- promote, support, and model creative and innovative thinking and inventiveness-Microlesson 1- Students were required to create a powerpoint and write a reflection on the question, "What would have been different if this person never existed?" Microlesson 2- Student were required to create a paragraph using descriptive words while creating a portrait of themselves blowing a bubble on pixi. Microlesson 3- Students were required to create a letter to someone explaining a new planet they discovered as well as create what it looked like on Pixi.
- engage students in exploring real-world issues and solving authentic problems using digital tools and resources. Microlesson 1- Students were required to research an American influencial 20 century figure, examining issues from that time period as well as reflecting on how they themselves can influence the world. To enhance this lesson plan, I would have brought in a guest speaker who has experienced the issues from that time period and share her point point of view. Microlesson 2- Students were required to follow another students instructions on how to blow a bubble, exactly how it is written. Microlesson 3- Students went on an interactive website of the solar system.
- promote student reflection using collaborative tools to reveal
and clarify students' conceptual understanding and thinking,
planning, and creative processes. Microlesson 1- Students received a rubric with what was necessary on each slide. To enhance this lesson plan, I would have the students use Kidspiration to create an outline of their ideas. Microlesson 2- Students were required to create a webchart of descriptive words that described their piece of gum. They were then required to create a paragraph using those descriptive words, describing how to blow a bubble. Microlesson 3-Students had a letter template to fill out before typing it in pixi.
- model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. Microlesson 1- One student wanted to do an influential figure that was not on the list, we discussed as a class if this person was a an influential person from the 20th century and came to the conclusion that it was ok. Microlesson 2: As a class we discussed if each student's instructions on how to blow a bubble were descriptive enough. I should have asked for input prior to gain more ideas and insight on the lesson.
Rationale- I wanted to ensure that there was a creative and art element in my lesson plans. All three required the students to create a picture of something they have created. They also had opportunities for creativity in their writing through the stories about the planet they discovered, how to describe blowing a bubble, and a reflection on how they can each be influential. I should have added more authentic experiences in the lesson plans such as guest speakers and interactive technology based programs.
Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments
- design or adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and creativity.
Microlesson 1- The students were required to use Pixi to create a presentation. They were given the site "factmonster.com" as a resource to search for their influential figure. Microlesson 2: The students were required to use Kidspiration as a mind map, to map out their ideas and then used Pixie to create their portrait as well as type their instructions on how to blow a bubble Microlesson 3: Students used an interactive website of the solar system as well as use Pixi to create their planet. -
develop technology-enriched learning environments that enable
all students to pursue their individual curiosities and become active
participants in setting their own educational goals, managing their
own learning, and assessing their own progress. Microlesson 1- Students were able to pick their own influential figure. I should have not given a set list and told the students they can pick whoever they want and use the list as some ideas. They were required to write a reflection which allowed them to assess their own progress (that they have used technology to know more about their influential figure and the issues present during that time period) Microlesson 2: Students were able to type their instructions using their descriptive words to instruct their students to blow a bubble. Since the other students were required to follow these instructions, they student was able to assess if their instructions were effective. Microlesson 3: Students were very engaged with the interactive solar system and used their own curiosity to learn more about the planets. Using this information, they were able to create their own planet.
- customize and personalize learning activities to address
students' diverse learning styles, working strategies, and abilities
using digital tools and resources.
Microlesson 1: Some students wanted to choose their own influential figure so I allowed a class discussion on whether their choices would work. I could have given different options such as creating a drawing of their figure or acting out this person in front of the class along with typing the necessary information. Microlesson 2: Students were able to create a picture as well as type their instructions, map out their ideas. I could have had a sample instructional paragraph for the students to see before they do theirs. Microlesson 3: Students were able to visually see the planets, read the information, as well as us reading them the information out loud. They received a template of the letter to help guide their writing. - provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. Microlesson 1: Students had their presentation as assessment, following a rubric. I was able to see if students were able to research their influential person and create a presentation with the appropriate information on each slide. Microlesson 2: Students had their mind map and their instructional paragraph for assessment. They were able to have another student follow their directions to see if they were effective. I was able to determine if they were able to determine and properly use descriptive words. Microlesson 3: The students had their writing template and their pixi slides for assessment to determine if they were able to write and type a letter about their planet. I wish we added an assessment that determined new knowledge about the planets.
- demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
Microlesson 1: Students had to type the information they researched along with pictures and writing their thoughts in the form of a reflection. Microlesson 2:Students used their knowledge of describing something and used kidspiration to map out those ideas along with forming them into a typed paragraph, explaining how to blow a bubble. Microlesson 3: Student s had to use their knowledge of the solar system to create a letter, describing a newly discovered planet. They were then required to type their letter. - collaborate with students, peers, parents, and community
members using digital tools and resources to support student success
and innovation.
Microlesson 1: Student could have worked in groups as well as used online resources to get in touch with a person who has experienced the issues in the 20th century. Microlesson 2: Students followed each others instructions to blow a bubble. I could have had students type how another student could make their instructions more effective. Microlesson 3: Students used an interactive solar system. We could have shared the presentation where the students could add other facts to the presentation. - communicate relevant information and ideas effectively to
students, parents, and peers using a variety of digital-age media and
formats All microlessons: Google Slides presentation, templates, rubrics, concept maps.
- model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. Microlesson 1: Use of factmonster.com, , pixi presentation Microlesson 2: Kindspiration mind map, pixi presentation, students could have used an online thesaurus to look up more descriptive words. Microlesson 3: Use of interative online solar system, pixi presentation.
Standard 4: Promote and Model Digital Citizenship and Responsibility
- advocate, model, and teach safe, legal, and
ethical use of digital information and technology, including respect
for copyright, intellectual property, and the appropriate
documentation of sources.
Microlesson 1: Students were required to have a works cited page. Should have explained why we used a work cited page. Microlesson 2& 3: None. - address the diverse needs of all learners by
using learner-centered strategies providing equitable access to
appropriate digital tools and resources.
Each student had a computer and appropriate programs. - promote and model digital etiquette and responsible social interactions related to the use of technology and information.
Technology wasn't used in a social aspect, I could had shared the google slides presentation so everyone could add facts they found.
Rational: Students all had equal access to a computer and programs. I would make sure the students had to finish the assignment in class just don't have a computer at home. I would explain copyright and internet safety thoroughly before my lessons. My first lesson required a works cited page. I should have a lesson on copyright and internet safety beforehand.
