Signature Assignment Script

Comprehension Final 

Video	Audio
Title Slide: Signature Assignment:  Comprehensive Reflection	Introduction:  ISTE Standards provide a layout for teachers to help students become empowered learners. Using these standard effectively in the classroom helps the students become critical thinkers and better collaboration with other students.
Title Slide: Table of Contents	Learner  Leader Citizen  Collaborator Designer Facilitator Analyst  Philosophy of Education
Title Slide: Learner  Information on Slide:  Educators continually improve the teachers practice by listening to other educators and exploring technology resources shared between each other.	Learner: The ISTE expectation for being a learner is when the teachers are continuously reaching out for more information and techniques constantly. I can personally say that I try to hear what other teachers have used that works in their classroom because there is always room to grow as a teacher. Technology is forever changing so there are constantly more things that are developing and becoming useful in the classroom. Specifically working with the same grade team there are many resources that can work for every class that can be shared within the group.
Title Slide:  Leader  Information on Slide:  Educators seeks out ways to support students ownership over their education with the use of technology.	Leader:  Being a leader in the classroom the educator must seek out different ways to support students ownership over their education with the use of technology. Technology provides many different resources at the tips of students fingers but it is up to them to use it wisely and correctly. As a learning teacher there are so many resources to help with lesson plans and if you cant find exactly what you are looking for then you can most likely make it yourself and share will your coworkers as your resource!
Title Slide: Citizen  Information on Slide:  Educators inspire the student to be positive citizens and contribute positively on the internet.	Citizen:  In todays world technology can be used everywhere but it is up to the citizens to use it correctly and safely. Being behind a computer screen where no one knows who you really allows many people to use it not responsibly. Before even allowing students access to technology it is important to explain how to use technology safely, positively and responsibly. This also allows the students to make better choices because in their heads they already know a good way to respond so it is ultimately up to them to make the choice with the information they know.
Title Slide: Collaborator  Information on Slide:  Educators collaborate with both colleagues and students to improve learning in the classroom through sharing resources and ideas.	Collaborator:  A collaborator is someone that works with others to build together. It is essential for educators to work together to create better resources and experiences for the students. As I have gone through school and preparing to become a teacher it is so easy to see how taking through the process helps bring new ideas out and create something different when you collaborate with different people.
Title Slide: Designer  Information on Slide:  Educators design engaging activities for all students with differentiate learning.	Designer:  Every educator is a designer as they design different lessons and activities for students to grow and engage with. Technology is a highly effective way to design different lessons for the needs of students in the classroom as you can change almost anything to fit your specific needs for your students and classroom.
Title Slide:  Facilitator  Information on Slide:  Educators create and inform students on how to take ownership and responsibility to be tech-safe.	Facilitator:  When introducing technology it isn’t just about telling the students to take ownership and use it wisely, it is about facilitating the culture of taking ownership and pushing the students to be in control of their own learning with technology. In todays world technology is everywhere and in my classroom I believe it deserves it's time to be effective and used daily when it can be used properly.
Title Slide: Analyst  Information on Slide:  Educators use the data to create their instruction and support the students goals.	Analyst:  As an educator we use the date from assignments to better built and prepare the students. There are many ways to use technology to create their own personal data that shows whether the student is meeting their goals or not. Analyzing the different uses of technology in the classroom also allows for the teacher to see if certain resources are being effective or just not contributing as much as they should.
Title Slide: Philosophy of Education  Information on Slide:  In my classroom I believe each student should be treated with respect and kindness. My classroom is a place where students can feel welcomed and safe in the learning environment.	Philosophy of Education: I believe that a good learning environment is one in which everyone comes together to create a community and is welcomed in the classroom. The main purpose of education is to provide the knowledge and skills that will allow people to develop to their full potential. In the classroom, the teachers are there to support the students in their endeavors of life and create the best learning environment possible for their student's needs.

Signature Assignment Video

 Signature Assignment Video

GDC Scenario

 GDC Scenario 

You are standing by one of the school printers, and in the tray, there are several copies of a poster showing a senior student. The picture of the student is Photoshopped and includes a very unkind and spiteful caption. You would be quite upset if someone made a poster of you like this and made those comments. What should you do ignore it, report it, or pass it out? 

The best thing for the student to do would be to report it to a responsible adult. 

Teachers, Parents, and Administrators: On the ISTE website it talks about teaching the student

what to do rather than what not to do. Teaching the student what would be a good way to 

respond to the situation instead of always saying don't get in that kind of situation it gives the 

students the ability to grow and become great people in society. It is up to the teachers, 

parents and administration to give the students the tools to make great decisions for themselves.

Students: By talking about these digital issues and what they would do in these 

situations it allows the students to already know what they should do in the situation so hopefully, 

they do. The student has been given all the tools to make the right decision it is just up to them 

to follow through.

Micro Lesson Plan 2

Micro Lesson Plan 

I.  RATIONALE: 

While the students are in the early stages of learning how two syllables work this resource gives the students the ability to piece the words together. The students will start by logging on IXL and picking the M.3 Complete the two-syllable words under the vocabulary sections. This resource gives the students different words that are broken apart that they now need to piece back together. 

II. OVERVIEW: 

Grade Level: 2nd grade 

Subject(s): ELA

Topic of Study: Vocabulary and Time-order sentences  

Time Allotment: 30 minutes 

Standard(s): 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding one-syllable or two syllable words. 

Objectives: Students will be able to complete the two syllable words using IXL. 

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson?  The students will need to have an understanding of two-syllables and words being broken apart.  How will prior knowledge and experience be assessed? By using the I Do, We Do, You Do method the students are able to refresh their brains and start by hearing the teacher, working with partners and then by themselves.  How will you use this information in the planning process? In the future I would probably include maybe a paper so the student can work on five problems after they complete the IXL so that I can have a material proof they understand the concept and they are on the right path.  When will the lesson be taught in the course of the school year? Why?  This lesson is very flexible and can be used as a refresher at any point throughout the school year but for the first time I would recommend in the beginning of the year so the students can build on this foundational skill.

III. IMPLEMENTATION:

Procedure:

I Do: Start by refreshing what two-syllable letter words are and what they do to work. This is a short conversation to refresh the memory before moving into the next procedure. I will start by pulling IXL up on the board to use as my ‘I do’ for the students to see me complete the two-syllable words. As the teacher I will complete two by thinking out loud so the students can hear my thought process. Each slide pops up with two options of syllables and two words that are missing the syllables. It is up to the students to figure out which syllable completes each word. 

We Do: The students will then talk in a small group to figure out which syllables complete the two syllable words. The students are to talk out loud with their partners and be able to explain their thinking. After they come to their answers the students need to  hit submit under the syllables to see if they are correct. 

You Do: The students will then work independently to complete the two-syllable words. The students will continue throughout the website until they get to a 100 on their smartscore or until the 30 minutes are up. This is possible for all students because each time they submit their answer it will tell the student if they were correct or wrong. If the students were correct they will continue and get more points on their smartscore but if they were wrong it will tell them and have them move to the next question without any points. 

Reflection: Designing Instruction (InTask Standards 7 and 8): How do the instructional methods align with what you know about best practices?  In this lesson the ‘I Do, We Do, You Do’ method gave the students an opportunity to see how to put the two-syllable words back together and even explain their thinking instead of just guessing.  How are you engaging students in a creative and higher order taking?  The only requirement I had was that they had to get to a 100 scorecard by the end of the class so the student had time and no pressure to finish in the rest of the 20 minute class. By giving them this amount of time the students were able to understand their reasoning and how their brain was working to finish the two-syllable words.

IV. ASSESSMENT:

After each student has made it to a 100 on their smartscore the student will come to the teacher to show their score. The students will then tell the teacher the reasoning on the last word they worked on as it will still be on the screen. This allows the students to have access to technology and also be independent in the majority of their lesson. 

Reflection: Planning Assessment (InTask Standard 6): How do the instructional methods align with what you know about best practices?  The informal assessment will be the students working with the words and getting to a certain score. The formal assessment is the score the students are able to reach and then explaining their thinking on the last  problem and why they chose those syllables to complete the words.  How are you engaging students in creative and higher order thinking? Throughout the lesson the students are engaged in using their brain to and understanding the way their brain works in order to complete the two-syllable words.

IIV: MATERIALS AND RESOURCES 

• IPad

• https://www.ixl.com/ela/grade-2/complete-the-two-syllable-words

How does your lesson meet ISTE Standards? ISTE Standards for Educators:  2.5.a: Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.  2.5.b: Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.  2.5.c: Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. 2.6.a: Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.  2.6.b: Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. 2.6.d: Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.  ISTE Standards for Students:  1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.  1.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Micro Lesson Plan

Micro Lesson Plan 

• I.  RATIONALE: 

  While the students are in the early stages of learning the plots of stories and books this lesson gives the students an interactive way to understand the different elements throughout the story. The students will start by logging onto the google slides and have the plot line pulled up on the screen. After reading the story the students will complete the five components of the plot line. 

  II. OVERVIEW: 

  Grade Level: 4th grade 

  Subject(s): ELA

  Topic of Study: Plot and Story Elements 

  Time Allotment: 30 minutes 

  Standard(s): 4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). 

  Objectives: Students will be able to describe a plot and story elements after reading. 

  Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson?  The students need to know the vocabulary of this lesson prior to starting the lesson.  How will prior knowledge and experience be assessed? The lesson is being taught with the method of ‘I Do, We Do, You Do’ so that the students are able to start by hearing the teacher, working with partners and then by themselves.  How will you use this information in the planning process? In this lesson I would use this information and build a vocabulary review into the beginning of the lesson. It is essential for the students to know the vocabulary prior to the lesson so that they understand which part of the story we are discussing and breaking down.  When will the lesson be taught in the course of the school year? Why?  This lesson is taught in the second semester of the school year so that the students can build on the foundational skill for the rest of the school year.

  
  

  III. IMPLEMENTATION:

  Procedure:

  I Do: Start by passing out the reading to all the students. The teacher will read the title to the students and then begin calling students to read paragraphs. As we get to the end of the story the students will begin talking in groups about what they believe the Exposition is in this story. I will pull the plot line up on the board and explain my thinking of why this is the Exposition. 

  We Do: The students will then talk in the groups again to figure out the conclusion of the story plot. By talking in the groups the students can hear different responses and reasonings from peers. After each group comes up with a mutual conclusion they will share with the rest of the class and we will come up with 1 conclusion together and add it to the plot line. 

  You Do: The students will then work independently to discover the rising action, climax, and falling action. The students will use the plot line document provided to fill in the three missing plot spots. After the students complete their PowerPoint slide they will make sure their name is on the top left corner before closing out of the app and turning off their IPads. 

  Reflection: Designing Instruction (InTask Standards 7 and 8): How do the instructional methods align with what you know about best practices?  In this lesson the ‘I Do, We Do, You Do’ method gave the students an opportunity to see how stories are organized and what a good story requires to become a good story.  How are you engaging students in a creative and higher order taking?  The students are given a lot of freedom to engage with the technology and to come up with their own plot line events from their take on the story. Students can be creative in their explanation of the plot line and what events they think fit with each category.

  
  

  IV. ASSESSMENT:

  The formative assessment for this micro lesson will be the PowerPoint slide that has their name, class number and the plot line they worked on. The teacher will ensure all students have their names and number on the slide so that the teacher can look through who struggled with the plot and in which section they struggled individually. 

  Reflection: Planning Assessment (InTask Standard 6): How do the instructional methods align with what you know about best practices? The informal assessment will be the students working with the story to understand the five categories in the plot. The formal assessment the students will show me their plot line screen and we will discuss the different things the student has on the plot line. How are you engaging students in creative and higher order thinking? Throughout the lesson the students are engaged in using their brain to understand the different categories that go with the plot line. They are to be engaged to break apart the story and better understand which part goes with each category.

  
  

  IIV: MATERIALS AND RESOURCES 

  • IPad

  • https://docs.google.com/presentation/d/10fVRAasozCDbYorLFs05OQyN9Awwf1BSZYFYo435w2c/edit?usp=sharing

  How does your lesson meet ISTE Standards? ISTE Standards for Educators:  2.5.a: Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.  2.5.b: Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.  2.5.c: Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. 2.6.a: Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.  2.6.b: Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. 2.6.d: Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.  ISTE Standards for Students:  1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.  1.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.