Can you do an outer space reflection
Juduan Miles- DOL/ Reflection- Pumpkin Unit
1.) “What did I want the children to learn? What were the important understandings and core concepts in this DOL (central focus)?”
In this unit, I chose to use “Pumpkins” with the anticipation that it will bring experiences about the fall season into learning. I want children to use their prior knowledge in addition to expanding what they already know about pumpkins. They will explore and observe a pumpkin with their senses and use words to describe shape, texture, and physical features they notice. Snice they can’t use a pumpkin to explore physically due to remote learning, they will use descriptive words and observational drawings to share their sensory discoveries. The central focus for the unit is for children to gain experiences that will help build their social-emotional skills, develop sensory and observation abilities, and allow them to learn key academic concepts in science, math, and literacy. Students will learn how to look closely at an object and make careful observations when using pumpkins throughout the unit. They will learn key components in math skills such as the ability to identify, recognize, and count objects (pumpkins) using numbers 1-30 and count to tell if items are more or less. They will use a combination of drawing, dictating, and writing to narrate a single event. Also produce and expand complete sentences in shared language activities using the pumpkin theme, including, with prompting and support, ask and answer questions about key details in a text.
2.) “How did my teaching plans support developmentally appropriate practice (active, multimodal or multisensory experiences) consistent with how children learn?”
Since students learn using multisensory experiences, my teaching plans provided a variety of ways students will use their auditory, touch, and visual senses. They will listen to and watch YouTube videos and stories related to the pumpkin theme along with PowerPoint presentations. Using their auditory senses students will contribute to classroom discussions by listening and responding. When children are working independently soft music is played to increase their focus and productivity. To support developmentally appropriate practices, students are placed in differentiated small groups based on their learning ability to ensure they get the appropriate support. When student go to their small group link, they are able to they are able to utilize and touch the white board screen, and they also get to move around while learning. (For example, students can go on a scavenger hunt in their home to find items shaped like pumpkins.)To best serve children using their sense of touch, they will use materials such as pencil and paper or their white board with a dry erase marker, in addition to other materials they have at home. Students can use the white board on the screen, using their touch screen on their iPad to demonstrate writing numbers and writing letters. Students will use their visual senses to look at color pictures instead of pictures in black and white from the stories and PowerPoints. If they are unable to see the screen, then they can follow along by listening. Student also have to use their figures to move items on the iPad to complete assignments.
See Multisensory Examples Below:
Try either link for example of music playing during independent activities:
Independent Assignment Example.
Independent Assignment Example.
3.) “What instructional strategies (visual charts, language modeling, technology, etc.) and learning experiences did I use that included language and literacy skills (especially use of “academic language,” such as content-specific vocabulary and language use?)”
For lessons that require visual charts I used a website called
classroomscreen.com to complete a virtual anchor chart. I wasn’t able to get materials to use chart paper and marker to check for prior knowledge about pumpkins. Language is integrated into the lessons I taught by reading the themed story and reviewing vocabulary with students. Integration of language and literacy development was used modeling the PAC strategy. The P of PAC is phonological awareness. Phonological awareness is being able to notice the sounds of language. A stand for alphabet knowledge. Alphabet knowledge is being able to recognize and name the letters of the alphabet. C is for concepts of print. Concepts of print is the understanding of the rules of and uses for printed language.
To model language, when reviewing letter sounds, students will repeat after me once I say the letter sound. I point to my mouth when saying it and point to students when its their turn to repeat. Using this strategy of repetition, connected with a verbal and physical response, helps my students remember what they are asked to do. The use of academic language is shared during lessons by explaining the definitions of words and concepts to students in ways they can relate to the meaning.
Example of literacy strategies:
Vocabulary example:
4.) “What specific modifications did I need to make to the lesson plans based on my unique classroom context? (Individualization for infants, children with special needs, ELLs, specific classroom resources or limitations, etc.)”
To support struggling readers, English language learners, and Special Education students, I utilized picture-cards in both whole group and small group to facilitate the categorization of the parts of a pumpkin. Also, used picture-retelling cards to help students in successfully sequencing and retelling the pumpkin life cycle. Utilize labels and diagrams to assist students in correctly identifying the parts of a pumpkin also helped. During this unit adaptations were used to support students with specific disabilities
. For example, students with Autism, were warned that there are upcoming changes to the daily routine in our pumpkin unit. I proactively introduced social skills by pointing out ways they can collaborate with other students. For example, I encouraged them to keep their mic off and use the raise your hand button when they wanted to speak. This helps students reframe from speaking while others are speaking. For students with developmental delays they were allowed adequate thought processing time when asked questions. When asking a question or offering a choice, they were allowed three (3) seconds or more before restating the question or giving further prompts. Additional adaptations such as extended time, videos with captioning, and accessible reading materials can be provides for struggling learners. Children that may have hearing impairments may benefit from instructions being read to them from assignments posted on seesaw. I added this feature so students can have the directions read aloud to them. Students with an IEP may be pulled out to a different classroom link for a one on one experience with a special instructional coach.
Example of picture cards:
Example of recorded instructions for lessons:
Instruction
5.) “How did I deepen children’s learning during instruction?”
To deepen children’s learning during instruction I started my lessons by asking about their prior knowledge of each topic. For example, what do you know about pumpkins? They were able to describe the more obvious attributes of a pumpkin like the color, shape and texture. So, I followed up with lessons that expanded on what a pumpkin is and how it grows using instructional videos, followed by a brief discussion. For example, after the introduction lesson of inside and outside of a pumpkin, students were able to explain what they have learned through labeling parts of a pumpkin. Then we reviewed what we learned and was able to explain the lifestyle of a pumpkins through more engaging videos, descriptive drawings, and story dictations. I used schema development by reorganizing their prior knowledge so that it might produce new insights and expand their knowledge on what they know about pumpkins.
6.) “How did my teaching link to children’s personal, cultural, and community backgrounds?”
Culturally responsive lessons start with knowing my students and unpacking assumptions that I may have about what my students know. I understand that when teaching lessons using subjects such as pumpkins, comes with the assumption that everyone has seen or heard of pumpkins. Knowing this, I don’t want the focus to be so much on pumpkin activities but use pumpkins as a guide for children to make the connection to what we are learning. Considering the backgrounds of my students and their home language, opportunities to collaborate and practice orally by answering questions about key details in texts are given. I also know that it’s important for me to choose the right topics to capture my student’s attention. Incorporating the theme of pumpkins into kindergarten lessons connects with the world around them and their current reality, the fall season. I tried to create a space that they were familiar with by adding real pumpkins to my background at home. I sometimes used my pumpkin pals during the lessons and told them that they will help me find students to give extra Dojo points to.
Assessment
7.) “What form of assessments did I design to evaluate children’s prior knowledge and new learning?
The form of assessment I designed to evaluate children’s prior knowledge were virtual anchor charts. I used the virtual anchor chart to focus on asking what students knew prior to the lesson about pumpkins. Since we have already reviewed what we know about pumpkins, I asked students to tell me something new about pumpkins and wrote down their responses. Most student responses were the same as before. I wanted students to gain new knowledge in knowing how pumpkins grow as a part of what they know about pumpkins. For example, they are green before they turn orange. Looking back, I wish I would have followed up with an anchor chart to tell what they have learned. My initial intent was to use the post assessment sheets to see what they learned. Going forward I will follow up with an anchor chart to compare what they knew in the beginning and now what they have learned.
Example:
8.) “What did my pre-assessment tell me about what children knew or could do prior to the DOL? Give examples of individual differences.
I used a pre-made pumpkin review sheet and put it in students seesaw folder for them to complete. Once students filled them out, I was able to see what they knew about pumpkins. Using this assessment helped me see where I needed to make adjustments in some of the lessons. I can tell that students had some general knowledge about pumpkins, but that I also must be sure to expand on their prior knowledge. I think I will use some sort of assessments going forward because it really helps with tweaking assignments for students and placing them in the right groups. Dr. Lawson doesn’t use written assessments before teaching a unit, but she does frequently assess students on skills that we have learned and make adjustments to whatever unit she is teaching. In looking at the results I can tell that they were a little confused about what I was asking and hoped that I could explain what I wanted to teach throughout the unit.
9.) “What did the post-assessment tell me about what children knew or could do after the DOL activities? Give examples of individual differences.
The post assessment was able to tell me what students learned about the cycle of a pumpkin and how they grow, what it looks like inside and out, and basic concepts in Math, ELA and Reading. For example, after the counting pumpkin lessons, I used my evaluation sheet I created to assess their skills in how well they were able to complete each task. It was able to tell me if students did their best, ok, or good work with each concept. I also created a pumpkin unit assessment sheet to evaluate student skills throughout the entire unit used a rubric to determine how to score their progress. The rubric consists of tasks to consider for each individual. To assess individual differences, I used a comprehension test with two different levels that went along with the story From Seeds to Pumpkins to see what they could remember. At the end of teacher evaluation and assessments, I provide notes on the student progress and improvement level.
General Reflections on Teaching and Learning
10.) “What changes would I make in my planning and teaching and why?”
Changes that I would have made to this lesson would of course be to add hands on experiences if this unit were done in a face to face environment. I would be able to use manipulatives for children who learn best using their hands. I noticed during math lessons some students had difficulties recognizing numbers, so I tried to help them count by using my fingers. I think they will benefit best from using objects to count with like counters or small cubes. In regard to cultural responsiveness, we have to consider that students may not have nor can afford appropriate objects to count with, so I tried to reframe form asking them to gather materials in their home. This avoids students feeling left out, and unfortunately, we aren’t able to deliver materials to them because of the pandemic. Looking back, I wish I would have taken the pumpkin that I purchased and did a live lesson with cutting it open. My concern was the time it would have taken to get through the lesson. I guess I could have also pre-recorded lessons to help with keeping control of the time. During some of the lessons I tried to get the kids up and moving because I know they have to sit for long periods of time. We often did songs and movement during lessons that I feel students enjoyed. They were able to get out of their seat and move around to wake up their brains. Usually this was random so I will add more movement throughout the lesson for next time. I understand that all lessons are not “activities” and my teaching have to be meaningful. I’ve learned that it is important that I teach students key components that they need for learning. One thing I think I can improve on after this unit is to make sure I am prepared and to always have a backup plan. Going forward I think I will create and do assessments ahead of time, so I know exactly how to support students learning and create assignments.
