.

Strategies – Integrating Technologies: [What technologies did you choose to use for this lesson?] ·         Microsoft Word – type summaries ·         YouTube – watch the living book version of book they have picked.

Evaluation/Critique of Educational Software/Web-based Resource: [Describe your reasoning in selecting the software/web-based resource you used for this lesson – why was it selected? What makes it enhance the lesson and make it effective?] I used Living Books because it is the futuristic version of audio books, and it creates a fun activity for students to engage in, while reading and having fun. I used Microsoft Word because that is a basic computer skill students will need in the future to do office work or assignments.

Summary: [How will you summarize your lesson?] For this lesson the students will express their creativity through their retelling a story and imagination to create a book cover. They will learn the ways of collaborating projects by working in groups. To complete this project they will use computer programs: Microsoft Word and Living Books.

Assessment – Type: [How will you assess your students to be sure they have met your learning objective(s)?] I will assign them an anonymous peer evaluation for the members in their groups. This evaluation will ask who they felt was the leader, who was most organized, and if they got along well. It will also ask them to say how they felt working with this group and if they would work together again had they the chance to do so. I will also keep track of how well they use their time to complete each task each day.

Educational Theorist: [Identify and explain to which learning theory/theorists your lesson plan subscribes.] This lesson plan works best with the constructive learning theory, social learning theory, and transformative learning theory.

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