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Cell Lesson Reflection

Technology was integrated throughout the cell organelle lesson in the following ways: 1) The Smart Board was used for a warm-up labeling activity and for the teacher's lecture. 2) Students used the Bubbl.us software in groups to match organelles to their functions and city analogies. 3) An online polling website was used for an exit ticket assessment. The use of different technologies engaged students and allowed multiple means of representation, expression, and assessment of understanding. The Smart Board, Bubbl.us, and online polling site provided interactive, visual, and group-based learning experiences.

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jsgreeley88
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166 views

Cell Lesson Reflection

Technology was integrated throughout the cell organelle lesson in the following ways: 1) The Smart Board was used for a warm-up labeling activity and for the teacher's lecture. 2) Students used the Bubbl.us software in groups to match organelles to their functions and city analogies. 3) An online polling website was used for an exit ticket assessment. The use of different technologies engaged students and allowed multiple means of representation, expression, and assessment of understanding. The Smart Board, Bubbl.us, and online polling site provided interactive, visual, and group-based learning experiences.

Uploaded by

jsgreeley88
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PDF, TXT or read online on Scribd
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Project Reflection Sheet How did you use technology to implement the 9 UDL guidelines?

Explain in the nine boxes below.


I. Provide Multiple Means of Representation:
1. Provide options for perception
1.1 Offer ways of customizing the display of information 1.2 Offer alternatives for auditory information Your notes The use of the bubbl.us software offered a different way of representing the functions of the cell. The students worked in groups and match the different cell organelles to its appropriate function and city analogy. This offered different visual information because the students have to manipulate the bubbles and put it into the right sequence. Also, for a formative assessment we have the students answer some online poll questions to demonstrate their knowledge and skills. The main activity reinforces the vocabulary by having the students manipulate the bubbl.us to match the functions to the organelles. I believe that the activity promotes understanding because the students have to analyze the information and match the organelles to their appropriate city analogy.

1.3 Offer alternatives for visual information

2.

Provide options for language, mathematical expressions, and symbols


2.1 Clarify vocabulary and symbols 2.2 Clarify syntax and structure 2.3 Support decoding of text, and mathematical notation, and symbols 2.4 Promote understanding across language 2.5 Illustrate through multiple media

3.

Provide options for comprehension


3.1 Activate or supply background knowledge 3.2 Highlight patterns, critical features, big ideas, and relationships 3.3 Guide information processing, visualization, and manipulation 3.4 Maximize transfer and generalization

The warm-up activity allows the students to demonstrate their prior knowledge of labeling the cell organelle. The main activity requires that the students to take what the just learned about the organelle functions and make their own connection by determining the city analogy.

II. Provide Multiple Means for Action and Expression: 4.


Provide options for physical action
4.1 Vary the methods for response and navigation 4.2 Optimize access to tools and assistive technologies

Your notes The students, during the warm-up, activity work in groups and use the Smart Board technology to label a diagram of a cell. The students then use bubbl.us to match organelle to functions and city analogies. Finally, the students go to an online polling site to answer questions to show what they learned. The only multimedia communication that occurred was during the online polling. This is because the students communicate to the teacher whether they learned the material. The students also worked in small groups for the warm-up and the main activity. Finally, the students were able to demonstrate and practice their understanding of the functions of the organelles. Throughout the lesson the students are given instruction about what previous knowledge they should have, what they will learn during the lesson, and what they are expected to do during the main activity. We finish with a description of what they will learn and the project they will be working on. Your notes By doing the different interactive activities we made sure that each student was interested. The lesson uses group

5.

Provide options for expression and communication


5.1 Use multiple media for communication 5.2 Use multiple tools for construction and composition 5.3 Build fluencies with graduated labels of support for practice and performance

6.

Provide options for executive functions


6.1 Guide appropriate goal setting 6.2 Support planning and strategy development 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress

III. Provide Multiple Means for Engagement: 7.


Provide options for recruiting interest
7.1 Optimize individual choice and autonomy

7.2 Optimize relevance, value, and authenticity

7.3 Minimize threats and distractions

discussions and the use of the Smart Board in the warm-up, going to Bubbl.us to do an interactive activity, and finally taking a poll online. The assignment based on this lesson allows the students to choose between a web 2.0 tool and making a 3D model of a cell. All of the activities and the use of the different technologies were designed to peek every students interest. The different uses of technology during the activities were designed to allow the students to have different ways of demonstrating their knowledge. The warm up reinforced previously learned material by allowing the students work with one another. The main activity requires the students to work in groups to complete a task. The poll that the students take at the end of class allows the teachers to see if the students understood the material. The us e of the different technologies provided for the strengths of all of the students in the class be represented. The exit ticket allows students to leave with an understanding of where they stand with the material. It allows them to continue to do well or get further instruction. Most of this lesson incorporated technology. We started with the warm-up where we used the Smart Board to do a group activity labeling the cell. The Smart Board is also used during the instruction. The teacher goes over the functions of the cell organelles by revealing each function as she discusses it. The main activity required that the students in groups to go to Bubbl.us and log in to their groups presentation and match the organelles with their functions and analogies. Finally, the exit ticket was a poll that the students do by going to a polling website. This allows the teacher and the students know where they are with regards to their learning. There were different kinds of technology used throughout the lesson. The Smart Board was used by the students during the warm-up. They were required to label a cell by using the writing tool. This was a good way to keep the students interested and it allowed the teacher to see whether the students had enough understanding of the cell organelles before they moved on to the next topic. The Smart Board was also used by the teacher during the lecture part of the lesson. This was a good use of the technology because the teacher focused on one organelle at a time. This prevents any distraction that the students might have when they are taking notes. They write each function down separately allowing the teacher to discuss each one and the students can focus on that one. The Bubbl.us was used during the main activity. The students work in groups to arrange the different bubbles so that the organelles are correctly matched with their function and analogy. The use of this technology was appropriate because the students focus on the organelles and think about their functions and uses their critical thinking skills to find the right analogy for the organelle.

8.

Provide options for sustaining effort and persistence


8.1 Heighten salience of goals and objectives 8.2 Vary demands and resources to optimize challenge 8.3 Foster collaboration and community 8.4 Increase mastery-oriented feedback

9.

Provide options for self-regulation


9.1 Promote expectations and beliefs that optimize motivation 9.2 Facilitate personal coping skills and strategies 9.3 Develop self-assessment and reflection

How did you integrate technology into the goals, materials, methods, and assessment for this lesson to improve students understanding of content?

What technology was used? By whom? Why was this appropriate technology to integrate?

This is also good for the teacher to do a formative assessment to see if he/she needs to spend more time on the material. The final activity that was done was the exit ticket. The students were required to go to a polling website where they answered a few questions. This was a good formative assessment for the teacher to see the progress of the student learning.

Reflection: We mentioned in our presentation that the Bubbl.us activities would be a good study tool. The students can go back to the site and re-scramble the bubbles and practice matching the organelles with their function. This would be a really good study tool and an interactive visual aid for those students who would struggle with just reading the material. The final project would be the final reinforcement of the material by having the students make a model either using an internet presentation tool or making a physical model. The project would also act as a summative assessment.

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