Student WorkTeacher formative assessmentReflectionIn this lesson, I have utilized technology as a constructive adaptation for the students. The inclusion of an online, interactive game and online text narration allows students to use technology to connect new information to their prior knowledge. Instead of receiving the information passively, students gain knowledge through the technology. I facilitated student exploration of Main Idea/Key Details and where different animals live through independent use of technology tools. The students were permitted and scaffolded to play the game and click through the text. Students are provided with practice to explore the concept of identifying the main idea. In this way, technology tools facilitate the construction of meaning. I previewed the Myon book and played the game prior to the lesson with my students, so I was comfortable and able to troubleshoot errors if they occurred. Luckily, the ELMO, laptop and WiFi all worked well with the book and game. The game was fun, cute and included auditory and visual appeal. The students enjoy reading Myon books, as they are accustomed to the narration and answering questions from the teacher while the program reads. The students reacted positively when they were told they’d be reading a Myon book. I believe asking students to put their thumbs up when they hear a key detail offered more interaction with the text and indicated student understanding. The kindergartners tend to get jealous over who is clicking the button to move the book to the next page, so in future lessons I will rotate students out every 3 pages to allow other learners a chance. When students were vocally or visibly jealous of each other’s opportunities to practice with the technology, I reminded them to be happy and supportive of their peers. The students have a strong sense of community and refer to each other as their friends. So, students were easily redirected to offering their peers positive support. Another resource that could have furthered understanding would have been an educational video that addresses Main Idea and Key Details.
Though students struggled during the game, they had success in demonstrating reading comprehension and journaling. After reading the book and reviewing Main Idea/Key Details, students enjoyed matching with each other for the animal and its’ corresponding home. All the students but four were able to accomplish this successfully. Through the support of peers, the mismatched animals and homes were clarified. In the student’s journals, they demonstrated mastery of the key detail that included their card. The students each had a matching piece to act as a writing prompt, so they could write their key detail. Also, students were prompted to include the main idea. Some students were able to expand on their detail and offer support about the animal and its’ home. For example, one learner was able to write that bats lived in the cave because of the animal’s preference of the dark. Student work examples were included above. I believe the technology reinforced their understanding of Main Idea/Key Details and allowed them to access information about animals and their homes. For my own professional development, I was able to recognize the ability of technology to enhance student learning. Also, technology promotes student engagement. In my lesson, I included a teacher checklist to track participation and understanding throughout the lesson. By including a checklist, I am able to ensure that every student is held responsible for participating and that students are provided equitable access to learning. Also, by their participation and ability to answer questions correctly, I am able to infer student's understanding. Having a single sheet with a record of student's behavior during the lesson is an excellent source for planning further lessons. I hope to integrate technology in an innovative way that could facilitate higher order learning activities. Also, authentic situations in which students use technology tools to link learning activities to the world beyond the instructional setting would allow for students to make connections. I would love to promote technology integration in the classroom that transforms the students experience in authentic contexts.
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