Professional Documents
Culture Documents
Identify a key learning task from your plans that provides students with opportunities
to practice using the language function you identified. For example, if you selected
examine, identify the key task when students will learn how to examine or will be expected to examine.
During this lesson, the students will be given two key learning tasks to justify answers with evidence. This tasks will be (1) the large group discussion about the
video, and (2) the small group discussion about the diary. Through these two tasks
the students will be able to take what they have learned from the video and the
short story of the small group discussion to apply to answers that they are sharing
with the group and within their small groups.
meeting). Students will receive a point for each problem they have answered
correctly and two points for completing the exit ticket for a total of five
points. This exit ticket is a formal assessment; however, if students are taking
part in the lesson I believe that each student will easily be able to get full
credit on this exit ticket.
Uses social media?
(check if student shares)
Student A
Student B
Student C
posts they had seen on social media that may not have been appropriate I was able
to engage the students in the lesson and get them to start thinking about what the
lesson would be about. It made an easy transition into the video.
I feel that the small group discussion was the best way to get the whole class
involved. The students were broken into small groups of three, so that they
each had a chance to talk and share within the small groups. During this time, I
floated around the tables to make sure each student was taking part. At 13:00
one of the students (N) was having a hard time imagining having a diary. By
simply asking him a couple more questions I was able to get him on track with
the question ad keep the group moving along.
What changes would you make to your instruction to better support student learning of
the central focus (e.g., missed opportunities)?
Thinking back to the lesson, if I were to change something I think I would have
shared the social media I used and an inappropriate post I had seen before I
asked any of the students to give an answer at 1:10. This way, they would have
had a better idea of what I was looking for.
Also, I wish I would have had a little bit more time for the lesson, or would
have cut some other parts down a little. I wish I would have had more time to
allow the groups to share what they had written for each of the questions. I
also wish I would have been able to get each student to share part of what
their group had agreed upon.
Why do you think these changes would improve student learning? Support your explanation with evidence of student learning and principles from theory and/or research as
appropriate. Format your sources with APA citations.
I believe that the change of sharing my example first would have been better
to give students a model. This way, they would have been more comfortable in
sharing their responses with the class because they would know kind of answer
I was expecting of them through task and performance modeling (Coffey).
I really wish I would have had four or five more minutes to complete this lesson. If I had a little bit more time, I would have encouraged the students to
discuss the final small group answers a little bit more. Luckily, I was able to
float between groups and see that they were all on the right track and that the
students were all contributing to the groups.
Coffey. Modeling. Learn NC: K-12 teaching and learning from the UNC school of
education. Retrieved from http://www.learnnc.org/lp/pages/4697.
Identify the specific objectives from the lesson plans measured by the assessment
chosen for analysis. This was also provided in the planning section of the lesson plan.
The students will be able to list risks and benefits of sharing information online.
The students will be able to give examples of what could cause them trouble or
harm if posted online.
Provide the evaluation criteria used to analyze the student learning. Dont merely describe. If you used a rubric, include the rubric here in its entirety. This may or may
not have been provided in the planning section of the lesson plan.
Informal Assessment - Beginning Intros with Social Media Used and an Example
Students will receive a (check) if they share what social media sites they use
Students will receive a (-) if they are unable to share an example of a time
they have seen social media used inappropriately. Students will receive a (+) if
they are able to share an example of a time they have seen social media used inappropriately.
Formal Assessment - Summative Assessment - Exit Ticket
The exit ticket will be the formal and summative assessment for this lesson.
Because it is an advisory lesson, I feel it is most important that students participate and are taking part in the activities; Therefore, students who participated
will receive 2 points if they were participating in class. They will also receive one
point per question they got correct. There will be a total of five points.
Students must share at least two examples per question on exit ticket in order to
get full credit. If a student only shares one example for a question they will receive half a point for that quesiton.
Exceeds Expectations: Students are well aware of the risks and benefits of sharing online.
They are sure to check what they are sharing. They are well aware of how sharing online
could affect their future. They know that they should be very careful with the privacy settings for their online accounts.
Meets Expectations: Students prove that they understand the risks and benefits of sharing information in an online community. They also show that they know what could cause them
harm or trouble when sharing online.
Below Expectations: Students are confused about the risks and benefits of sharing information
in an online community. They are unable to communicate how sharing in an online community
could hurt them.
Provide a graphic (table or chart) or narrative summary of student learning for the
whole class. Be sure to summarize student learning for all evaluation criteria described above. In other words, assess each student and provide the results here.
Identify students by pseudonym or you may refer to them as Student A, Student B, etc.
Student Social Media Used
check
4.5
check
check
check
check
check
check
4.5
check
check
Use evidence found in the whole class summary to analyze the patterns of learning for
the whole class and differences for groups or individual learners relative to conceptual
understanding. Hint: Consider what students understand and do well, and where they
continue to struggle (e.g., common errors, confusions, need for greater challenge).
I would say that the class as a whole had a great understanding of the topics.
Points off on the exit ticket were because students did not write at least two
examples. I did ask the students to write at least two, but I didnt write it on
the board anywhere, so students that were not listening could have left some
examples off for this reason. Students actually had a harder time with listing
the benefits of posting online, so maybe this is something that we should have
covered more in depth as a class. With the variety of ages I had in students I
know that some could have been given something much more difficult to learn.
I do believe that this lesson was perfect for the age group it was meant for
(four of the students were in that grouping).
more difficult, but I still could have had short conversations to make sure each
group was on track to meet the objectives.
Explain the extent to which your students were able to use language (selected function, vocabulary, symbols, academic language, and additional identified demands) to
develop content understandings.
The students were able to use the vocabulary that some of them are already fairly
comfortable with. The students didnt use the vocabulary word digital footprint
much, but I did hear some students use it and I was pleased with that. Other vocabulary, such as social media, sharing, risks, benefits, consequences, and privacy, were all
words that the students were able to use. I noticed them using some of these words
when they were discussing in small groups. And at the end when they had handed their
exit tickets in, some students talked a little about the questions on the exit ticket.
Had this been a subject specific lesson, for example math, I would have tried to really
encourage them to use the vocabulary words. In this case, I feel that the students already had a good grasp on the words and I dont think it was extremely necessary to
use these words in order to develop content understandings.