Pre Teaching Reflection- World War 2 & Great Depression

Section I: Reflecting on Assessing Prior Knowledge and Planning Instruction

Please answer these questions: What do the students need to know prior to the lesson? My students will need to know how to utilize google docs to create their advertisement poster. I would go over instructions for any students who need assistance. This lesson is an introduction to the standards of World War 2 and the Great Depression so not much prior knowledge in the standard is needed. How will prior knowledge and experience be assessed? Prior knowledge and experience will be assessed through the beginning kahoot quiz to see where my students are at in knowledge of the content area. How will you use this information in the planning process? This knowledge can help me see where my lesson will go in the next direction. Because this lesson plan is an introductory unit, I will focus on where my students need more instruction whether it is specific details in the timeline of World War 2, the countries/geography, etc. Why should the content of this lesson be taught at this grade level? Not only is this content part of the Arizona standards, it is an essential part of our history and how we are the country we are today. It teaches a lot of truth about social studies and shows students about social justice and the disparities that existed, and even exist today. How do the objectives that you have for the lesson align with the standards? The objectives align with the standards because it takes a central theme (ex: poverty or patriotism) and demonstrates understanding through the advertisement posters which reflect that time period. Students also explain their understanding through the written reflection assessment. When will the lesson be taught in the course of the school year? Why? This is an area of flexibility. Depending on when my curriculum fits and how my students are progressing through the year is how I will determine when I will teach this content in the school year.

Section II: Reflecting on Designing Instruction (InTask Standards 7 and 8)

Please answer these questions: Why are you using the instructional methods you have described? I am using the instructional methods described throughout the lesson because I believe student driven learning is the best and most equitable for our students. I want my students to love learning and centers reflect the multiple intelligences and different areas of other contents that students can connect to. Students should also get to discover more rather than having a teacher lecture at them. How do the instructional methods align with what you know about best practices (think about your methods classes)? I have learned in my methods classes that student discovery is one of the best methods in teaching. When students find the content meaningful and relevant to them and their learning styles, they are more inclined to get involved and passionate in their education. I have also learned from professors in my methods courses that centers are a very effective way of teaching/learning because it is more hands on and engaging. How are you engaging students in creative and higher order thinking? I am engaging students in creative thinking by implementing cross categorical content areas and incorporating art, literacy, math and social studies in this lesson plan. Higher order thinking can also be seen through the multiple intelligences implemented throughout. Students are also doing more than creating an advertisement poster about the central themes of WW2, they are also reflecting on their understanding in a written reflection.

Section III: Reflecting on Planning Assessment (InTask Standard 6):

Please answer these questions: How does the assessment align with the standards and objectives of this lesson? The assessment aligns with the standards because it takes the central themes directly from the standard (limited goods, women worked in factorie, increased patriotism, poverty.) How does the assessment demonstrate that the students have been successful in learning the content? The assessment demonstrates student learning because they are doing a written reflection of their understanding. If the student struggles to explain why their advertisement reflects the theme, the teacher can intervene to go over the content. How does the assessment demonstrate student engagement in higher order thinking? The assessment connects technology and written personal reflection to show assessment in a new light, rather than giving a quiz or test.

Section IV: Reflecting on How your lesson meet each of the ISTE NETs Standards?

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?

This lesson reflects the Facilitating and Inspiring student learning and creativity in multiple ways. It uses more than just social studies, but also math, literacy, art and technology. By utilizing more than just “social studies” students can connect and find the content meaningful in their own way and strengths. It inspires students to be creative as well through the assessment being their personal WW2 advertisement poster and personal written reflection.

2. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?

This lesson reflects technology and digital-age learning experiences because it incorporates Kahoot pre assessment to see student’s prior knowledge content. It also has the student creative advertisement poster on google docs. This allows students to research and find pictures they find relatable to the central theme given in the standards. Finally, the assessment is utilized with technology in google draw advertisement poster, and google docs written reflection.

3. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?

This lesson aligns with the digital age work and learning, beginning with the powerpoint. Instead of verbally giving directions or passing out directions on a page, the teacher and students get to interact with the Kahoot, youtube video, and online directions through the google presentation powerpoint.

4. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
• advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

• This lesson does incorporate technology, yet the teacher shows how to cite sources by putting ‘adapted by” at the bottom of slides. The teacher will also reinforce that students be citing their sources throughout their learning therefore they are showing responsible digital citizenship.

• addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

• Learner centered strategies is evident throughout because multiple intelligences it ehf cosu throughout. It also incorporates various subjects cross connecting the curriculum to fit the student's strengths and interests. The digital tools and resources are all provided in the classroom. Nothing will be implemented as homework because it is center focused and not all students have technology at their homes.

• promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.

• The teacher models digital etiquette and responsible social interactions throughout the powerpoint presentation and explaining various examples. The teacher will also expect the students to cite sources and have a work cited page.

• developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

• Cultural understanding and global awareness is very evident throughout this lesson as it shows students the global awareness of World War 2 and how it affected the citizens and Great Depression. It highlights the cultures dan how people struggles throughout poverty, loss of homes, etc. This is an introductory unit which can be expanded with more content and details throughout the year, but it begins the student's knowledge and questioning as to how these events happened and what we can do to not let history repeat itself.