ETC 447 FINAL

Here is the best ETC 447 Video!!!!!

Script- Teaching with Technology Philosophy

Title: Christina’s Teaching with Technology Philosophy
VIDEO	AUDIO
Title Page: Christina’s Teaching with Technology Philosophy	Music in background
What does it mean to be a teacher? **Pictures of myself and working with my students	- Growing up, children have dreams of becoming an astronaut, or president, or princess; however, my dream has always been to become a teacher.Education is my passion; it’s such a vital field because it molds every person into who they become. - Winston Churchill once said, “We make a living by what we get, but we make a life by what we give.” Teaching embodies this statement because it is a profession of patience, support and service. - I want to be a teacher that enters the field with fervor, ignites imagination, and encourages my students to succeed. My teaching philosophy is more than lecturing at students or teaching separate subjects at designated times. I want to incorporate cross curriculum learning where all subjects interact and connect to make learning more meaningful. I plan on utilizing hands on learning, student led discussions, and multiple intelligences implemented throughout all of my lessons.
Integrating technology with my teaching (20 sec)	Technology integration used to make me anxious because I didn’t see myself as having confidence with teaching with technology, yet throughout this semester, I have discovered through hands on approaches different apps, programs and websites that can benefit my future classroom. I have gained confidence, and found more joy in teaching with technology.
Teaching in ETC 447 ** Pictures of my lesson plans/powerpoint and me teaching with my peers	Throughout this semester we have had opportunities to plan lessons and teach to our peers, demonstrating the four Standards, while also gaining experience with technology. I created and taught two lessons titled: World War 2 and The Great Depression, and Geometry is out of this world. Both lessons gave me hands on experience teaching, assessing, and reflecting on teaching with technology.
Standard 1: Facilitate and Inspire Student Learning and Creativity	The first standard focuses on facilitating and inspiring student learning and creativity. This is an essential piece to my teaching philosophy because it gives students the opportunity to show their abilities and understanding through their creative abilities, innovative thinking and inventiveness. During my World War 2 and Great Depression unit, the students learned about the power of propaganda and how to create their own advertisement poster. They explored real-world issues of our country’s past and used technology to create posters reflecting the themes of: poverty, rationing, and patriotism.
Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments	The second standard revolves around designing and developing digital-age learning experiences and assessments. We teachers must develop technology-enriched learning environments while also customizing and personalizing learning to each child’s needs. In the WW2 lesson, I utilized Kahoot technology for a pre assessment. In the Geometry is out of This World lesson, I utilized summative assessment with the Solar System rubric based on their Inspiration Space creation. They also had formative assessment throughout the space lesson by doing hands on kinesthetic learning in the Orion Says game which assessed their understanding of the math vocabulary: rays, angles and lines. My lessons addressed students’ diverse learning styles while promoting them in being active participants in managing their learning.
Standard 3: Model Digital-Age Work and Learning	The third standard models digital-age work and learning. This is a critical component to schools because it allows students to locate, analyze, evaluate and use information resources to support research and learning. This standard was present in my Geometry Space lesson as the students conducted their research on the planets of our solar system and composed their findings in their solar system creation. In both of my lessons, I also implemented a gallery walk where each students demonstrated their information and creations which allowed for collaboration for student success and innovation.
Standard 4: Promote and Model Digital Citizenship and Responsibility	The final standard promotes and models digital citizenship and responsibility. This standard addresses the diverse needs of all learners by using learner-centered strategies. In both of my lessons, I showed centers that allow the multiple intelligences that fit each learning style with cross curriculum connections. Both lessons also promoted and modeled digital etiquette with teaching the students to utilize work cited and source where they get their information. These standards all contribute to developing cultural understanding and global awareness by engaging the students in digital-age communication and collaboration tools.
Credits	Narrator: Christina Granillo Sources: Wevideo, Youtube, Bblearn

Post Teaching Reflection 2nd Lesson

Christina Granillo

Geometry is Out of This World!

Phase II of the Blog reflection is due within a week the implementation of each lesson. The reflection should be based on your experiences as well as feedback from your classmates.

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?

• I believe the students really liked the independent time of creating their solar system online. They had autonomy to figure out Inspiration as well as find facts that were relevant to them. I believe they also enjoyed the interactive physical learning with Orion Says to review the vocabulary terms.

• How well was the alignment to objectives and standards maintained?

• It was maintained throughout with both the math and science standards. I think it went well connecting the two subjects to be cross-categorical.

• Describe any modifications made during the implementation of the lesson

• I modified my lesson by not including the centers due to time constraints. I explained it to my peers so they could use the ideas for their future students, but for our half hour teaching time, I only did the whole group lesson, which is what I expected.

2. Mechanics:
• What technologies did I use (for the teacher and the learner)?

• Smart board to present the PowerPoint, Youtube video, online research for solar system, Inspiration diagram creation.

• How were the technologies used (by whom and in what manner)?

• Smartboard: teacher to instruct and express expectations
• Youtube video: teacher used to show geometry vocabulary unit and images of constellations
• Inspiration diagram: students used to demonstrate their knowledge of their research in our solar system

• My lesson was within the correct time frame
• The lesson was within the correct time frame because I kept an eye on the clock to see how I was doing on time. I did not implement the full lesson plan along with centers because of time.

3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment

• The students were successful and creative in their Solar System creations. The class discussion was directed towards the connecting both math and science and I facilitated a conversation for them to come up with their ideas of how the subjects connected, rather than just lecturing why we were doing both geometry and science.

• Describe the level of success you had in teaching the lesson
• How do your individual reflections support this?

• I believe my lesson was very hands on and supported multiple means of engagement as well as different subjects. I thought it went well and was successful but there are definitely areas of improvements I can work on.

• How do the comments from your classmates support this?

• My classmates gave me feedback including practice public speaking, which I know is something I want to improve on. They also gave me feedback for allowing more time to research and find facts, which I would adapt in future lessons. Over all, the feedback was more positive than my first lesson, so I am happy I am improving.

4. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.

• I really enjoyed this lesson and it was a great way to learn different ways to incorporate technology. I got great advice from Dr. Blocher to create assessment through technology rather than just giving an exit ticket. I am happy I am finding ways to connect multiple subjects so students are more intrinsically motivated and engaged in their learning. I want to continue finding many ways to use technology through apps, sites, programs, etc.

Geometry is Out of this World Lesson Plan

ETC 447 Lesson Plan
Geometry is Out of this World!

1. Topic: Geometry & Earth in the Solar System
2. Unit of Study: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Identify the known planets in the solar system
3. Grade/Level: 4
4. Time Allotment: 2.5 hours
5. Standards:

• 4.MP.4. Model with mathematics
• 4.MP.6. Attend to precision.
• Concept 3: Earth in the Solar System
• Understand the relationships of the Earth and other objects in the solar system

6. Objectives:

• 4.G.A.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
• 4.G.A.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles
• PO 1. Identify the known planets of the solar system
• PO 2. Describe the distinguishing characteristics of the known planets in the solar system

Lesson Context

• This lesson integrates mathematics (geometry), science and literacy
• Previous learning experiences: Students will have experience in the class doing stations, and they will be used to integrated units with the subjects: math, science and literacy being integrated to a learning objective.
• The games might be familiar for the students (ex: Simon Says/Orion Says, Memory flashcards) but regardless the teacher will go over the instruction/directions so no child is confused.
• This lesson will be an introductory unit to geometry as they will learn the target vocabulary and gets hands on practice at the stations. For the science component, students will have some background knowledge of the solar system from previous years’ science content, but this will be their opportunity to research and learn more. This lesson should be reinforced with more units and activities in the following days so students can gain more understanding with Geometry/Earth Science and eventually move on to geometric measurement and data standards and content and more in depth understanding in the relationship with earth and the Solar System.

Anticipatory Set

Time allotted: 10 min

• The teacher will begin the lesson with the lights off in the classroom with pictures of constellations in a powerpoint displayed.
• As the slides progress showing various constellations, the teacher will ask the students through whole group discussion if they have seen constellations, and allow for students to share their stories about any constellations they know about.
• Once students have shared any knowledge they know about constellations, explain to the students that constellations are a group of stars forming a recognizable pattern. People have formed stories about the history of the stars by connecting the imaginary lines to create pictures of animals and characters. This connects to geometry because the stars are like points and they are connected using line segments.
• Once the powerpoint gets to the last constellation picture- Orion- pause and discuss if any students are familiar with this constellation. Give students some background information so they are more familiar with constellations and continue to geometry.

Direct Instruction & Number Talk

Time allotted: 15 min

• Once students have peaked an interest in the math activity for the day, the teacher will turn the lights back on to introduce the topic of geometry.
• The teacher will begin the powerpoint that addresses the target vocabulary. As the teacher goes through the “Vocabulary to know” on slides 2-13, the students will jot down notes in their math journals. With each angle slide, the students will draw and write an example, along with the teacher.
• The teacher will ask questions to the class including:
• What are the differences between a line and a line segment?

• Anticipated student responses: “they’re both straight but one continues on and one ends” “lines go in both directions, line segments have an end point and only go in one direction”

• What are the differences between the three angles?

• Anticipated student responses: “Acute are the smallest angles, right angles are the middle angles that make a corner, obtuse angles are the largest” “Acute angles are less than 90 degrees, right angles are 90 degrees, obtuse angles are more than 90 degrees and less than 180 degrees)

• Once the class gets to the powerpoint slide 14 with “Let’s Get up and Practice!” the teacher will introduce the game Orion Says which is adapted from the traditional Simon Says Game.

Game: Orion Says

Time allotted: 10 min

• The teacher will go over the motions that represent the angles (line: arms straight out extended and open; line segment: arms straight out, one extended open, one clenched in a fist; point: both arms crossed in front, hands clenched in fists; ray: both arms extended, hands clenched in fists; right angle: arms extended in 90 degrees; acute angle: arms extended in less than 90 degrees; obtuse angle: arms extended in more than 90 degrees.)
• The teacher will lead the directions with students performing the command only when “Orion Says” is stated. The students will play until there is one winner remaining.
• Multiple rounds can be played, depending on time, which can be determined by the teacher.

Math Investigation: Math Stations

Time Allotted: 40 min (10 min each station)

• After the students have played the game and gained more understanding of what the target vocabulary is, the teacher will regroup the students to go over the expectations and directions for the math stations.
• Once the teacher has answered all questions from the students about what they will be doing in math stations, the teacher will divide the class into four small groups and disperse them into the stations which they will rotate through.

1. STATION 1: Geo-memory

• Students will play this memory game to match angles and the target vocabulary to their written form. Each student will take turns flipping over two cards, if they are a match they keep the pair, if they aren’t a match, they will flip them back over. The game continues until all of the matches have been found. The students can play a few rounds of the game, depending on time.

2. STATION 2: Orion in your words

• Students will read in pairs the science integrated worksheet that discusses the history of Orion. Once they finish the passage with their partner, they will write to continue the creative writing prompt passage. Differentiation: for students who are more creative thinkers than critical thinkers, they can choose to continue writing Orion’s story with a different creative ending.

3. STATION 3: Shape Search

• Students will search throughout the classroom to find objects that meet the scavenger hunt description. They can choose to work either individually or in pairs. Once they find an object, they will write what the math term is, and in the last column they can choose between writing what the object is, or for differentiation, they can draw the object (example: “Find a shape that has 4 congruent sides” → square → desk.)

4. STATION 4: What’s Your Angle?

• Students will fold and create a visual poster from construction paper  to have 8 boxes where they will label the target vocabulary: right angle, acute angle, obtuse angle, parallel line, perpendicular line, point, line, line segment.
• Students will represent the target vocabulary with pretzel sticks and mini marshmallows.
• Once the student has represented all the math terms with the edible manipulatives, they will draw on the construction paper visual foldable with pencil, and have the teacher check their work before they can eat the pretzels and marshmallows.
• This is an individual project and will also be used for their check for understanding assessment.
• Once the students have rotated through all four math stations, the students will go back to their individual desks/tables for the formal assessment quiz.

Science Investigation: Solar System Research Diagram

Time Allotted: 30 min

1. The teacher will transition the students back to whole group to play the music video about the planets in the solar system
2. Afterwards, the teacher will have a discussion about what the students know about the planets, or the order of the planets in our Solar System.
3. After class discussion, the teacher will go over the diagram procedure/criteria.  
4. The teacher will demonstrate their example of how to navigate the Inspiration software to create a solar system diagram consisting of angles, lines, and information about each planet.
5. The teacher will let the students work individually on researching the planets, and creating their diagram.

Assessment

Time allotted: 5 min for exit card

• Students will turn in their completed work from the integrated science and
• The teacher will also pass out index cards to each student to answer the following questions:

1. What did you learn about geometry today?
2. How do we use/see geometry in our everyday lives?
3. Are there an concepts that you want more instruction to reinforce your understanding?

• Assessment Plan:
• Pre-Assessment: prior to starting this lesson, I would have students fill out learning profiles about their interests and hobbies. This lesson plan would focus on creating multiple intelligences and learning styles to fit their learning profiles. For students who excel in science or literacy rather than math, they find curriculum that connects to them.
• Formative Assessment: The Solar System diagram is a visual representation of where the students are at in their understanding of the planets in our solar system. The stations activities and handouts/posters will aide the assessment during the lesson. Students will turn in their work to the teacher at the end of stations so the teacher can assess their work tied to the learning objective.
• Summative Assessment: The exit cards are the form of summative assessment that allows the teacher to see where students excelled and where they need more instruction or practice.

Solar System Rubric:

POINTS	4	3	2	1
Order of planets in solar system	Zero errors	One error	Two errors	Three or more errors
Facts about each planet	Knows more than two facts per planet	Knows two facts about each planet	Knows two facts about most planets	Knows one fact per planet
Grammar/ Spelling	No grammatical or spelling errors	1-2 grammatical and/or spelling errors	3-4 grammatical and/or spelling errors	More than 4 grammatical and/or spelling errors

Differentiated Instruction

• This lesson covers various forms of multiple intelligences and also integrates literacy and science. From the reading passages and writing prompts, literacy is provided which also aids the at risk students. Two writing prompts also allows for differentiation to what will best meet the needs of the student.
• The reading passage is a visual prompt which helps the visual learners.
• Auditory learners also have their needs accommodated with the video discussing Orion’s history.
• Kinesthetic learners also find their representation of learning through the Orion Says Game which is an interactive game to learn math in a hands on approach.
• Utilizing the math edible manipulatives also aids in hands on practice creating angles, ray, and lines.
• The math stations also allows for students to collaborate and work in pairs and small groups so peer tutors can be utilized.
• This lesson focuses on differentiation based on the student's interest, learning profiles, and multiple intelligences

Materials & Resources

1. Instructional Materials:

• Inspiration software for space diagrams
• Orion science integrated worksheet- adapted by Butterflies&Daydreams online blog (attached)
• Orion Passage Prompt- adapted by Butterflies&Daydreams online blog (attached)
• Shape Search checklist- adapted by Create,Teach,Share.com (attached)
• Index cards for students to write their exit card
• Construction paper
• Pretzel sticks
• Mini Marshmallows
• Geo-Memory flashcards (attached)

2. Resources:

• Powerpoint attached (fonts, clip art, and backgrounds from Creative Clips, The Teaching Sweet Shoppe, and KG Fonts)

• https://www.youtube.com/watch?v=Jf8Nh4iOkcI (Orion Video, 2:23)
• https://www.pinterest.com/pin/248612841907498356/ (Planets 1:25)
• https://www.youtube.com/watch?v=x9UWNBTR6_I (Planet Rap)

Groupings

• Whole Group: Anticipatory set, Game, Number Talk, Direct Instruction
• Small Group: Math Investigation: Math Stations
• Individual: Space diagram, Exit Card  and station 2 and 4 may also be completed individually