- Instructional Decisions/Teaching: Describe and justify modifications made
· for individual needs- In my lesson plan, I made sure to include multiple ideas for accommodations when it comes to differentiating the instruction for individual needs. Some examples of these accommodations include the following:
English Language learners: Modifications can be made for English Language Learners, in terms of the expectations on the assessment (directly associated with the effectiveness of picture captions), based on their capability level.
Special Education: For example, if a student with ADHD is in the class, modifications that may be made for the student is that the assessment work be condensed to 6 slides, including a title and credits page, with adequate captions for their capability level. The student may also be granted permission to work on the project with the help of an aid in a resource classroom.
Gifted Students: The student will be provided with the option of working independently on the guided practice potion of the class and the assessment will be modified by requiring the student to complete 15 slides, including a title and credits page.
At-Risk Students: Modifications for at-risk students would be to work on the computer individually, without being placed in a group for specific help and monitoring from the teacher. Also, flexibility in the date & format for the project may be accommodated as necessary.
- to maintain alignment to goals and objectives – In my lesson plan, I made sure to center each portion around the goals and objectives. The goals and objectives of the lesson plan are to:
- Understand the purpose of a photo essay, which we discuss and review during the anticipatory set, input, and closure
- Understand the format for creating a photo essay, which includes caption, which we discuss during the input, review, checking for understanding, guided practice, closure, and assessment of the lesson
- Complete a photo essay as a creative activity by using photos, found on a computer's art gallery or the internet, to illustrate a story, which we do during the guided practice and assessment of the lesson
- Effectively browse the internet to find associated pictures and place pictures, with captions, in a story format, using Windows Movie Maker, which we do during the modeling, guided practice, and assessment of the lesson
- Work collaboratively in a group of 2-3 students to complete a photo essay, done during the guided practice of the lesson
- Read and enjoy a photo essay, which we do during the guided practice and closure portion of the lesson.
- your students' level of success in achieving the lessons goals- I believe that my students were very successful in achieving the goals and objectives of the lesson. The evidence that I have to support this belief, stems from the accuracy of their answers during the modeling/checking for understanding portion of the lesson, my observations made throughout the entirety of the lesson, and also the examples of the photo essays I have to review, made by the students in the guided practice portion of the lesson.
- the level of success you had in teaching the lesson- I believe I was decently successful in teaching my lesson. The evidence I have to support this belief is the simple fact that, despite a few minor technology glitches, my lesson ran smoothly. The student’s understood what was expected of them, abided by my rules and procedures, and also created awesome examples of photo essays, following my directions to a tee.
DIGITAL ARTIFACTS:
Examples from in-class photo essays:
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