Phase 1 - Artifact

Check List -

https://docs.google.com/a/nau.edu/spreadsheet/viewform?formkey=dEhEZ2NSVWNmOHhmUUVqbXRxTDhYaVE6MQ#gid=0

Phase 1 - Plans Instruction

1. Plans Instruction: Discuss how your goals, objectives, and outcomes are
   • Clearly stated
   • SWBAT create a picture of a neighborhood using map symbols (key, symbols, compass rose, title) on Kidspiration. 
   • Appropriate for students
   • I am working with 2nd grade students, and this objective follows the Arizona State Standards for 2nd grade Geography.
   • Aligned to state standards
   • Yes

Phase 1: Designing Instruction

1. Designing Instruction: Discuss how your instructional design
   • Is contextually and logically organized
   • My instruction design is logically organized by accessing prior knowledge, teacher demonstrating, the class working together, individual practice on paper, then creating their neighborhoods on the computer, and finally presenting.
   • Uses varied instructional methods that meet individual student needs and target higher order thinking skills
   • I used varied instructional methods by asking questions verbally, writing the objective on the board, handing out check lists of what is required of their neighborhoods. As well as additional work of designing a map of their own room if they finish their neighborhood, and allowing students use the smart board to interact with as a class for practice.
   • Addresses or does not address:
     • Safe, legal, and ethical use of digital information and technology
     • I did not address the safe, legal, and ethical use of technology, because the students have already been working with technology in my classroom and we have been over the rules. 
     • Digital etiquette and responsible social interactions
     • Same as above. In addition I am constantly walking around and monitoring progress.
     • Meeting diverse needs of learners through learner-centered strategies and equitable access
     • Yes, I am meeting diverse needs of learners with technology assistance and allowing if students do not live in a neighborhood for whatever reason, they may choose to fabricate their own. This is an in class activity and every student will be involved with a computer. 
     • Global awareness and digital-age communication
     • I did not address global awareness and that some people in the world do not have neighborhoods because they are homeless or other reasons. I also did not mention that some students do not have the privileged of owning or being able to interact with computers like our class is today.  

Phase 1: Planning Assessment

Planning Assessment: How will your assessment tools demonstrate

• The performance of linked goals and/or objectives
• My assessment tool, the check list, will be the performance of the objective so the students will be able to demonstrate they know to to perform their objective.
• Student engagement in higher order thinking
• The check list will induce higher order thinking in that students are producing their neighborhood with stop signs, street lights, and etc.
• Meeting individual student needs
• Meeting individual student needs my check list works for students with visual impairments, memory disorders, and others. Since the students will have their own check list in front of them they can refer back to that rather than asking the teacher or having to look on the board, this will enable students to be productive and self efficient. 

Phase 1 - Assessing Prior Knowledge

1. Assessing Prior Knowledge: If you were teaching this with the targeted grade level students
   • How would prior experience have been assessed?
   • Prior experience would have been assessed by possibly doing a KWL (know, want to know, learned) chart. Also, in my lesson I stated that we have reviewed each symbol and how to use maps. 
   • What would you expect to learn from assessing your students' prior knowledge?
   • I would expect to learn from assessing my students prior knowledge where they are at before this lesson, if they had none, little, or a lot of experience with my neighborhood map lesson.  
   • How would this information be useful in the planning process
   • Knowing my students knowledge of the subject before hand would help me know how basic or in depth I can start my lesson, so I will have to be really flexible when I am teaching my lesson.