Running Head: LEARNING MAP 1 Learning Map: Stages...
Transcript of Running Head: LEARNING MAP 1 Learning Map: Stages...
Learning Map:
Stages 1 – 4 EDWARD S. MACHAIN
NATIONAL UNIVERSITY
Running Head: LEARNING MAP 1
Abstract
This assignment described the various elements of the educational
learning map and how the author will implement it in his classroom.
This assignment also showed the author in his classroom and the
methods he used to teach. The author stated that this assignment was
already being implemented due to his administration’s obligations at
his school. The author described how he taught a mini-lesson and the
assignment’s first lesson during the previous week and concluded the
final lesson on Monday, August 20. Within the assignment, the author showed what targets were addressed, explained goals for his students,
showed how he implements the Universal Design for Learning in his
class, and how he conducts classroom management. The author
concluded the assignment by offering a reflection by stating that he
had learned much and that the newly required information will greatly
benefit him further in his teaching.
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Learning Map: Stages 1 – 4
Teaching is hard but a rewarding profession. The first area that any teacher addresses is the planning stage. Within this stage, a teacher
must know their students, recognize their own teaching strategies,
know what targets will be addressed, know what assessments and
instructional strategies will be used, and know how to effectively
conduct classroom management. The second stage is the teaching
stage. This is where the teacher implements their lesson plan in the
classroom. The third and fourth stages are for analysis and reflection.
This is where the teacher analyzes the lesson and reflects on the
outcome. As a teacher, I find this profession to be challenging so far. I
have not had the opportunity to effectively implement a learning map
due to my lack of teaching experience. This purpose of this
assignment is to properly implement a learning and lesson plan by
composing two lessons to teach. After the learning map’s data is
collected, a teacher can use the information to write their lesson plan. This assignment will present my learning map and describe my lessons
that will be implemented in my classroom.
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My Standard, Goals, and
Outcomes
Teacher: Edward Machain
Grade/Subject: 7th Medieval History – Silk Road/Marco Polo
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My Standards, Goals, and
Outcomes
California State Standard
History/Social Studies: 7.8 Students analyze the origins,
accomplishments, and geographic diffusion of the Renaissance
Section 3: Understand the effects of the “Silk Road” between Europe and
China, including Marco Polo’s travels and the location of his routes.
Common Core Standard
CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support
analysis of primary and secondary sources.
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My Standards, Goals, and
Outcomes
Big Questions (Essential Questions)
Has globalization done more harm or
good for the world?
How was the Silk Road an example of
globalization
(This is for the entire project/unit)
Knowledge (What needs to be
understood)
Students must have necessary
cognitive skills to complete the
lesson/unit
My cognitive skills include: selection
of evidence, argumentative claim,
counterclaims, and asking questions.
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My Standards, Goals, and
Outcomes Skills (What you will teach)
Cornell Note taking
Show a video and model
Teach vocabulary
“Silk Road, globalization, trade route, caravan, etc.”
Give examples and relate to real life situations.
Cognitive Skills
Argumentative Claim
Selection of evidence/counterclaims
Have them debate on their favorite football teams and show how the cognitive skills are incorporated in the debate.
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My Standards, Goals, and
Outcomes
Content Objective: At the end of the unit, students would be able
to answer the essential questions with the knowledge they acquired
from the mini-lesson(Wednesday), introductory lesson (Friday, the
day that the lesson was filmed), the lesson of Marco Polo (which will
occur during the next day of instruction), and the three lessons on
globalization.
Language Expectations: Students would need to have a basic
understanding of the vocabulary words and the cognitive skills that
are acquired to complete the unit. English would be the main language for these lessons/unit.
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My Standards, Goals, and
Outcomes Literacy Expectations
Speaking: Students will be required to understand and speak the English language and engage in class discussions. English Language Learners will be addressed later.
Listening: Students will be required to listen to the lesson, lecture, and video presented. If anyone needs to be closer to the board, seating arrangements will be made.
Writing: Students will be required to complete a map activity and a graphic organizer on the trade route and the travels of Marco Polo.
Reading: Students will be required to read the material on the board and on graphic organizers to complete the lessons.
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My Standards, Goals, and
Outcomes
Student Social-emotional Goal
My goal (that I conducted during the
first week) was to get to know my
students through ice breaker games.
These games helped build
community and promoted
engagement between students and
the teacher.
Some games were question and
answer, telephone, and the M&M.
Setting rules, routines, and expectations.
These were established during the
first week of school. This promoted a
safe learning environment.
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My Standards, Goals, and
Outcomes
Barriers to Learning
Most of my students are low
income and at-risk.
Many come to school tired and
hungry from not eating breakfast
and getting enough sleep. Some
students are foster youth while
others have mothers that are in
recovery shelters.
My school has a dress code so
students cannot see anyone’s
social-economic status by viewing
what types of clothing they have.
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My Standards, Goals, and
Outcomes
Common Misconceptions
There are several students who do
not like history and find it hard to
relate content material to the real
world.
Many students do not remember
6th grade history and need to be
reminded of prior knowledge.
Since the beginning of school,
students have been confused
about subject matter
expectations. So mini-lessons
given have been beneficial to
students thus far.
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My Class
My Classroom Composite
The entire school’s curriculum is
focused on Summit Learning and
the use of Chromebooks. This is
project-based learning that
requires teacher instruction and
self-directed learning.
All students are fluent in
technology. If they are not, lessons
are given to help achieve
technological fluency.
I helped multiple students reach fluency in the first 8 days of instruction.
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My Class
Focus Student #1: Special Needs
Max Ashurst
Max is a 7th grader who is on an IEP.
He has social-emotional issues from
being bullied in 6th grade. He needs
constant encouragement, support,
and attention.
He requires preferred seating and
noise-buffering headphones for
concentration and testing.
I also have 3 other students who are on IEPs for ADHD and PTSD.
Focus Student #2: English Language Learner.
Mustafa Arain
Mustafa is an 8th grade English
Language Learner from Pakistan. It is
difficult to engage him in learning
due to the language barrier. I have
been fortunate to have a Teacher’s
Aid to assist me with Mustafa. I have
taken different approaches to
teaching with him.
Graphic organizers in helping him
break down the information.
Videos: I have incorporated his native
language of Urdu in the video’s
subtitles.
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Universal Design for Learning
Representation
I present the material in various ways.
Lecture: I direct instruction through lecture. With this strategy, I am able to present the basics of the material which includes tapping prior knowledge, relating the material to the real world, and setting up the material context.
Media: I provide media images such as pictures and videos.
Hands-on: I provide graphic organizers and activities which involve coloring and matching.
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Universal Design for Learning
Expression
I allow students to express their knowledge of the material in a few ways.
Question and Answer/Think-Pair-Share: I allow students to collaborate on the material for class discussion
Map activity: This activity will show the student’s knowledge of the Silk Road’s trading routes and different empires throughout Afroeurasia.
Graphic Organizer: These work well with students by having them express themselves through this method. They will complete this during the Marco Polo lesson.
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Universal Design for Learning
Engagement
I attempt to engage students in different ways.
I tap prior knowledge so that students can recall previous material.
I show videos that show death, destruction, and comedy to spark student interest.
I try to relate the material to the real world.
Assessment
Students will be assessed based on their knowledge. The first assessment will be a map activity. This will show me that the students know where the 6 empires are located. The second will be an exit ticket which will explain Marco Polo’s role in the Silk Road.
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Classroom Management
Expectations
Class rules, routines, and expectations that were established in the first
weeks will continue to be enforced throughout the year. A respect
agreement between students and teacher was composed that referred
to class expectations and mutual respect for one another.
Group setting
Groups are situated in fours for collaboration. This has been successful
this far. The only downside is that some students are faced away from
the front of the classroom. This will be shown in the video.
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Stage 2 Teaching
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Stage 2 Teaching
What is my learning map sequence for Day 1, Day 2, and Day 3? (Each
period is a 90-minute block).
Day 1:
On Wednesday, August 15, I delivered the first lesson for this
assignment. On this day, introduced the hook for the Silk Road by
having all students check their clothing tags to see where their
clothes were made. This was to introduce them to globalization and the role it played in the Silk Road.
Next, I showed a video on cotton and machinery to show how the
cotton is manufactured.
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Stage 2 Teaching
Day 1 continued
Then, I taught lesson specific
vocabulary words that were going
to be used throughout the unit.
Trade, Silk Road, globalization,
Marco Polo, etc…
Finally, I introduced the students to
Cornell Note taking and had them
demonstrate their knowledge by
taking notes on a specific
webpage.
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Stage 2 Teaching
Day 2: Introduced the Silk Road
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Stage 2 Teaching
Day 2:
On Friday, August 17, I began with introducing the students to the
“Medieval Age” in history and covered certain highlights of the age.
These highlights included the Crusades, Islam, and the Black Death
Next, I showed two videos: one on the Crusades and the other on
the Silk Road.
Then, I showed a graphic of the Silk Road and identified the major
empires on the road.
Finally, I assigned a map activity. I used this as a formative
assessment so that they can show me where the empires were
located.
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Stage 2 Teaching
https://www.youtube.com/watch?v=zXmOulQhOZQ
Part 1
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Stage 2 Teaching
• Part 2
• https://www.youtube.com/watch?v=Upl7oybWiJ4&t=14s
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Stage 2 Teaching
Day 3:
On Monday, August 20, I gave a lesson on Marco Polo. First, I gave a brief presentation on who Marco Polo was and explained his role in relation to the Silk Road.
Next, I gave students handouts on different historical sources that related to Marco Polo.
Finally, I gave students a formative assessment using a graphic organizer. For this assessment, students had to explain who Marco Polo was in relation to the Silk Road according to the sources.
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Stage 2 Teaching
Materials Used
Day 1: I used a PowerPoint presentation, distributed handouts that
had vocabulary words along with their definitions, and showed a
video regarding Cornell Notes. I then had students compose
Cornell Notes in their history notebooks while researching a historical
webpage.
Day 2: I used a PowerPoint presentation, showed videos on the Crusades and the Silk Road, and distributed blank maps for the map
activity. Students used colored pencils to label and identify empires
that were on the Road.
Day 3: I used a PowerPoint presentation, distributed handouts on Marco Polo and assigned a formative assessment that was
completed on a graphic organizer.
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Stage 2 Teaching
Assess Student Learning
Day 1: I assessed student learning by having students successfully
write Cornell Notes. 90% of students passed the assessment. The
other 10% were given addition instructions toward the end of class.
Day 2: I assessed student learning by having students identify and
label a world-map handout on the different empires that
connected throughout the Silk Road. 95% of students completed the handout. The other 5% were given additional time during their
personal learning time.
Day 3: I assessed student learning by having students complete a
graphic organizer that asked, “Who is Marco Polo and what role did he play regarding the Silk Road?” 100% of students completed this
assessment and scored high.
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Stages 3 and 4
Analyzing/Reflecting
and Applying Stages.
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Stage 3
Analyzing/Reflecting StagesData collection
For my three-day lesson, I gathered data that showed me what the students had learned and how well they comprehended the lesson. I collected Cornell Note samples, map activities and formative assessments.
After analyzing the data, I reflected on several decisions that affected my instructional practices.
Based on the data, I will give students more assistance on vocabulary words and subject material. For students who need the extra assistance, I conduct mini-lessons so that I can get them caught up to speed. This way, they do not fall behind in class.
Stage 4
Reflection/ApplyingAs I reflect about my Unit of Study…
What new information did I get about my students in relation to their learning preferences?
I learned that my students learned best hearing the material and working with hands-on materials.
What new information did I get about effective teaching practices for the whole class, small groups and/or individual students?
I learned that I should roam the room more and engage in more question and answer segments. I need to engage the students more in the material.
How was the student learning data collected in alignment to content area standards for this grade level?
I based my information and assessments off of what is expected from the standards. The standards stated that students should know about the Silk Road and Marco Polo’s travels. The activities given were structured around those standards.
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Stage 4
Reflection/Applying How were the language and literacy scaffolds effective for student learning given
language diversity in the classroom?
My lecture was comprehensible due to the lesson I gave prior addressing the
lesson’s vocabulary words. I also went to every table and asked if students
understood everything. A few did not so I went over the words with them in
context to the lesson.
How will I use this information to plan my future instruction?
I will have to stress vocabulary words more and provide multiple definitions to
those words.
How effective were my practices? What will I keep, what will I improve and what will
I discard?
I believe my lesson was somewhat effective. Most of my students passed their
power-focus areas due to my lecture and presentation. Some of those who did
not show no effort in wanting to learn. This is the main challenge I face.
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Stage 4
Reflection/Applying What new understanding do I have about my
own teaching practices?
After viewing the video, I need to roam the room more and make myself present to all students. As I mentioned in class, I need to be visible to those students who cannot see me due to the structure of my tables and chairs. This poses another challenge for me.
What have I learned about myself as a teacher?
I learned that I need more practice. I must realize that being an effective teacher will not come over night. I must continue to practice and gain confidence if I want to be a successful and effective teacher.
As a professional learner where do I need to continue to grow and strive for?
I need to strive for effectiveness. I also need to strive for creating better classroom management. I want to grow in all aspects of learning and teaching. I will continue to seek advice from my peers and continue to do my very best without giving up. I know that if I give up, I give up on my students and that is what I do not want.
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ReflectionStage 1 Planning: This assignment has furthered my knowledge on lesson
planning. Although I have obtain adequate knowledge on composing a
learning map, I feel that this assignment has helped me understand the many
details and steps that accompany lesson planning. One area that has
broadened my understanding is teaching content literacy. I expect my
students to know who to listen, read, write, and speak fluently but did not
realize that these steps begin with my instruction. After completing this
assignment, I realize that I must teach students how to write notes, learn
content vocabulary, and properly identify information that is in primary and
secondary sources. I now know that this step begins with me.
This assignment also enlightened me on learning barriers. I knew that
students come to school carrying different baggage but did not consider that
it would create a barrier to learning. I learned that a student’s well-being and
social-economic status can affect their learning in a negative way. This
assignment opened my eyes to this area. Knowing this information, I can
better become aware of these areas and try to connect more to my students
who are in this category.
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Reflection continued
Stage 2 Teaching: The teaching stage was a difficult stage to
complete. Although I have been teaching for three weeks, I still struggle to
create lesson plans and have a successful lesson delivery. I noticed after
viewing the video that I did not expand the view on my PowerPoint
presentation. This made it hard for students in the back of the room to see
the presentation. I have now made it a point to always check this before
presenting. I also noticed that my lesson delivery, in my opinion, was not
effective. I saw that some students had their heads down while others did
not take notes during the presentation.
Some of these factors make me question the effectiveness of my
teaching styles. I know that I have learned from my previous mistakes and
try to improve on them everyday. The only thing that I do not like about
my classroom is the way it is structured. My tables are grouped in fours but
there are students who have their backs faced away from me due to the
way the tables are structured. This is something, however, that I cannot
control. I continue to search for a solution.
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Reflection continuedStages 3 and 4: I believe these stages were among the easiest to complete.
Although that is the case, they also remain the most important. Being in the credential
program, I never considered the structure of the learning map and why the planning
stage came after the reflection and application stage. This was more complicated than
I thought. In order for effective planning, analysis/reflection/applying must be
considered in order to gain effectiveness. I understand that a teacher must analyze the
data from the teaching stage to make future instructional decisions. Only after that data
is analyzed, a teacher can reflect on their lesson and determine what worked and what
did not. For this assignment, I realized that my lesson delivery needs to improve. After
viewing the video, I was not completely satisfied on how I looked and how I delivered
the material.
Although this was the case, I feel that my lesson was somewhat effective. Due to
the lesson, students were able to pass their focus areas with ease. Other students that
chose not to take notes were given the lecture via Google Slides. Those students either
studied and passed or did not study and did not pass. Encouraging and motivating
students poses a challenge for me. As I reflect on everything, I know that I need to
spend more time on those students that struggle rather than those who know how to self-
direct and self-motivate themselves.
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Conclusion
This assignment was very informative and furthered my knowledge
on lesson planning and creating learning maps. I realize that this
assignment was meant to cover two lessons. For me, this assignment
was tied into three lessons over the course of the week. The first was a
mini-lesson which I taught content literacy on Wednesday. On Friday, I
was recorded conducting my first lesson being an introductory lesson
on the Middle Ages and the beginnings of the Silk Road. On Monday, I
conducted my final lesson for this assignment on the travels of Marco Polo through the Silk Road. After completing Stages 1 – 4, I now have
the knowledge to better compose learning maps and deliver more
effective teaching that will benefit not only myself but, my students.
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