Sie sind auf Seite 1von 11
EDU 255 NETS Lesson Reflection and Scoring Rubric Upon completing your NETS lesson respond to the following: BEFORE you teach your lesson. WHY did you select the plan you selected? Where did it come from? What are you hoping to achieve by teaching this lesson? Will you do this in a small group or with the whole class? AFTER you teach your lesson. a) Describe what actually happened in the lesson (this may be somewhat different from the plan itself) b) Describe the strengths of the lesson (Did the lesson encourage problem solving, critical thinking, and reasoning? If so, how? If not, what changes could be made to encourage the development of these skills?) ©) Describe your strengths as the teacher/presenter of the lesson d) Describe the weaknesses of the lesson e) Describe your weaknesses as the teacher/presenter of the lesson f) Give specific suggestions for improving the lesson and your teaching 9) Explain or provide evidence that learning had occurred because of this lesson. h) Justify any changes you made to the lesson as it was written. ‘Turn this critique in along with the selected lesson plan Exceeds Expectations Meets Expectations Boss Not Meat Expectation Lesson plan selected wae appropriate forthe | WA Lesson plan selected was ‘grade lovel and the content area in which it was not appropriate for the utilized, ‘grade level andior the ae Eentent ara in which it 10 points ; 7-40 points 0.2 points BEFORE sogmont shows deep and meaningful” | BEFORE segment shows | BEFORE sogmiont reveals reasons behind the selection based on studiont | purposeful and needs | little to no thought behind BEFORE | learning, needs, contont knowiedge, or other | based reasons behind | the selection. justification | pre-assossed areas of learning. the selgction. 5 points 4.5 points 4 | 2.3 points 0-4 points Each of the 8 questions is thoroughly Each of the 8 questions | Each of the 8 questions is | addressed sighting specific instances, data, | is addressed. elther not addressed or the and examples from the actual lesson. conclusions drawn are not Evaluation ofthe lesson and the conclusions appropriate. Refiection | drawn are well supported with student artifacts, BD points | or documentation, jy 2 70.80 points 41.69 points 0-10 points Work is fogically organized and presented ina | Work is organized and | Work is not organized or Professionalism | Wel-planned and professionally displayed | presented layed in a professional ‘ofensionalior™ | format ‘ Professionally. format. Fulfilment of | i aroas of the assignment aro included and pciatons | Sey tony. | 4-5 points 2-3 points 0-4 points Home About Us| Teachers | Administrators | Parents Perfor Title: Wallwisher Word Walls Grade: 3 Designers: Tim Clark Introduction Performance Task Title Performance Task Annotation ‘This Performance Task Template is differentiated for (Optional): Grade(s) Subjects Alternate E-mail Address (Optional) Additional Authors (Optional) Approximate Duration of Performance Task Focus Standards Focus Standards 1 Contact Us \wallwisher Word Walls, Students will use the website Wallwisher to create Word walls based on vocabulary words from thelr reading and writing. (One 45-minute class period ELASR2 The student acquires and uses grade-level words to communicate effectively. The student a, Reads llterary and informational texts and Incorporates new words into oral and written language. Complementary Standards (Optional) National and/or Local Standards (Optional) National and/or Local Standards (Optional) ‘Task and Assessment Procedurs and Resources Description and Teacher Directions ‘meanings. c. Identifies and infers meaning from common root words, common prefixes (e.g., un, re, dis, Ins) and common suffixes (2.g., -tlon, -ous, ~Iy). f, Determines the meaning of unknown words on the basis of context. National Standards (NETS): Creativity and Innovation students demonstrate creative thinking, construct knowiedge, and develop innovative products and processes using technology. Students: . create original works as a means of personal or group expression. 2. Communication and Collaboration ‘Students use digital mecia and environments to communicate and work collaboratively, including at a distance, to support individual fearning and ‘contribute to the learning of others. Students: iteract, collaborate, and publish with peers, ‘experts, or others employing a variety of digital environments and media. ‘ommunicate Information and ideas effectively to ‘multiple audiences using @ variety of media and formats. 5. Digital Citizenship Students understand human, cultural, and societal Issues related to technology and practice legal and ethical behavior. Students: a, advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. Many teachers have thelr students create word walls in their classrooms of new and unfamiliar words. In tils lesson, the students can create the Word Wall online. Prior to the class activity, the teacher should go to www.wallwisher.comand bulle a wall ‘After following the link to Wallwisher, select Build 3 Wall Enter your name and emall. Give your wall a tite Choose from the available options to design the color scheme of your wall wall, a URL or web address Is listed that you will give your students. For students to post on the wall, they double- click on the screen and a text box appears. They should replace the name Anonymous with their ‘names. Then they can type thelr new vocabulary word and definition. To save the completed wall, click on Do More in the upper right-hand corner. The teacher will be diven the option to get an embed code or to get a wed link by clicking on the Share option. The screen can also be printed using landscape orientation. ‘while the students are working on this lesson, the students need to be creating a list of new vocabulary words, Here are some suggestions for having the students generate these words: From a shared guided reading novel From a weekly vocabulary/spelling list From samples of student writing From a brainstormed list of synonyms, antonyms, and homophones From a content area Have the students follow the link to Wallwisher using the web address you have provided for them. Itis suggested that you maintain this online ‘word wall for a week or if t 1s belng used along with a guided reading novel, during the course of the novel Each student should make at least five posts of vocabulary words to the word wall, Here are the Items the student must include in each post: His or her name ‘The new vocabulary word A definition of what the student thinks the word means “The real definition of the word. If students need assistance In defining the words, they may consult the website Dictionary.com athttp://dictlonary.reference.com/. Each student also needs to make at least three posts ta the word wall in which they write Sentences using vocabulary words that other students contributed All of the posts should include correct capitalization, punctuation, spelling, and grammar. Remind the Students that when they are working and posting Information in an online environment that they need to practice good digital citizenship, and these rules: Be appropriate in your comments to others. Respect each other by making positive comments. Do not bully or be unkind to other students with your words. Do not give away any personal information about yourself or others. ‘The privilege of working online can be taken away If the above rules are not followed. Encourage the students to use the words from the Wallwisher Word Wall in other writing assignments. Rubric Title Rubric Description Rubric(s) oF other Performance Evaluation Tool-Attachment ‘Student Handout (Optional) Attachment(s) (Optional) Student Work with Teacher Commentary Materials and Equipment Materials and Equipment ‘Technology Connection/Integration (Optional) What 21st Century technology was used In this performance task? Differentiated Instruction Readiness (Recommended) Learning Profile (Recommended) Student Interests (Recommended) Attachment Title (Optional) Attachment Description (Optional) Attachment(s) (Optional) Web Resource Title (Optional) Web Resource Description (Optional) Web resource(s) (Optional) Additional Resources ‘Wallwisher Word Walls Rubric ‘The rubric indicates the elements that must be Included In the word wall for this assignment. uploaded file: Wallwisher Word Walls Rubric.pdf Not available Not available + Computers (one per student or group) © At least one printer (aptional) + Link to Wallwisher http://www.wallwisher.com/ ‘+ Link to an Online Dictionary http://dictionary.reference.com/ + Web site(s) Not available MyGaDOE Portal Login » AskDOE Privacy Policy + Terms of Use Site Requirements, Dr. John D. Barge, State Schoo! Superintendent apyright © 2013 Georgia Department of Education Atlanta, GA NETS Lesson Reflection Before: T chose this lesson plan because I normally go to the school during reading time. Also they only have four computers in the classroom so this activity would allow me to have my students take turns completing what they need to do, I got the lesson from the Georgiastandards.org website, NETS-S Performance Tasks section. It was found on the third grade language arts section and is called Wallwisher Word Wall. I plan to use it with the whole class but the students take turn using the computers. After: ‘A. What happened in my lesson plan was every different, After reading the informational text I had my students write about the rocks that they had using the information that they read about. I first had trouble with getting the websites up. Then when completing the task the websites stopped working and my students started to freak out. So the lesson did not really go the way that I planned. ‘They spent more time worry and trying to fix what was going on than actually working on the project. So I spent the rest of the time having students just write it on paper. B. The only strength of this lesson was my students’ excitement about using the computers to share their information, Everyone wanted to be the first ones up there, normally the one that do not share were the ones that were the most excited out of my students. This lesson encouraged sharing their thoughts with one another and also the level of critical thinking, when it came to thinking about their rocks and comparing to the information in their textbooks, If my lesson had been able to work the way that I wanted it to the D. students would have used their vocabulary and facts from their textbooks to use critical thinking and reasoning, My strengths as a teacher of this lesson was my ability to think on the spot when it came to what was happening, when my lesson was not turning out the way that it should. When the websites would not show up, I stayed calm and worked on i till it was fixed. Iam glad that I did not have the students pull it up because it took about fifteen minutes, thus causing too much of a down time for my students, It also showed when my students were ‘working on the sites and it was not working. I calmed them down and had them complete the task the best way they could, which ended up on paper. i ‘The weakness of this lesson was the computers and the intemet at the sehool. They computers are the 14 year old computers with the internet explore that does not work with the website. Then the websites glitching when the students were working on them, One of the computers screen was blurry so the students could not see what they were typing, It was a lot of weaknesses with the lesson then I would have liked. ot layne dalek onioe tty (Where it was glitching and repeating what was wrote) (His computer was the blurry one, and he was not able to completely write want he need to) ‘The weakness as the teacher of the lesson was first working with those computers and not seeing if there was another way to teach this lesson. The second was not coming up with a backup plan before something when wrong. If I had done that, I think that there would have been less stress for me and also my students. |" 1, Some things that could change with my lesson would be the computers. | feel with up dated systems I would not have had such a problem with having my students work on Padlet. Like I stated in E. I should have come up with a plan that would have worked if something when wrong, For example what did go wrong, which kind of messed up the rest of my science lesson. Here is an example that shows that my students that were able to use the computer did actual get something out of it. a Cy ene | She was using the vocabulary that we talked about and was in her book to write compare her mineral, to what was read. HL One place that I changed was a, 2. While the students are working on this lesson, the students need to be creating a list of new vocabulary words, Here are some suggestions for having the students generate these words: From a shared guided reading novel From a weekly vocabulary/spelling list From samples of student writing From a brainstormed list of synonyms, antonyms, and homophones From a content area In this section I did not have the students create new vocabulary words, but instead used the ones that they had to describe the minerals that they were given. Both so they could use the vocabulary words in contexts and also as an assessment, 3. Have the students follow the link to Wallwisher using the web address you have provided for them. It is suggested that you maintain this online word wall for a week or if it is being used along with a guided reading novel, during the course of the novel, I set up the padlets before class started so that I could make sure they would come up. 4, Bach student should make at least five posts of vocabulary words to the word wall. Here are the items the student must include in each post: His or her name The new vocabulary word ‘A definition of what the student thinks the word means ‘The real definition of the word, If students need assistance in defining the words, they may consult the website Dictionary.com at http://dietionary.reforence.com/. AC this section I only wanted my students to write a brief post using their vocabulary, so that all the students could post something about what they observed. ‘These were the only changes that I made.