Module 6- Reflection of Teaching

Reflection of Teaching

Description

For my lesson, students were asked to read a story, identify story elements in their story such as character, setting, problem, solution, plot and author’s purpose. After students identified these elements of their story, they organized them in a graphic organizer. The students were then taught how to make a Glogster poster. Students transferred their “scripts” into the Glogster and designed their poster to reflect their own personality and story. This was scaffolded. It started with a whole group activity, identifying these story elements, with a group, then individually. All of this was done, reflected on, revised. Finally, students picked their own story and used this story to complete their graphic organizer, and finally Glogster. A few changes were made from my original draft after reading about Attention, Memory, Development and Metacognition. Students were given immediate feedback on their “practice” rounds and then used this feedback to practice again, whether it be writing plot or writing in complete sentences; the two items that needed the most work. I also decided to have our 4th grade buddies help the students type their Glogsters and manipulate the mouse. I wanted the attention and memory to be related to the objective and not lost in translation trying to spell words and find letters on the keyboard. My students did all the front work, and the 4th graders helped to type what they wanted to say. This made the technology appropriate and accessible for my students.

Narrative

The lesson was done with a group of first grade students during a week of their literacy block. The lesson started off on Monday and expanded over the week. I made a few changes to the original lesson, adding in more plot revision time, and inviting our 4th grade buddies to help us type our Glogsters. Both of these decisions helped to make the lesson run much smoother. I also needed to create Glogster templates ahead of time, making it easier for my students to manipulate and understanding the program. Because I took the time to do this, the ease of use was must greater. However, it added more prep time for me, which I will consider again when choosing technologies. The lesson went well and students were excited and engaged. They were giddy with excitement working on their Glogster posters and loved that they could add graphics, change their wall background and manipulate the text boxes. They learned skills from their 4th grade peers on how to use the computer more accurately. This off-loading strategy turned out to be highly successful for my first grade students. 

Reflection

The students learned how to identify story elements in a story they are reading themselves and how to articulate those elements in writing using complete sentences and important vocabulary from the text. Students learned how to sort information in a Glogster in order to make it easy to understand and display for others. I had to assume that students already had a basic understanding of story elements from our time spent in reading groups. The Glogster had to be explicitally taught to the students in order for them to use it. The affordances of knowledge included the scaffolding, feedback and revisions. Some of the constraints were the usability of the Glogster program in a developmentally appropriate way. The 4th grade students helped to make this technology more accessible for me and my students. Learning took place as a I modeled the skill to students, had them work with peers to apply the skill, then work on their own to apply the skills. They learned from their peers as well as from me. The learning was set to enhance an already taught skill in the curriculum and show students how information can be displayed for others to read and understand. We talked about real life examples of book reviews and I showed students plot summaries on the sleeve and back of books to help them make real life connections to the purpose of the Glog. 

Different kinds of learners were taken into consideration when planning and implementing this lesson. Students picked books that were appropriate to their reading and comprehension level. Those students that needed support with identifying and writing these story elements, worked in a small group with me to get a repeat “crash course.”  Then support was leant out as needed. I have one student who has difficulty with writing. She dictated the different elements to the iPad video camera. Then we used the iPad video camera with her 4th grade buddy to type up her Glogster. Same objective was met with each student, just in a way that was most accessible to their greatest learning. 

The Glogster technology produced a few demands on me as a teacher. I had to prepare templates for each student ahead of time. I had to record their Plot Summary and upload it into the Glogster poster because the computers in the lab did not have cameras. I also had to create student accounts and passwords for all my students. This took time away from planning and other activities and should be considered when choosing technologies for teaching. 

I assessed my students through constant feedback and revisions as they worked through responsibilities. I assessed them formally with a rubric and their Glogster. The students were held accountable because they were unable to make their Glogster unless they had completed their script. While working on the Glogster they weren’t allowed to add graphics of wall art until the writing and plot was complete. Both of these factors were motivating to students.  

Overall, the technology was a great way for students to display their new knowledge. This technology did not cause new learning, but instead enhanced the new learning so that it can be shared with peers. It was motivating for students to identify the story elements and helped them provide ownership over their own story. When they had the freedom to customize their own Glogster to fit their story, they took more from the experience. I would teach this lesson using Glogster again in the future. Using the information gained from this experience and evaluation, I can make sure to constantly revise to make it the most effective and engaging for my students. 

Module 5- Story Elements Lesson

Content: 

The students will be learning how to summarize the plot of a story. They will be able to identify the problem and solution of a story and why it is important to the story. They will be able to identify the author’s purpose for writing a story and why that purpose is important to the reader. Students will struggle with finding the most important parts of the story to include in the plot in sequential order. They will also struggle with articulating the author’s purpose and it’s importance. 

1. What is a plot?

2. What is a problem and solution and why are they important to a story?

3. Why do authors write stories? What is their purpose?

1. How can story elements be different?

These questions will be posted and discussed throughout the unit and this lesson in particular.

Pedagogy: 

The lesson will focus on large group and small group discussion and activities. The students will be scaffolded by the teacher’s modeling, working with peers and then finally working individually. Students will identify the plot, problem, solution and author’s purpose as a group, then with a small group and then finally on their own with their own text. The lesson will focus on discussion and active learning. Teacher will check in with students and assign students roles in small group. Teacher will model using the technology to students. Students will then use the technology individually. Students will be immersed in observational learning. The combination of these strategies and materials like the visual cards, small groups, interactive whiteboard and Glogster will help present the material in all three learning styles visual, audio and kinesthetic. 

Content & Pedagogy: 

When students were first learning about story elements, they were done in large group read alouds, they were then scaffolded into questioning with small reading groups. In the beginning students were just focusing on phonics and now they are becoming readers and comprehension and fluency are more important. When students gain reading skills, more comprehension is required to understand and make connections to a text. Students will now use the knowledge that has been scaffolded through read alouds and small groups to identify story elements on their own. The scaffolding will help students gain understanding in a logical and developmental way. Teacher will slowly release responsibility to students moving from a large group, small group, individual. 

Technology: 

I will be using Glogster for students to sort their information in an aesthetic way that is pleasing to them and present their information to other students. Glogster is easy for students to use, provides options for various availabilities and allows for aesthetic and affective growth. The technology is not absolutely necessary to achieve the objective, but it gives students an opportunity to show their individuality and sort the information in a logical way as well as present it .That is, would be impossible to teach the lesson without it? The technology will help facilitate a deeper understanding because students can organize the information the way they find best for them. They can share their ideas with others (parents, teachers, students) through Web 2.0 technology and they can compare and contrast their own growth with future Glogsters down the road.

Technology & Pedagogy: 

By using the Glogster, I am giving students an opportunity to express their story elements in a unique and creative way. Students are able to use aesthetic and affective elements to create a presentation showing their knowledge and understanding of the story. The technology will help students to sort the information in a logical way on their Glogster poster and present the information to others. This helps them  gain a deeper understanding of the concepts when they are required to create a visual for others using that information. Students will create a plot video using their written script, also reiterating the importance of a plot summary. 

Technology & Content: 

The Glogster is a great way to see if your essential questions are being answered and students are understanding the concept being taught. The Glogster is a way for students to share information with each other and learn from each other as well as share the information with me, their teacher. 

Assessment: 

By the end of the lesson I want my students to understand what a plot of a story is and how to summarize a plot using the important information from the text. i want to students to understand the problem and solution of a story as well as why it is important. Students will be able to identify the author’s purpose for writing the story and why that is important. All of these items can be assessed through the Glogster presentation. Checks for understanding can be done through the scaffolding, large group, small group, individual project. 

Standards:

CCSS: RF.1.4a Read grade-level text with purpose and understanding.

Objective: Students will learn how to summarize a plot, identify problem, solution and author’s purpose. Students will identify why author’s purpose is important to a reader’s understanding of the story. 

Procedure:

DAY 1

1. Teacher will Read Aloud a story. She will pass out cards to students labeled, Beginning, Middle, End, Problem, Solution, Author’s Purpose at random. She will then pass out the “answers” to those topics to six more student at random. The students will find their “match” and sit with their partner on the carpet. Remaing students will join a group. In their group the will review the match, and then present the match to the class.
2. Students and teacher will discuss the findings and address any questions or misunderstandings. Teacher will type findings into graphic organizer on interactive whiteboard.
3. Teacher will divide students up into six groups of three. Teacher will hand out role cards: reader, recorder, presenter. 
4. Students will read a story from Reading Street assigned by teacher. Students will read a story they have read before in order to focus on the importance of the comprehension and not phonetics. 
5. Recorder will record story elements on graphic organizer given to group by teacher. 

DAY 2

1. Teacher will review concepts from last lesson and ask for any questions. 
2. Teacher will divide students into their groups. They will discuss/review their graphic organizers from yesterday. Presentor will prepare to present the information to the class. 
3. Students will meet in their small groups on the carpet. Teacher will have presenters present the graphic organizers with the story elements. Teacher will place student work under the document camera and presenter will present the information. 

DAY 3

1. Teacher will show students her Glogster created on the Read Aloud story. 
2. Teacher will tell students they will create their own using a story they choose. Teacher will show students the graphic organizer they will use to plan their Glogster. Teacher will review picking “Good Fit” books.
3. Teacher will facilitate the picking of a book for students during Centers. Students will begin working on their graphic organizer with their chosen book. 

DAY 4 and 5

1. Teacher will model how to make Glogster poster using graphic organizer on the interactive whiteboard whole group in the classroom. 
2. Teacher will take students into core and have students begin on their Glogster using their scripts/graphic organizer. Students will use the video function to read their plot summary. 
3. Students will work on Glogster and teacher will support with questions and computer help.

DAY 6 and 7

1. Students will present their Glogster to the class. Students will evaluate with “2 stars and a wish.” The will share two things they really liked and were done well and one thing they can improve on or wish they would add.  

Closure: Teacher will recap the importance of these story elements, what they are and  how we can identify them. Students will reflect on their own Glogsters as well as others. 

Resources/Materials:

-Interactive Whiteboard

• Document camera
• Matching Story Elements Cards
• Reading Street Text
• Graphic Ogranizers (Small Group)
• Graphic Ogranizer (Large group)
• Computers
• Small Group Role Cards
• Books

Differentiation: Students will be able to use the Glogster to be as elaborate or simple as desired. Students can seek support with typing information from teachers/staff. 

Assessment: The Glogster will provide the assessment needed to see if students understand plot summary, problem/solution and author’s purpose. 

Digital Storytelling CEP 800

A digital story about teaching students mindfulness through the MindUp program. Using multiple theories or learning I taught students what it meant to be mindful in their everyday life. Their previous schema (Piaget) and Observational learning helped them to establish new learning and make active connections to their own lives. Enjoy :)

Check it out here

Music: One Republic- Feel Again

CEP 800 Module 2

After lots of thought, I decided to ask my first grade students about their opinions about the purpose of reading. I wanted to reflect on their level or understanding and how many accurate connections they could make to reading and their own lives. 

Check out my CEP 800 Podcast right here!

About Me!

Hey!

My name is Kelly Philbin and I teach first grade at Aspen Elementary School. This is my fifth year teaching first grade and I love it! I feel so fortunate for all the opportunities my school provides for community outreach, technology and outdoor education.  Here is a picture of my little darlings on a hike up Buttermilk (host of X games!) this fall. We had a blast. 

I graduated with an undergrad in Elementary Education and Child Development from Michigan State University! Go Green! In July, I'm getting married to this guy...

Living in Colorado, I love to ski, camp, hike, sled, listen to live music and enjoy the scenery ;) My sister lives in Crested Butte working for their Adaptive Sports program. Here's my family climbing Mount Crested Butte!

Enjoying Outside :)

                                     

  In order to afford to live and teach, I sell kettle corn at the Aspen Saturday Market! Yum!!

And....I have a jewelry business, called Mountain Love!