Standard 7: Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
I created a Famous Hispanic webquest to have my students learn about some famous Hispanics that live(d) in the United States in order to see the impact of Hispanics on America. The students needed to research 4 people from different categories of society (sports, politics, entertainment, art, and music) and take notes. They then needed to create an invitation and invite the person to an event (a sporting game, concert, party, and so forth) and then write what a conversation with them would look like. This webquest was taking the place of a normal written conversation by making it culturally appropriate based on the person they choose to invite. I assessed the students based on the invitation vocabulary, grammar, and cultural appropriateness.
I developed a lot as a teacher by developing this webquest for students. I had never created a website before, so it was a task for me to put it all on a website. I also was very uncomfortable teaching students to research in class, but with the webquest all planned ahead of time and with certain resources available for students to use, it was not as hard as I originally thought. I now feel more comfortable having the students do their work online. I also developed by achieving our curricular goal of adding more culture into our presentational assessments. Not only did students have to learn the proper grammar and vocabulary, but they also needed to show that they knew the culture behind the Hispanic and they chose.
The webquest really impacted student learning. Typically, when I tell students to write a conversation, they groan. However, when I told students they would be searching online for information to use, they were happier. They also were able to choose someone who interested them. Some of my male students really enjoyed pretending that they would have a conversation with a famous baseball player and could invite them to their baseball game. Giving students options and having them use technology really motivates them and increases their learning.
KSD
7.K.1 The teacher understands learning theory, subject matter, curriculum development, and student development to plan instruction and to meet curriculum goals based on content standards.
I planned my webquest with our district department goal of incorporating technology and culture into our curriculum in mind, while still assessing grammar structures and vocabulary.
7.S.1 As an individual and a member of a team, the teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. that activate students’ prior knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those previously acquired).
By allowing students choices, I created an experience that they could relate to. I also added culture into the assessment where it was previously missing, which accomplished our curricular goal.
7.D.2 The teacher believes that plans must always be open to adjustment and revision based on student needs and changing circumstances.
Although I planned for this to only take 3 days in the computer lab, the webquest research took longer than expected. I was flexible in allowing students to work on it for an extra day, allowing them to finish with better and more complex work.
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Standard 7: Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
Evidence 1:
Famous Hispanic webquest
Rationale 1:
I created a Famous Hispanic webquest to have my students learn about some famous Hispanics that live(d) in the United States in order to see the impact of Hispanics on America. The students needed to research 4 people from different categories of society (sports, politics, entertainment, art, and music) and take notes. They then needed to create an invitation and invite the person to an event (a sporting game, concert, party, and so forth) and then write what a conversation with them would look like. This webquest was taking the place of a normal written conversation by making it culturally appropriate based on the person they choose to invite. I assessed the students based on the invitation vocabulary, grammar, and cultural appropriateness.
I developed a lot as a teacher by developing this webquest for students. I had never created a website before, so it was a task for me to put it all on a website. I also was very uncomfortable teaching students to research in class, but with the webquest all planned ahead of time and with certain resources available for students to use, it was not as hard as I originally thought. I now feel more comfortable having the students do their work online. I also developed by achieving our curricular goal of adding more culture into our presentational assessments. Not only did students have to learn the proper grammar and vocabulary, but they also needed to show that they knew the culture behind the Hispanic and they chose.
The webquest really impacted student learning. Typically, when I tell students to write a conversation, they groan. However, when I told students they would be searching online for information to use, they were happier. They also were able to choose someone who interested them. Some of my male students really enjoyed pretending that they would have a conversation with a famous baseball player and could invite them to their baseball game. Giving students options and having them use technology really motivates them and increases their learning.
KSD
7.K.1 The teacher understands learning theory, subject matter, curriculum development, and student development to plan instruction and to meet curriculum goals based on content standards.
I planned my webquest with our district department goal of incorporating technology and culture into our curriculum in mind, while still assessing grammar structures and vocabulary.
7.S.1 As an individual and a member of a team, the teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. that activate students’ prior knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those previously acquired).
By allowing students choices, I created an experience that they could relate to. I also added culture into the assessment where it was previously missing, which accomplished our curricular goal.
7.D.2 The teacher believes that plans must always be open to adjustment and revision based on student needs and changing circumstances.
Although I planned for this to only take 3 days in the computer lab, the webquest research took longer than expected. I was flexible in allowing students to work on it for an extra day, allowing them to finish with better and more complex work.