Reflection on Lesson Implementation

Reflection on Lesson Implementation

Instructional Decisions 

• During my lesson many things went well, but there were a couple of things that could be improved. First, I think actual activity of my students making their own map was a good idea. The students seem engaged and really interested in what they were doing. However, actually trying to explain symbols seemed to be the most difficult thing. I never really thought about what I would say prior to my lesson so I felt unorganized while presenting. I think if I had thought about what I actually wanted to say instead of just what I would show my students during our discussion things would have run more smoothly. 
• Throughout my lesson I was able to keep in mind the standards and objectives while teaching. Even though I did have somethings that needed improvement I was still able to stay on task. Everything that I taught and discussed with my students was connected to the standards and objectives. We were able to get through all of my objectives successfully. 
• During my lesson I only made one major modification. I originally had planned on using the book I read as more of a supplement. I wanted to go back and actually look at the pictures in the book to see the differences between all of the different maps. However, as I was reading the book I noticed that many of my students had lost interest. Instead of going back to the book I decided to just pull up pictures from the internet instead. 

Mechanics 

• The technologies used throughout my lesson were the smart board and computers. On the computers the students accessed google drive. 
• As the teacher I mainly used the smart board. I used it to look at different types of maps and symbols for the students to look at. Second, I used it to write different examples onto the board for the students to see. When it came to the students their entire activity was technology based. The students used google drive to create their own maps. 
•  My lesson was in the correct timeframe because I was able to correctly gage how long each thing would take. My lesson also allowed students to add onto their work if they finished early. However, all of my students finished the activity within the given 30 minutes. 

Assessment of Learning

• The following links are examples of what I had my students make. They are maps that they would use if they needed to get to school 
• https://docs.google.com/drawings/d/10sFSg8EpVVumhOf0ABZx42IJ-_lF_udqfkSb6EnLiuc/edit?usp=sharing 
• https://docs.google.com/drawings/d/1Yzbrxk1rnmJdyPkXN6TVP1N6AVSlFGpWaSPPKpuYAQg/edit?usp=sharing
• My students were very successful in meeting the standards. While assessing my students maps they were all able to use symbols to represent different things. My students were also able to successfully make a key that included a variety of features. My students grasped the concepts that I taught beautifully based on my assessment. 
• My level of success was good. I did have a few things that needed improvement based on my self assessment. I should have figured out what I wanted to actually say prior to teaching. Based on my feedback from my peers I did well. The suggestion I had was to pick a more engaging book. I think their feedback was accurate because, while reading the book it became clear that the book was not interesting enough for them. 

Lesson Plan One: Materials and Resources

Materials and Resources

Materials: 

Google Maps: https://www.google.com/maps

Me On The Map by Joan Sweeney 

Google Drive

Map Example: https://docs.google.com/drawings/d/1DtWE1BtuBoQVu8irfEALlWUVl1uKjCvNogDLdfzLFdc/edit?usp=sharing

Lesson Plan One: Assessment

ASSESSMENT

Procedure: 

I will assess the students work by looking at their maps. I will make sure that maps include things that I listed in my objectives. For example, having 3 land features and 3 physical features; as well as having a key and rose compass. If the students lack in one area I will know that I need to go back and review with that student or the whole class depending on how many students missed that area. 

However, beforehand that students will fill out their own checklist to make sure their maps meet all the requirements. This will also show me if the students think they understand something, but actually don't. 

Instruments: 

I will be using Google Drive to look at each students maps. I will complete a checklist for each student. I will also review that student's checklist that they filled out on their own. 

REFLECTION

Planning Assessment:

This aligns with the standards and objectives because the standards ask students to create a map including certain things like symbols. My objective, includes students creating a map that includes a minimum number of things. My assessment, looks at the student's map and if it includes the required things like symbols and a key. The assessment tells me if a student was successful by how they create their map. For example, does it look like a map? Does the map have a key? Does the map only have physical features? By looking at how much detail the students put in their map will show higher order thinking. The assessment will show that individual needs were met because each student is making their own map. 

Lesson Plan One Implementation

Implementation 

Procedure:

1. I will review what we have learned about maps prior to this class. We will look at a world map, United States map, and Flagstaff map. I will call on students to tell me which maps are which.

2. I will read a book about maps and community to the students. The book I will read is, Me On The Map by Joan Sweeney. 

3. I will ask students if they know what a symbol is. We will go back through the book and see if we can find any symbols.

4. After looking through the book the students will write their examples on the board.

5. I will ask students if they know how to get to school from their home.

6. I will then pair students if the students seem to be struggling. If not then they will be on their own. 

7. I will show the students my example of what they will be making. To review again I will ask them if they can tell me what type of map I created.
8. I will explain to the students that their maps need to have at least 3 physical features and 3 land features. They will also need to create a key for their map.

9. Students will open Google Drive and Create their own map of how they get to school each day.

10. Students will share their maps to one another. 

11. Students can peer assess each others work 

Technology Integration:
Throughout this lesson technology is constantly being used. When I review with the students I will use the computer to pull up different examples of maps (since I am only working with 3 students everything will be done by looking at the computer screen. If it were a larger class I would use a projector for this portion of the lesson). 

The students will then create their own maps using Google Drive. I will also be using Google Drive to assess the students work because they have the ability to share their work.

Differentiated Instruction:
Cognitive Delay- For students with cognitive delay I will have a simple key already created for them. This way the students just have to put the different symbols on the map.
Gifted- For gifted student will I have them expand on their map. For example, instead of just doing their  school route they can try to make a map of their entire community.
ELL- For ELL students I will sit them next to a student who speaks their native language to help them throughout the entire process. If I don't have someone who speaks their native language I will put them next to a student who will try and help them the best they can.

REFLECTION

Designing Instruction:
I am using the instructional method I described because it has a lot of scaffolding. Every aspect of my lesson has some form of scaffolding to help the students understand and remember what we are learning. However, while there is a lot of scaffolding and modeling the students are still being creative by making their own maps. This method aligns best with what I know to work best because we are doing multiple things to learn one skill. I am not just asking my students to build a map; there is a lot of build up till we actually get to the map making. Since students are asked to create their own map using their own symbols they are using higher order thinking. Every student is going to have a different map forcing them to bring out some form of creativity. Technology in the classroom is a great supplementary tool and that is exactly what it is used as in my lesson. I use it for the main activity but I use other things throughout lesson. It is also the type of lesson that can be changed if technology fails that day. If the internet doesn't work then students can draw their maps using paper and markers. 

Lesson Plan One Overview

LESSON PLAN OVERVIEW

GRADE LEVEL: 3rd Grade

SUBJECTS: Social Studies

TOPIC OF STUDY: Maps 

TIME ALLOTMENT: 30 minutes 

STANDARDS: 

AZ State Standards: Strand 4: Geography 

PO 3. Construct a map of a familiar place (e.g., school, home, neighborhood, fictional place) that includes a title, compass rose, symbols, and legend
PO 4. Construct maps using symbols to represent human and physical features.

OBJECTIVES:
1. Students will list different land marks in a web using pixie.
2.. Students will be able to construct their own community map using Google Drive. To include a key and at least 3 symbols for human features and 3 symbols for physical features.

REFLECTION

Assessing Prior Knowledge: 
Coming into this lesson the students should be familiar with what different types of maps look like. The students should also be familiar with Google Drive. I will assess prior knowledge by asking the students about symbols, and if they can think of any symbols on their own. I will also ask students if they know how to get from home to school. I will use this information to gage how much assistance my students will need in creating their own map. If students don't know how they get to school then I might pair that student with someone who does. I will also plan for extra time to go over what a symbol is if the students have no prior knowledge.

Planning Instruction:
The content should be taught at a 3rd grade level because of what is being asked of them. At 3rd grade students should be  more aware of their surroundings compared to a younger student. Since students are more aware they should be able to create a map of a familiar area. This also starts to get students comfortable reading and using a map for more complex work in later grades. The objectives align with the standards because they each have an action that the students will do that matches each standard.
The objectives also come with a certain expectation so I as the teacher can know if the standards have been met. For example, in my 2nd objectives students need at least 3 physical features in their own maps. This lesson will be taught in the beginning of the year but after we have had a week or so to go over maps and become familiar with the technology in the classroom. This will be taught towards the beginning because it will give them knowledge to use maps in the future. Maps are used in social studies and math. This will make it easier in the future because they will already know how to use and read a map.