Stage 3: Learning Plan

SMILE Reflection

After reading the article, I think that SMILE is a great program. I know from a student stand point that when critical thinking questions are asked in class it takes time for me to think about it and then to come up with an answer. It is hard for me to come up with an answer on the spot. This new program allows students to read the question and then really think about a good answer. This program also allows students to ask questions which may lead to a further investigation into a topic. As a teacher, I use this type of questioning but without the technology aspect of it. Everyday, I present a question to my students (related to the study) in which we further investigate and use hands on activities to figure out why something may occur, or what happens when you do this a certain way. This program helps students ask questions that deepen their level or knowledge. Instead of asking questions that use simple recalling skills, they will learn how to ask questions in which they can explain and analyze. The only down side to this new program would be if the students did not have access to technology to participate in this program.

Backward Design Stage 2

Here is my PowerPoint with narration that explains why I picked the performance tasks for stage 2. 

ELA Reading

Stage 2- Assessment Evidence 

Performance Tasks:

Draw It!- Given a line from the story, students will have to draw a picture that relates to the line that is given to them. Teacher will then compare the picture the student drew to the actual picture in the book. For example, the teacher is reading the Three Little Pigs. The teacher reads the line that says, “.....”. The students will draw. To determine whether or not the students understand the goal, the picture has to have similarities to the picture that was given in the book. 

Story Cube- Students will roll a cube that has a picture of the character/ picture of the setting from the story. Depending on what character or picture from the setting is on the cube the students will have to describe the character or setting. For example, the student rolls the cube and a picture of the straw house is rolled. The students will describe what it is and how it relates to the story. If the student says the first pig built this house and then the wolf blew it down it shows that the student understood the text based on the picture. 

Other Evidence: 

Story ball- A ball will be passed around that has essential questions related to the book (essential questions from stage 1). If answered correctly, students show understanding.

Wanted Poster- Student will draw the character in the book that is considered the villain. For example, in the Three Little Pigs the villain is the Big Bad Wolf. 

ELA Writing 

Stage 2- Assessment Evidence 

Performance Tasks: 

Create a book- Students will have to create a 3 page illustration book. Students will have to draw what happens in the beginning, middle and end.

Sequencing Match- Students will be given cards with pictures on it from the story. Will have to put the cards in sequential order. 

Other Evidence: 

Prompts- Describe what happened in the beginning, middle and end. 

Stage 1 Reflection

When determining the essential questions used for stage 1, I thought about my current students and what questions needed to be asked in order to lead them in the understanding and learning of characters and the setting. Because the learning goal was for PreK students I knew the language and the vocabulary I had to use needed to be simple. In order for the students to be able to describe the relationship between the illustrations and the text they need to know what a character is and what a setting is. Focusing on those two concepts will lead them to understanding the overall goal. To be able to retell a story or recall events in order whether it is through drawing, writing or oral expression it is important that the students understand key terms. I determined which questions would be important to ask I thought back to my current students and thought about the prior knowledge they may have about storytelling. 

When determining what skills they would learn from this I thought about the years to come and how learning and understanding this goal will follow them as they move on throughout the years. Once the students are able to describe the relationship between the illustrations and the text they will be able to pick up any book and be able to understand what is occurring in the book. In the college years or work years even though when reading a textbook may not contain illustrations students will be able to read the text and try to picture it in illustration form which will help deepen the understanding of the text.

Stage 1: Backward Design

This link will take you to my Stage 1 of Backward Design assignment.

Understanding by Design

Backward Design is establishing an end goal first before determining the type of instruction and assessments you are going to use. Your end goal for your students should be a critical thinking goal. If you are teaching your students about the three branches of the government you want your end goal to have a deeper meaning other than just "recalling what the three branches of government are." You want them to be able to apply what they have learned to real life. Once the end goal is established you design by the outcomes you want. You develop your assessments and instruction towards your end goal.

How do people learn?

Hi there! Click on this link to view my prezi presentation on how people learn.