Pre Teaching Reflection Geometry Lesson

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 play the game Simon Says for the interactive Orion Says game. They will also need to be familiar with research sites and sources. 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 building the math skills for other math standards. It also helps the students see how space and the planets correlate in size and facts. Finally, the students can see that math and science aren’t just on worksheets and inside the classroom, but also in our environment, what we see, and connect with each other.   How do the objectives that you have for the lesson align with the standards? The objectives align with the standards because it takes the content of lines,angles, etc and it lets the students to it with physical games as they represent the geometry with their arms/legs/hands. The geometry is assessed formally in the exit ticket, while the science standards are assessed in the diagrams they create.   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. Having them up and moving, and also learning more through research is a great way for them to take ownership in their education. 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 science, 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 a worksheet to assess understanding, they do formative and summative assessment through games, centers, and diagrams.

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 students will categorize points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel line through interactive games, and in the exit ticket assessment. Students will also identify and describe the distinguishing characteristics of the known planets in the solar system through their creative diagrams of the solar system. How does the assessment demonstrate that the students have been successful in learning the content? The assessment demonstrates student learning because they are doing multiple ways of assessment. Written Exit ticket and creative diagrams combined with research skills show the teacher where the student’s understanding is.   How does the assessment demonstrate student engagement in higher order thinking? The assessment connects technology and personal creativity, as well as a exit ticket 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 science but also math, writing and technology. By utilizing more than just “science” 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 diagram creation.

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 of the interactive powerpoint/game as well as Solar System rap video to help with learning the order of the planets.  It incorporates Inspiration software for students to make a solar system through technology, rather than just drawing the planets. They also have the opportunity to research and combine facts and information about each planet. Finally, the assessment is utilized with technology and creativity.

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 youtube video, and visuals and student discussion 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 is present 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 way subjects in school are more global and connect more than we think. It takes math and puts it into space which causes interest and engagement. 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.