Observe the teacher integrating technology in the passage to facilitate teaching and learning, and discussing your observation by describing the technology and how it is integrated in the instructional process. This lesson takes place in my general education kindergarten class consisting of 26 students. Parents are heavily involved, and it is common for my students to enter school with above average knowledge and skills, including technology skills. Some students learn best through direct instruction, some are engaged through educational computer programs, while others are kinesthetic learners who need to be physically engaged with their tasks. To accommodate the various behavior and learning needs, I teach through a workshop model involving 5 rotating stations. I typically start with a 5-8 minute lesson in which I explicitly teach a strategy or skill. During this time all students are expected to be respectful listeners. Following the mini lesson, I quickly explain their learning stations, divide the students into groups, and remind them to be self-directed learners. 2 of the stations are for supervised teaching by me or my classroom assistant, while the other 3 stations allow for more independent practice of related concepts which have recently been taught. These learning stations rotate every 15 minutes and incorporate different types of learning styles such as kinesthetic, auditory, and visual. Some stations are at their desk, some on the rug, and some at the computer, allowing students to move their bodies in different ways. This model also encourages students to work with their peers while honing their problem solving skills. However, the primary benefit of learning stations is allowing me to work with small groups of student and target instruction to fit their diverse needs. The classroom contains many resources that affect my instructional decisions. These include an I-Pad cart, 6 computers, a document camera and presentation station, regular parent volunteers, and an expansive physical space. My school adopted Project Based Learning (PBL) into our curriculum this year because we believe that it is a meaningful model of instruction that helps students retain real life skills and knowledge. My lesson takes place in this Social Studies PBL Unit entitled, "All About Me" where we strive to answer the driving questions: How are we the same? How are we different? Given the limited socioeconomic diversity amongst our students, I feel it is important that we celebrate differences, both within our classroom and within our world. We each drew pictures of things we love to eat, play, etc. We compared these illustrations and noted how we all shared many similarities. We watched a video about a typical day in the life of student named Martin. We tracked our learning about this community and asked them questions to learn more. Through this relationship, we were able to truly explore our driving question while more becoming informed, global citizens. This unit is based on the social studies standard: Retells and Explains Personal History. Complementing our listening rubric, we use a speaking rubric to make sure our brain is engaged, our body is still, and our voice is clear. As part of this PBL unit, the students practiced their listening and speaking in a variety of ways. We held a gallery walk where students brought items that represented their families. We also played fun Getting-To-Know-You activities, had social skills role playing, and attended field trips and assemblies. Using our rubrics we evaluated our listening and speaking skills and brainstormed future goals for improvement. To scaffold the process of assessing our speaking skills, we watched YouTube videos of other young students speaking. We respectfully discussed what we learned from the videos and how the speakers’ Brains, Bodies, and Voices made it easier, or more difficult, for us to learn from them. Together, we searched for appropriate YouTube videos to watch and learn from. This provided an effective opportunity to demonstrate proper use of social media by allowing the students to determine the appropriateness of various videos, as well as utilizing our abundant tech resources. Furthermore, I know that many of my students have independent use of their technology at home. Often during PBL my students work in collaborative groups to practice speaking, listening and viewing skills. This makes it possible for me to walk around and make observations of students and their learning. Through these formative assessments, I learned that my students were sincerely attempting to be effective speakers. They were looking at the speaking rubric and reminding themselves to think about their body, brain, and voice. When I asked them to evaluate themselves, they were assessing their performance to be perfect almost every time, even though I knew they weren't always speaking with a clear voice, a still body and with their brain engaged.
Observe the teacher integrating technology in the passage to facilitate teaching and learning, and discussing your observation by describing the technology and how it is integrated in the instructional process.
This lesson takes place in my general education kindergarten class consisting of 26 students. Parents are heavily involved, and it is common for my students to enter school with above average knowledge and skills, including technology skills. Some students learn best through direct instruction, some are engaged through educational computer programs, while others are kinesthetic learners who need to be physically engaged with their tasks. To accommodate the various behavior and learning needs, I teach through a workshop model involving 5 rotating stations. I typically start with a 5-8 minute lesson in which I explicitly teach a strategy or skill. During this time all students are expected to be respectful listeners. Following the mini lesson, I quickly explain their learning stations, divide the students into groups, and remind them to be self-directed learners. 2 of the stations are for supervised teaching by me or my classroom assistant, while the other 3 stations allow for more independent practice of related concepts which have recently been taught. These learning stations rotate every 15 minutes and incorporate different types of learning styles such as kinesthetic, auditory, and visual. Some stations are at their desk, some on the rug, and some at the computer, allowing students to move their bodies in different ways. This model also encourages students to work with their peers while honing their problem solving skills. However, the primary benefit of learning stations is allowing me to work with small groups of student and target instruction to fit their diverse needs. The classroom contains many resources that affect my instructional decisions. These include an I-Pad cart, 6 computers, a document camera and presentation station, regular parent volunteers, and an expansive physical space. My school adopted Project Based Learning (PBL) into our curriculum this year because we believe that it is a meaningful model of instruction that helps students retain real life skills and knowledge. My lesson takes place in this Social Studies PBL Unit entitled, "All About Me" where we strive to answer the driving questions: How are we the same? How are we different? Given the limited socioeconomic diversity amongst our students, I feel it is important that we celebrate differences, both within our classroom and within our world. We each drew pictures of things we love to eat, play, etc. We compared these illustrations and noted how we all shared many similarities. We watched a video about a typical day in the life of student named Martin. We tracked our learning about this community and asked them questions to learn more. Through this relationship, we were able to truly explore our driving question while more becoming informed, global citizens. This unit is based on the social studies standard: Retells and Explains Personal History. Complementing our listening rubric, we use a speaking rubric to make sure our brain is engaged, our body is still, and our voice is clear. As part of this PBL unit, the students practiced their listening and speaking in a variety of ways. We held a gallery walk where students brought items that represented their families. We also played fun Getting-To-Know-You activities, had social skills role playing, and attended field trips and assemblies. Using our rubrics we evaluated our listening and speaking skills and brainstormed future goals for improvement. To scaffold the process of assessing our speaking skills, we watched YouTube videos of other young students speaking. We respectfully discussed what we learned from the videos and how the speakers’ Brains, Bodies, and Voices made it easier, or more difficult, for us to learn from them. Together, we searched for appropriate YouTube videos to watch and learn from. This provided an effective opportunity to demonstrate proper use of social media by allowing the students to determine the appropriateness of various videos, as well as utilizing our abundant tech resources.
Furthermore, I know that many of my students have independent use of their technology at home. Often during PBL my students work in collaborative groups to practice speaking, listening and viewing skills. This makes it possible for me to walk around and make observations of students and their learning. Through these formative assessments, I learned that my students were sincerely attempting to be effective speakers. They were looking at the speaking rubric and reminding themselves to think about their body, brain, and voice. When I asked them to evaluate themselves, they were assessing their performance to be perfect almost every time, even though I knew they weren't always speaking with a clear voice, a still body and with their brain engaged.
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