Micro Lesson #2: Pre-Teaching Reflection

Micro Lesson #2: Pre-Teaching Reflection

Section 1: Reflecting on Assessing Prior Knowledge and Planning Instruction

• What do the students need to know prior to the lesson?
• Prior to this lesson, students will need to know the definition and difference between single-unit scaled bar graph and multi-unit scaled bar graph. Students will also need to be able to recognize the characteristics of a bar graph (title, x-axis, y-axis, legend).

• How will prior knowledge and experience be assessed?
• I will be able to assess prior knowledge in the warm-up while students are engaged in a whole-class discussion about the characteristics of a scaled bar graph. 

• How will you use this information in the planning process?
• Depending on the results of the discussions during the warm up, I will adapt my lessons according to what the students need. If students do not have the prior knowledge as planned in this lesson, I will plan to reteach those concepts. If students seem to be further advanced than prepared, we will go into more depth about scaled bar graphs. 

• Why should the content of this lesson be taught at this grade level?
• This content should be taught at this grade level since students are developing their knowledge for measurement in elementary school. This is a vital piece of knowledge for students to learn in third grade so they can learn other measurement methods. 
• How do the objectives that you have for the lesson align with the standards?
• The objectives that I have created for this lesson align directly to the standards I have chosen for this lesson. Since I am focusing on scaled bar graphs, I focused my assessment and objectives on scaled bar graphs. I also focused on having students solving one- and two-step "how many more" and "how many less" word problems. The ELA standard I included references publishing written work on the internet, which they are doing through Google Forms. This is also reflected in the grading checklist and objectives.  
• When will the lesson be taught in the course of the school year? Why?
• This lesson will be taught when students are learning about different ways to represent data graphically. This would most likely occur during mid-semester. 

Section 2: Reflecting on Designing Instruction (InTask Standards 7 and 8)

• Why are you using the instructional methods you have described?
• The instructional methods I have used for this lesson are incorporating whole class, small group, and individual work. Students will be engaged in a variety of learning methods.  They will be able to develop and demonstrate their learning in a variety of ways. 
• How do the instructional methods align with what you know about best practices (think about your methods classes)?
• These instructional methods align with what I know about best practices since students are engaged. They are engaged in this lesson since they are using data they participated in making. They also have student choice when creating their own bar graph. 
• How is your lesson designed to meet the needs of all students? ? (Use the the UDL guidelines as a resource)
• My lesson is designed to meet the need of all students since the information presented with this assignment is modeled and represented in different formats. For example, they will have a physical handout, the teacher will model the instructional goals before the students begin, and the instructions are written in the google form.

Section 3: Reflecting on Planning Assessment (In Task Standard 6):

• How does the assessment align with the standards and objectives of this lesson?
• I created my assessment by pulling information directly from my objectives, which were designed closely to the state standards. The elements from the standards, objectives, and assessment all directly align together. 
• How does the assessment demonstrate that the students have been successful in learning the content?
• Using the assessment, I will be able to see if students have demonstrated successful learning of a scaled bar graph if they are successfully able to create one that correlates to the data they are given. Depending on their answers inputted into the google form for the "how many more" and "how many less" questions, I will be able to see if they can solve those types of questions based on the data in a graph. 
• How does the assessment demonstrate student engagement in higher order thinking?
• It demonstrates higher order thinking since students have to create their bar graph based on data they gather from the student survey. They are engaged in taking data and translating it into a graph. Then, based on the graph they make, they will be making their own questions that correlate to the data they had. When they are answering their "how many more" and "how many less" questions, they are engaged in higher order thinking because they have to analyze the graph to find their answers. 
• How does the assessment demonstrate that individual student needs were met?
• Even though we will be having whole class discussions and small group collaboration, the results that students will be giving me will be individual. I will be able to see if students are able to individually reach the instructional goals. The grading checklist will be individually graded. 

Section 4: Reflecting on how your lesson met each of the ISTE NETs Standards: 

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?

• This lesson is engaging and inspiring creativity in students since they all get to individually create their own bar graph with the technological resources provided. 

1. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?

• My lesson meets Standard 2 since they are utilizing technology to create their bar graphs. They get to experience a new and innovative way to create graphs, other than the traditional way of making graphs on paper.

1. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?

• This lesson is modeled and integrated digitally. They are designing their learning product digitally and turning it in digitally.

1. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:

   • advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
   • Students will get to practice safe, legal, and ethical use of the internet since they are using laptops. They are to practice responsibility by logging on to the websites provided for the assignment. They won't really have the opportunity to surf the internet and stumble into dangerous websites. The teacher will be observing students working to insure that they are following the guidelines and being safe on the internet. 
   • addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
   • This lesson is equitable to all students since it will be completed in class, where all students will have access to the same technology. All students will be unfamiliar with the website we are using to make the bar graphs, so they will all be on the same playing field. 
   • promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information
   • If I have the resources in my future classroom, students will have previously been exposed to the expectations and proper etiquette for the use of technology in the classroom. The teacher will also be monitoring student activity to make sure they are following the expectations during the lesson. 
   • developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
   • This lesson does not collaborate with students from other cultures and does not engage students with global awareness. However, I could change the lesson to incorporate survey questions including cultural and global awareness.