a.

Explain how the selected content standards and learning goal(s) are appropriate for the lesson and your students' learning needs. The standards chosen for this lesson coincide with the content and activities that the students will be participating in. The NCSS standard combines the activities and the content together as the lesson progresses. Whereas the Common Core standard focuses on the research that will be completed during the latter half of the lesson. The NCSS standard will assist the lesson, and the students, because the lesson itself focuses on the growth and understanding of what motivates students. The lesson consists of motivations, what motivates people, and what motivates the individual students. For this lesson, students will need to research quotes, stories, and other motivational factors to complete a project that they will present to the class. The research gathered will help answer the question of what or who motivates them in their lives. b. How did your students' prior knowledge and background information influence your planning process? While I was confident that the students would know several people or things that motivate them on a daily basis, I was unsure of how long it would take the students to research various websites to find exactly what they were looking for. In this case, the students should have had all the prior knowledge, of their motivations, that they needed to have. However, due to varying degrees of understanding or learning in the past, their researching skills were definitely in question. While 90 minutes should have been more than enough to complete the assignment and have spare time, the students may still have had issues with that aspect of the lesson. a. What research-based instructional strategies do you plan to use with students to engage them in the following? o Content area language: during this lesson, students will be presented with a variety of content area language through the use of vocabulary words and other key words that will arise during the lecture portion of this lesson. Students will also have to connect what they learned in class to the research that will be completed in the computer lab. o Critical thinking: Students will utilize critical thinking in multiple ways. First, they will use it during the lecture as a way to answer questions presented to them during class time. Next, they will use it to understand their motivations, what motivates them and how it motivates them. Both require the students to understand the content and think about how it relates to their motivations. o Inquiry: A major aspect of this lesson has the students think about their lives and their motivations. Essentially, they have to inquire about various aspects of their lives. Afterwards, the students will inquire further by researching various motivations as a way to connect to the content. o Reading integrated within the content area: While this area will be covered in an indirect, and lesser, way, the students will need to read various motivational

quotes, stories, etc. However, students are also encouraged to read their textbooks when making connections between their work and their motivations. b. How will each of these instructional strategies enhance your teaching skills and improve your students' learning? Each one provides a way to help the students learn the content that they are being asked to learn. Providing content area language through lecture is a way for the students to be introduced into the content and then by asking questions about this content, the students can gain broad perspective of the content. Utilizing critical thinking during this lesson will also help improve student learning by ensuring that the students think, in-depth, about motivations. Digger deeper into the subject can be truly beneficial to the students. It may allow them to perceive various aspects of a topic that they may not have thought of in other situations. Having students inquire into a topic is one of the best ways in which to teach the students. I can give them a foundation in which to build upon and, using inquiry, they can build upon it. In this lesson, by having the class research a variety of motivational topics, it allows the students to apply the content to other areas that they may not have been aware of being motivational. Lastly, the students will have to go back to the content they learned about at some point. Essentially, they will have to study their notes or their textbooks to ensure that the connections they are making between their research and the content makes sense to them. This will help student progress and will help my teaching due to the fact that it will enhance what I presented to the students originally. a. Describe one activity that is the main focus of the lesson plan. Explain how that activity is designed to anticipate and address student learning needs. The main activity for this lesson focuses on several factors that will help the students relate to the content and help them build upon necessary research skills for their futures. This activity is a combination of several activities. The students will need to complete an oral presentation assignment in which they research and discover various things that motivate them on a consistent or semi-consistent basis, so that they can better understand how people, in general, become and stay motivated. Due to the multiple aspects of this lesson and activity, the students will be able to better relate and understand what is presented to them. This will especially help the students that enjoy a more hands-on approach in their learning. b. Describe how you will monitor student learning during the course of the lesson. For this lesson, observing student learning will occur in a variety of ways. During the lecture portion of the lesson, student learning will be assessed using a wide range of questions that can help the students understand the intricacies of motivations amongst various people. Based on their answers, I will gain a greater understanding of grasp on the content that is being covered. In many cases, students will be able to provide a litany of potential answers to the questions that would be asked in this situation.

During the research/oral presentation portions of the lesson, learning will be proven by what they present to the class. If students are unable to figure out what motivates them or are still unsure, then that will be shown through their work. However, such issues will, most likely, not occur due to the assistance that the students will receive from me. Overall, the students will show their work by being able to connect their motivations to various aspects of the content learned about in class. c. What work samples will you require the students to submit as part of your assessment of student learning resulting from the lesson? (The work can be created either during or after the lesson.) How will these responses be integrated into the lesson plan? Provide a rationale for your choice of student work. Students will be required to submit two distinct, but coinciding, pieces of work that they can complete during the designated time in the computer lab. One part of the lesson consists of the students finding a variety of quotes and other motivational influences in their lives. The other portion focuses on relating the content to their motivations and vice versa. I chose to have the students turn in these pieces of work because it will ensure that the students are doing their due diligence. This means that the students will have to work in class, in the computer lab, and combine the two so that they truly connect with the content. Essentially, this submission of work is a way to ensure that they students understand the content, their motivations, and how their motivations connect to the content of this lesson.

a. How effectively did you use content area language in this lesson? Cite examples from the video to support your analysis. Half of this lesson was focused around lecture, so content area language was widely used. References to prior chapters were also used, such as the example about the rhesus monkey experiment that the students learned about during the chapter related to infancy. Therefore, chapter content that was discussed during that time was brought up, briefly, during this portion of the lecture. Also, because the lesson is based around a lecture, the lecture brings up content area language and begins discussion about various interpretations that could be made. b. How effectively did you use instructional strategies, including questioning skills, to engage students in critical thinking? Cite examples from the video to support your analysis. This lesson utilized a great deal of questioning as a way to get the students to exercise their minds and bring about ideas that could connect to the content being discussed. The students would be asked simple questions about what motivates them, but then be asked about why their previous answers motivate them. However, from there, it also gets much

more difficult when content vocabulary is incorporated into the discussions because then students have to identify what kind of motivation it is. Is the motivation intrinsic, extrinsic, both? These types of questions definitely ensure that the students have to think and rethink about their answers and how the content can help them define various motivations. c. How did engagement in critical thinking promote student learning? Cite examples from the video to support your analysis. This lesson was definitely built around the ideas that I knew the students would have. Basically, critical thinking was extremely in this lesson because of the need for the students to think of their motivations and how they could connect it to the content. When asked about their motivations, the students had wide ranging answers, but family was definitely an area that was brought up frequently. This was evident during the lecture/discussion/questioning portion of the lesson and on the work that the students turn in. By making these connections, the students would then be able to learn and recite the information at a much higher rate. d. How effectively did you integrate reading in your lesson? Cite examples from your lesson to support your analysis. While reading was not necessarily incorporated, directly, into this lesson, the format of this lesson did promote the reading of notes, class textbook, motivational stories and quotes. Students had to research motivational sources, stories, quotes, etc, and would definitely have to read the sources prior to using them to ensure that they fit the mold for the lesson requirements. Also, students had to make connections between their choices that represented their motivations and the classroom content. This meant that most, if not all, of the students had to reread their notes or consult their textbooks to make sure they utilized chapter vocabulary.

a. How did you monitor student learning during the lesson? In what ways did evidence of learning guide your instructional decision making during the lesson? Cite examples from the video to support your analysis. During the lesson, more specifically the lecture portion of this lesson, I was able to monitor student learning by analyzing student responses to the questions that were presented to them. Using this method, I was able to observe whether or not students were able to give examples of various types of motivations, such as extrinsic and intrinsic, and whether or not the students were able to understand what various terms mean. For the other portions of the lesson, student learning was observed through the research that students were able to complete. The sources that students had to find needed to be of a motivational sense, so if students understood the definition of motivation, they were

expected to be able to find such sources. Lastly, student learning was observed through the connections that students were able to make between their motivation, the sources they found, and the class content. Students were expected to be able to make these connections utilizing chapter content and language. b. How did your feedback to individuals, small groups, and/or the whole class advance student learning? Cite examples from the video to support your analysis. During this lesson, I relied a great deal on the answers that students provided prior to giving them feedback during the lecture portion of this lesson. In most cases I thanked the students or gave them a reply of a good job or great answer, or an answer along those lines, because I wanted the students to continue to participate. On other portions of the lesson, I gave written responses to the students to give them an idea of where they stood in regards to their understanding of the content, their abilities to present orally, or on the sources they provided in their work. Overall, I tried to encourage the students to participate in class so that they may better understand the content so that learning is promoted. c. How did your use of verbal and nonverbal communication techniques foster student learning? Cite examples from the lesson to support your analysis. It was easy to utilize verbal and nonverbal communication to help the students understand during this lesson because it focused on the ideas of motivation. In most cases, students understood the meaning of a fist pump or a statement where I would say keep up the good work, and were able to understand that such things can be seen as motivational. Together, such actions can be used effectively to promote student learning. In most situations, I used verbal communication to foster student learning through the use of questioning, lecture, and storytelling. All three of the prior examples are good ways to explain various situations and help define chapter content by giving them examples through the use of a story or by getting the students to answer the question themselves by asking questions that help lead them to such conclusions. a. What classroom-management strategies did you use during the lesson? Cite examples of the strategies from the video. During this lesson, I utilized a great deal of lecture and questioning. To begin the lesson, I even started with a question about the kinds of things that motivate the students in the class to begin the lecture process. In the class that I was in, I feel that it is the best process to use due to the students often being quite opinionated about the subjects being discussed. Altogether, it helps in keeping the class on task and quiet while I lecture or a student is answering a question. While there are times in which the students do get off task, it allows me more freedom is making light of the situations in which they do by asking those students questions related to the content. b. In what ways did the strategies engage students and promote a positive learning environment? Cite examples from the video to support your analysis.

These strategies helped engage the students quite easily. The students were constantly answering questions and some even asked questions. It shows that the students were both listening and had their own ideas about how to view various ideas or topics. This means that students were taking in information and applying it to other ideas or knowledge that they have learned in the past. a. Describe two student work samples that resulted from the lesson. Two varying, but completed work samples that came from this lesson were quite interesting. The first example I received was that of the highest performing student in the class. The student went about and beyond that was asked of the class by providing around 10 sources of motivation. All of these sources were quotes taken from a wide litany of places, such as songs or statements made by celebrities. Also, the paragraph that this student wrote that connected the motivations to the content went above what was expected. This student used chapter vocabulary and grade level appropriate vocabulary. The other example consisted of the base requirements of the assignment. This students work seemed to give the impression that the student wanted to complete the assignment as quickly as possible. On top of the limited amount of quotes provided by this student, the connections made to the content was lacking chapter vocabulary which made it also seem as though the student may not have understood the content or failed to utilize his/her notes or textbook. b. Explain how each work sample you selected demonstrates the learning of each student relative to your lesson's goal(s). The first students work, as expected, reached all of the goals set for this lesson. This lesson had several goals that would help the students understand the content and improve skills that will become increasingly necessary as they progress through school and into college. The first student completed and reached all of the goals set forth at an above average level. In regards to the goals, the student was able to research and find several motivational sources, was able to make strong connections between their motivations and the content, and presented their work orally. Essentially, the students work proved that the student understood the content and was able to successfully complete the assignment through a variety of means. The second students work is more difficult to interpret. This is due to the work appearing to be rushed and lacked a certain kind of polish that many of the other students showed through their work. In regards to the work, the student did the bare minimum in regards to motivational sources and lacked connections made to the content using chapter vocabulary. I do not truly believe that the students work is truly indicative of the skill that the student possesses based on the work the student has produced in the past, but, for this lesson, this student was able to reach about half of the goals that this lesson wished to reach. c. What feedback did you provide to the two students concerning their responses? How did the feedback improve the students' understanding of the content being taught? For the first student, I did not need to provide much feedback due to the students performance on the assignment. Essentially, all I felt that I had to do was ask that the student continue their performance. It is hard to change or make suggestions to a student

that performs at a high level. All I can do is continue to motivate the student to ensure that they perform at the same level for extended periods of time. However, if the student were ever to ask me for suggestions, I would do whatever I possibly could to help the student succeed. The second student is a much difference case. Due to the fact that it was truly hard to gauge whether or not this was a true indication of the students work, I had to talk, or give feedback, to this student in a way that did not question the students work ethic, but showed the student that I cared. So, what I did was commented on the students successful completion of the work and mentioned why the student received the grade that they got. Doing this shows that the student did get a completion grade for the assignment, but also that there were inadequate sections in the students work. The final thing that I presented to the student was the offer of sitting down talking to the student, in more depth, about their grade if they wished to discuss it. All of these things show that someone cares about their work and is willing to help them if they need it.

a. To what extent did the students reach the learning goal(s)? Cite examples from the lesson plan and/or the video that support your conclusions. I believe that a vast majority of the students reached the goals that I had in place. By the end of the lesson, it appeared as though most students could define the word motivation, other content vocabulary, and better understood their own motivations. However, by completing this assignment, students also increased their skills in regards to their ability to research a topic, critically think as a way to view various motivational content is a variety of ways, and were able to become, slightly, more comfortable in speaking in front of a large group of people. All of these things were necessary to be able to complete the assignment of this lesson and, therefore, helped the students comprehend and expand their minds to explain motivations. b. Reflect on your instructional strategies, interactions with students, and classroommanagement strategies. Discuss what went well and what areas you would revise in the future. Cite examples from the video that support your conclusions. I believe that, during this lesson, students responded well to the form of lecture that I utilize. During the lecture I tend to explain material and ask questions about it while also giving examples of the kind of answers that I am looking for, so the students were able to answer a great deal of the questions that I asked them. However, I do feel that I stumbled at times with providing good and meaningful examples. To improve on this I think that taking more time to research and discover motivations could prove to be beneficial to me and the class. Also, researching the topic a student brought up during this lesson (why does the human body get hot when our body temperature is still cooler than it is outside?) would be a great place to start in regards to researching.

c. Describe revisions that you could make if you were to teach the lesson again. Why would you make each revision? Cite examples from the lesson plan, the video, and/or the students' work that would prompt the revisions. If I was going to change this lesson in any way, I would want to provide the students with other types of examples. An example of this would be an increase in videos shown to the class, talk more in-depth about my motivations, and provide quotes that are seen as motivational. This would help the students gain an understanding of what would be required of them when it came time to complete their assignment. I felt that, during the lesson, the students were not entirely sure what was being asked of them and, on some of the work, I feel as though the students could have misunderstood the point of the assignment.