Reflection Essay on Designing Instruction, Curriculum and Assessment, Thesis of Marketing Management

Download Reflection Essay on Designing Instruction, Curriculum and Assessment and more Thesis Marketing Management in PDF only on Docsity! EDUC 6602J Reflection Essay Master of Science in Education, Walden University EDUC 6602J: Designing Instruction, Curriculum and Assessment Reflective Essay During this course, I feel that much of my thinking regarding education has shifted. For the most part, the shift has happened because of new knowledge gained throughout the discussions and assignments, prior to taking this course, I had a good bit of knowledge regarding education reform. Things such as constructivism and multiculturalism were somewhat new to me. While through my learning, I learned that I knew what these things were but did not have the amount of knowledge needed to be a successful educator. These two things tied together also play a major factor in student success. According to Henson (2015), “increased learning and socialization result only when all group members cooperate to help the other members of their group. Thus, another quality that ties constructivism to multiculturalism is cooperation” (p. 5). Because of this knowledge, I am more focused when planning my lessons. More focus is put towards the development of lessons that allow students to work together in a more cooperative way in order for each of them to learn successfully. This has allowed for me to evolve as an educator and gain new knowledge on more research-based practices. Having further knowledge to more proactively design my curriculum, instruction, and assessments is allowing me to include more constructivism and multiculturalism in order for all students to learn (Henson, 2015). In the beginning of this course, I was given the task of setting goals for myself as an educator. The SMART goals that I set at the beginning of this course are still relevant today. These goals were set using the KASAB model which show a framework regarding many types of learning and thinking (Killion, 2008, para. 1), The SMART goals that I set for myself dealt with differentiation of instruction, demonstrating that all students are able to learn if they are given the correct tools, understanding research theories and how to apply them to my practice, and incorporating more technology into my lessons. I felt that these goals would allow me to evolve my teaching mindset and classroom performance as an educator. Walden University’s Professional Dispositions discusses having a continuing involvement in different types of professional development (2016b). Doing so would allow my position as a classroom educator to evolve because more research-based practices could be implemented in order to gain a better understanding of each of my students. When it comes to the goal that all students can learn if given the correct tools, I turn my focus more towards Henson (2015) and the Diversity Proficiencies set by Walden (2016a), and how they define multiculturalism. Both of these discuss how all students are able to learn if given a supportive environment that allows for all students to learn. Setting goals such as these will give me support as I grow as an educator. The limitations that I am currently facing as an educator have been astronomical. I teach 100% virtually to a class of 27 students. Due to COVID 19 and the limitations that we face, learning in itself has become unfamiliar territory for students and teachers alike. Teaching and assessing students has come down to watching a screen full of students watch a computer while they take tests and meeting virtually for only a quarter of the time needed for instruction. Because of this issue, I am faced with having to meet the needs of a large number of students all while adjusting curriculum, differentiating instruction and meeting the assessment needs of diverse learners. A current trend in curriculum that is affecting our school is the inability to provide collaborative learning experiences. Much of this is due to the COVID 19 pandemic that we are facing. Because we are having to participate in virtual activities, instruction during collaborative learning is at an all-time low. What most do not realize is that this is also affecting the students in TAXONOMY Which level(s) of Bloom’s Revised Taxonomy are targeted? Make sure that you reach the higher levels of Bloom’s Taxonomy (Evaluating and Creating). X☐ Understanding X☐ Applying X☐ Analyzing X☐ Evaluating X☐ Creating Review the Bloom’s Taxonomy verbs in the MSED Documents folder under Course Home. REAL WORLD CONTEXTS What real-world contexts are included in the lesson? Link the topic of the lesson to the relevance for the student. Include opportunities for students to demonstrate career and college readiness skills. 1. PLANNING Relevancy is not something that is easily grasped by students. Achieving this goal is a task that need to be achieved in order to strengthen the integrity of the classroom. To do this, teachers must be able to make a connection between what students want to know and what they need to know (Luukkonen, 2003). The writing piece that the students will be creating will have a topic that allows them to connect to real world context. Students will be able to choose one of ten different topics. This will allow them to pick the one that appeals to them the most. They will use adjectives and adverbs to enhance their writing piece. The adverb adjective boom cards students will be doing will be words that they have been introduced to both in the classroom and daily life. COLLABORATION How was collaboration with other professionals, families, and/or community leaders included for this lesson? Describe the collaborative effort. 1. PLANNING Collaboration took place on the Wednesday before the lesson. All 2nd grade teachers were in attendance. During collaboration, all of the 2nd grade teachers reviewed standards for this lesson, set the objectives, and success criteria. The CIA assessment covering adverbs and adjectives was reviewed so that all teachers were clear on the expectations of the students. While teachers are currently in the building meeting together, students are taught virtually. While this creates a great deal of challenges, teachers are working hard to keep instruction going. Meeting collaboratively allows for teachers to stay on the same page and work together for the betterment of their students. LEARNING EXPERIENCE/ 2. METHODOLOGY Introductory/Anticipatory Set ACTIVITY List the activities, including how you activate background knowledge and bring closure to the lesson. Please make sure you can demonstrate student engagement throughout the lesson. Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson. At the beginning of a unit or lesson an anticipatory set should be used. This is important to the lesson because when student complete this short lesson, it piques their interest and builds prior knowledge (tpt.com). Begin with a mystery. An object that is in the classroom will be described using adjectives such as color, size and shape. Adverbs will also be used to describe the object. Students will then make guesses as to what object I am referring to. With students being virtual, this task is challenging, but fun the classroom camera does allow students to view the classroom, so they are able to see the different things in the room. Building/Applying Knowledge and Skills by engaging students in their learning. List and explain all of the activities that you will use in the lesson. Connect each activity back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity. Anticipatory Set will introduce the lesson standard 1 and 2 along with objective, anchor charts will be reviewed and connected to standard 1 objective 2. The small group adjective adverb sort will make connections to standard 1 objective 2. Boom card done independently in google classroom will make connections to standard 1 objective 2. The writing constructed independently will make connections to standard 2 objective 1. Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning. List and explain how each student will take this knowledge and transfer it to real-world situations. Provide at least two examples of this knowledge and transfer. Students will be able to use adverbs and adjectives when explaining adjectives and adverbs in the real world. Instead of saying “I want a shirt”, they will be able to describe the shirt they would like. Students will also be improving their writing skills. Writing skills are needed in everyday life and having an understanding of them will allow them to be successful in and out of the classroom. Diversity of instruction in the lesson: Two students with a 504 plan will be given extra time to complete the independent assignment. They will also be offered one on one instruction is more understanding is needed. Synthesis/Closure: After the whole group instruction, students will meet in small group to reinforce instruction. Office hours are also set form 1:00 – 3:00 daily and this time is for students who need one on one instruction. These groups are based on learning style. INSTRUCTIONAL STRATEGIES What instructional strategies/methods will you use? Connect each strategy and method back to the standard(s) and 2. METHODOLOGY Constructions ☐ Standard: Objective: Cooperative Learning Standard: Nonlinguistic Representations ☐ Standard: Objective: Peer Editing objective(s) by listing each number of the standard and objective after each activity. ☐ Objective: ☐ Discovery Standard: ☐ Objective: ☐ Standard: Objective: Practice/Drill Standard: Objective: Discussion/Questioning X ☐ Standard: 1 Objective: 2 Practicum ☐ Standard: Objective: Experiment ☐ Standard: Objective: Field Study ☐ Standard: Objective: Problem Solving ☐ Standard: Objective: Questions, Cues, and Advance Organizers ☐ Standard: Objective: ☐ Graphic Organizers ☐ Reflection/Response ☐ ☐ ☐ ☐ Interactive White Board (e.g., SMART Board) ☐ ☐ X☐ X ☐ Distance Learning/Webcast ☐ ☐ ☐ ☐ Computer Software ☐ ☐ ☐ ☐ Weblog (Blog) ☐ ☐ ☐ ☐ Wiki ☐ ☐ ☐ ☐ Internet Research/Website ☐ ☐ ☐ ☐ Podcast/Vodcast ☐ ☐ ☐ ☐ E-mail ☐ ☐ ☐ ☐ Presentation Software (e.g., PowerPoint) ☐ ☐ ☐ ☐ Virtual Field Trip ☐ ☐ ☐ ☐ Interactive Gaming ☐ ☐ ☐ ☐ Other (Please specify): Why did you choose these materials? ASSESSMENT OPTIONS 4. ASSESSMENT/EVALUATION ☐ ☐ ☐ ☐ Application Exam Standard: ☐ ☐ Objective Test Standard: Objective: Objective: Concept Mapping Standard: ☐ ☐ Observation Standard: Objective: Objective: ☐ ☐ Parent Evaluation Standard: ☐ ☐ Contract Standard: Objective: Objective: ☐ ☐ Peer Evaluation Standard: ☐ ☐ Checklist Standard: Objective: Objective: ☐ ☐ Self-Evaluation ☐ ☐ Performance Task ☐ ☐ Standard: Objective: Inventory Standard: ☐ X ☐ Standard: #1 Objective: #2 Portfolio Standard: Objective: Objective: ☐ ☐ Quantitative Scale Standard: ☐ ☐ Rating Scales Standard: Objective: Objective: ☐ ☐ Rubric Standard: ☐ ☐ Scored Discussion Standard: Objective: Objective: ☐ X Journal Standard: #2 ☐ ☐ Problem-Solving Assessment Standard:☐ Objective: #1 Objective: Other (Please specify): ☐ ☐ Standard: Objective: Why did you choose this assessment(s)? How do the chosen assessment(s) help you determine if your students met the goals/objectives? An independent activity to check for understanding will be used for the assessment. With students being virtual and county timing and pacing guides having to be followed, an independent activity in Google classroom is the best option for these students. Students will also create a writing task. While assigned as an independent activity, parents give a lot of support due to being virtual. How will you use this assessment data to inform your instruction? Use current literature (within the last five years) to support your rationale. Thinking more deeply about the content of assessment was crucial due to the students being virtual. The empirical study of assessment data and how it informs instruction comes into play when trying to form lesson and check for understanding (TCRV, 2015). The data from this assessment will show me which students need more one on on instruction for understanding of the standards. DIFFERENTIATION Address multiple intelligences and/or learning styles when writing your 5. LEARNERS Curriculum will be differentiated through flexible grouping. The lesson will be taught whole group and then a small group instruction will be used to reteach. grouping students based on similar learning style will help to encourage collaboration through common work and thinking practices How will you differentiate instruction to meet diverse student needs? ☐ ☐ ☐ ☐ Application Exam Standard: ☐ ☐ Objective Test Standard: Objective: Objective: Concept Mapping Standard: ☐ ☐ Observation Standard: Objective: Objective: ☐ ☐ Parent Evaluation Standard: ☐ ☐ Contract Standard: Objective: Objective: ☐ ☐ Peer Evaluation Standard: ☐ ☐ Checklist Standard: Objective: Objective: ☐ ☐ Self-Evaluation ☐ ☐ Performance Task response. List and explain at least two ways that you differentiated the instruction to meet diverse student needs. With the small group of visual learners, anchor charts and written examples were used. This allowed to visually see what an adjective and adverb was and how they are used. For auditory learners’ small group, I used a lot of lecture and question so that an understanding of the lesson was better achieved. Mastery of the skill will be checked through an independent teacher made worksheet activity that is assigned to the students through their google classroom. A writing assignment will also be assigned to show that students are able to further develop writing by using adverbs and adjectives. 5. LEARNERS DIVERSITY How will you address the needs of diverse students? Students with 504 (2) will be allowed extra time and numerous checks ins to assure understanding. Student Work Samples As you implement your Instructional Plan with a group of P-12 students, collect pre-assessment data to help you create your plan, formative assessment data so you can make sure your students are reaching your Learning Outcomes and Objectives, and summative assessment data so you have evidence of student mastery. You need to compare the three types of data as part of your final reflection on this lesson. Appendix B ☐ ☐ ☐ ☐ Application Exam Standard: ☐ ☐ Objective Test Standard: Objective: Objective: Concept Mapping Standard: ☐ ☐ Observation Standard: Objective: Objective: ☐ ☐ Parent Evaluation Standard: ☐ ☐ Contract Standard: Objective: Objective: ☐ ☐ Peer Evaluation Standard: ☐ ☐ Checklist Standard: Objective: Objective: ☐ ☐ Self-Evaluation ☐ ☐ Performance Task