What do we want students to know and be able to do?
How will we know if they know the content and can demonstrate the skills?
How will we respond if they understand it and how will we respond if they don’t?
How do we ensure that our instruction and assessments are engaging, equitable, and accessible for all?
These core questions have been at the forefront of planning and developing our Learning Map Lesson in ITL526 and our week-long planning for this course. While we can have a plan and a roadmap for addressing those questions, we won’t know the true answers to those inquiries until we actually teach, carry out our plans, reflect, and respond appropriately.
This assignment is an opportunity for us to experience and practice this process as we will teach a part of our week-long plan, check for understanding of our students, analyze the results, and determine our next steps. As part of this reflective process, we will be analyzing the effectiveness of our planning, instruction, and the feedback we give (see CLO 3). Our instruction and assessment will utilize digital tools and learning technologies across learning environments to create a technological and content-rich lesson to engage our students (see TPEs 1.1, 1.7, 4.3, 4.8, and 5.1). Lastly, our analysis and reflection will mirror the process of reflection we will do for CalTPA Cycle 1, so the process we carry out here will teach important practices of being an effective teacher and better prepare us for our performance assessment later.
Using our students’ knowledge gained from Week One, we will create an engaging and appropriate digital lesson for our students based on our understanding of their content knowledge, assets, and needs. We were to create our lesson as a video or screencast that would be part of our week-long lesson plan. This lesson should actively teach some or all of the content and/or skills from our standard, integrate content-specific instructional strategies for our subject area, and UDL principles such as multiple means of representation and engagement. Our lesson must have informal or formative assessment questions as part of this lesson. These could be questions that pop up during the video, at the end, or both to check for understanding and identify the individual needs of your students. Screencastify and EdPuzzle allow us to insert informal questions at various different points of our video. Flipgrid allows us to have students respond to formative questions through the video discussion platform. We could also have students watch a video and then complete a formative assessment via a digital tool of our choice (such as Google Forms, Quizziz, a Google Doc, etc.). We have a choice in both instructional and assessment tools.
Once you know which platform you wish to use, create the lesson based on the week-long plan in your Week Two Assignment. For your convenience, download and complete the Signature Assignment template which has spaces for you to link to your video lesson, record assessment data, and respond to the question prompts.
Instructions
- The lesson must have a learning objective that is part of your overall learning outcomes for the week (identified in your Week Two Assignment) and you must communicate the learning objective to students in the lesson.
- As part of your development, you will need to determine the questions to ask informally and/or in your formative assessment which will yield data that allows you to measure student comprehension and progression towards mastery of your learning objective.
- Once your lesson is designed, record your video. The video should not exceed 15 minutes. Nine minutes is a goal time frame.
- Upload the video to the platform of your choice,
- Create the assessment,
- Give the video to your actual students including the focus students you identified in your weekly plan. If you do not currently have students, you must give it to at least six individuals who could act as your students by watching and completing the assessment questions.
- Students will:
- Watch the lesson
- Participate in any way that you require
- Complete the formative assessment questions
- Once students have completed the lesson and you have your assessment data, analyze the results and respond to the following prompts.
- How did getting to know your students’ assets and learning needs inform the design of your lesson? For example, how did you use their cultural, linguistic, and funds of knowledge?
- How did you use your pre-assessment or other methods to make your lesson more accessible and engaging?
- How effective was your instructional approach in supporting learning for the whole class and for your focus students to achieve the content-specific learning goal(s)? If you don’t have students, speak to how the provided focus students might respond.
- How effective was your instructional approach in supporting learning for English learners in your class?
- Based on your planning, teaching, assessing (checking for understanding), and reflecting, do you need to plan to re-teach any part of the lesson content? Explain why or why not, citing data from your assessment.
- When you teach this lesson again in the future, what would you do the same or differently to improve higher-order thinking/deep learning about the content?
- If you were to develop and teach this lesson again, what would you do the same or differently to support your students’ academic language and ELD?
- In the next content-specific lesson you plan for this group of students, explain how you would highlight or change the instruction to further affirm and validate your students’ cultural and linguistic backgrounds?
- Explain what you would do next to advance the content-specific learning of the whole class of students. What will you teach next? How will you address individual students who are not progressing towards mastery if the majority of the class is?
- Submit the Word Document template with your responses in the appropriate document. While your instructor needs to be able to see your video and assessment, your grade is based on the response to reflection questions.
