Keystone

Lesson Plan
Implementation Report
Reflection

Week 13

1.    Think back to your many experiences with well-designed learning, both in and out of school. What was the most well-designed learning experience you have ever encountered as a learner? What features of the design- not the teacher's style or your interests-made the learning so engaging and effective? (Design elements include challenges posed, sequence of activities, resources provided, assignments, assessments, groupings, site, and teacher's role.) Briefly describe the sign.

I had one history teacher who really pulled in the whole classes attention. She required us to remember all the information and use real critical thinking. We had daily quizzes that had difficult questions. She made sure we were always on our toes. I think that we loved her because she made learning enjoyable and we felt ourselves becoming more critical thinkers as well as better writers. It was a really great class.

2.    In sharing your recollections and analyses with your peers, build a list of generalizations that follow from the accounts. What do well-designed learning experiences have in common? In other words, what must be built in by design for any learning experience to be maximally effective and engaging for students. 

The students have to feel like they are learning and gaining. The lessons have to cause the students to think. The lesson should keep the students on their toes and not give them time to get bored or tune out. 

3.    Where in your school or the school that you are observing are the characteristics of best design most likely to be seen in action? In what programs and subject areas would we most expect to see these characteristics, compared with other programs or subjects? Are there any patterns, If so, why?

I think that in general a literacy or history lesson is the most engaging. It is very difficult to make math sound exciting if one doesn't like numbers. Science can also be very engaging especially when teachers use technology to teach the amazing science lesson. 

4.    After a study of sample units, and one of your own designs, edit or amend your list of characteristics of the best designs, as appropriate.

I believe that my list was pretty comprehensive it was missing a few things. It was missing technology. Technology really engages the students. I think that a good balance of class lecture, discussion and small group as well as individual activities are important. In short a variety. 

Week 12 Assignment #2

Edmodo is a great tool to use in the classroom. It is a set place for teacher to post homework, classwork and announcements. It is a place where teacher and students can collaborate and discuss ideas, questions and response to assignments. I think Edmodo is a great tool for many reasons, mainly it is a place where students can find all the information, assignments and announcements they need to know. However, if a child does not have access at all times it will be difficult for them to do the work. This is something the teacher has to decide based on her classes needs. 

Week 12, Using Google Earth

Instructions on how to use Google Earth for their assignments.

My Game

Here is my Game. Have Fun!

Week 10 Assignment #2

http://www.shockwave.com/gamelanding/picturiffic.jsp 

1. What gaming elements provide users the learning content and how? (Refer to the journal article page 4).

• Text: Understanding the rules as well as the message if you guessed right or not. The player also has to use previous strategies that worked to figure out the words. 
• Visual-graphic elements: It develops visual image techniques by requiring the player to find the correct letter. 
• Audio elements: The noise it makes when the player is correct or incorrect provides information to the player. 

2. What is the goal of the game? The goal of the game is to figure out the missing letter that describes the picture the player is uncovering. 

3. What are rules of playing this game? There are many blanks spots in a sentence describing a picture. The player has to figure out which tile goes into the blinking space to complete the sentence. 

4. Does this game have any scenario design? (Refer to the journal article page 5) If yes, is this a fabricated or embedded in curriculum-related content? no

Week 11 Lesson Plan

Here is my lesson plan. Enjoy!

Week 9 Unit Plan

Here is my unit plan. Enjoy!

Week 8 Math Lesson Plan

Here is my math lesson plan.

Week 7 Assignment 2

Here is my Lesson Plan. Enjoy!
Sorry I just realized I posted it last week on the wrong blog.

Week 6 Writing Lesson Plan

Click here to view my Writing Lesson Plan.

Week 6 Reading Lesson Plan

Click here to view my Reading Lesson Plan.

Week 6 Assignment 1 Readers Response

1. I really enjoyed watching Ms. Caufal's class. She made everything seem so enticing and exciting. All her students seemed engaged at all times. I like that she kept the students on their toes by not dwelling on any specific activity for too long. One thing that was very impressive to me, was the way she sincerely acknowledged the children's need to have a good time. For example, she gave each child a witch finger to use as a pointer when they read. She also makes the children into super heroes and makes the different skills super powers. So fun and so encouraging and motivating for the students.
2-3. Ms. Caufal started her lesson by playing a phonics game called "Pop it". This is a phonics warm up and introduces the topic of the day, using pictures to figure out what a hard word says, or picture power as she called it. They then do a shared reading to practice using their picture power. After they move into independent reading. When children practice reading on their own. This is a good time for Ms. Caufal to do an informal assessment while walking around the classroom. She mentioned that she used these assessments to plan targeted groups that will help children with specific skills. After independent reading students turn around to join their partners for a partner reading. This time is a time for partners to help each other and work together. This is also a great time to do an assessment and see where children are holding. At the end they join back together to do a wrap up and closing time.

Week 5 Assignment 2

Desired Learning Outcomes:

• Students will identify factors that affect water quality.

• Students will identify and explain factors that alter water ecosystems

• Explain the relationship between the different factors that affect water quality.

• Describe how the factors affect the living organisms in water ecosystem.

• Use credible cyber resources for data collection.

• Manipulate ICTS to facilitate the process of pin point scientifically testable questions and locating valuable and accurate information

• Use ICTS to support data organization, data presentation and draw conclusions

• Use ICTS to communicate findings to the learning community using assortment of media formats.

Acceptable Evidence:Students Will:

• Analyze and interpret data to provide evidence for the effects of resources availability on organisms and population of organisms in an ecosystem.

• Construct an explanation that predicts patterns and interactions among organisms across multiple ecosystems.

• Construct an argument supported by empirical evidence that changes to physical of biological components of an ecosystems affect populations. 

Learning Activities

Day 1- Pre inquiry discussion:Students will form groups and brainstorm on the effects of human activity on water quality using prior knowledge.Teacher will guide students on overall strategies for conducting internet research.Students will research the direct and indirect effects of human activity on water ecosystems they will then share their findings with the rest of the class.

Day 2- Model the Structured inquiry processTeacher will model the inquiry process.

Day 3-  Guided inquiry research processThe teacher will guide students to develop scientifically researchable questions that they will be able to answer using internet research and then formulate their hypothesis by asking questions.

Day 4- Initiated open inquiry research processStudents will form research questions and hypothesis. They will then collect data using the internet and examine their hypothesis using the evidence.
Students will enter their data into a spreadsheet to analyze, create charts, examine their hypothesis, research questions, data analysis and conclusions.

Link to my rubric: http://www.rcampus.com/rubricshowc.cfm?code=GX7C75X&sp=yes

Lesson Plan Week 4

Here is my lesson plan! Enjoy!
https://www.smore.com/zy5kc

Screen O Matic T Chart

Screen O mastic Features	Affordances
User Friendly	Can be used in a class with very little technology experience or a class with a very large range.
Records the whole screen or part of the screen.	Can Have more than one thing opened while recording and only have part of it shown.
Can record voice or sounds from the computer.	If one has music or a recording on the computer they want to record with the view on the screen they can do so easily.
Ability to share easily	When used for class it is very easy to share with the teacher and friends.
Free YouTube publishing.	One can create a professional looking video.
Can stop the recording and continue.	Easily maneuver images on the screen while pausing the recording so everything on the screen is clear at all times.
Can erase part of the recording and rerecord.	Easy to edit and fix mistakes.

Blogger T Chart

Blog Features	Affordances
User Friendly	Can be used in a class with very little technology experience or a class with a very large range.
Ability to attach many different types of media.	Easy, convenient way to show people information.
Ability to keep private or share with only a few people.	Allows people to keep their privacy. Convenient when need to share work with others
Ability to share easily	When used for class it is very easy to share with the teacher and  friends
Can comment on others work.	Keeps conversations going and generates new ideas through sharing.
Ability to design the blogger and personalize it.	Can be used as a creativity outlet. Can be made appropriate for any occasion or group.

Voki T Chart

Voki Features	Affordances
User Friendly	Can be used in a class with student with very little technology experience or in a class with a very large range of experience.
Design on Own	Allows for creativity Can be used in many different situations by desingnig differently.
Ability to type to record	Allows people to keep their privacy. Don’t need a microphone or any other recording device.
Ability to share  a link easily	When used for class it is very easy to share with the teacher and  friends.

Lesson Plan week 2 assignment 4

Hi sorry it is so fuzzy there is something wrong with my mic on my computer:( I am going to ask someone more experienced with these things and fix it and then I will rerecord and repost the clear version.
heres the link in the meantime:
http://screencast-o-matic.com/watch/cbnQj36hIo
Enjoy!

How People Learn Week 2 Assignment # 3

Here is my power point.
https://drive.google.com/a/nyit.edu/file/d/0B81bthhqJAGJOUc2TGJSYVYzbVU/view?usp=sharing