Micro Lesson 2 Reflection

 Micro Lesson 2 Reflections: Assessing Prior Knowledge and Planning

Prior knowledge:

Students will have prior knowledge of numbers 1-20. Prior knowledge and experience will be assessed when students are counting together in whole group. The teacher will also assess by listening and facilitating during group discussions by inquiring what it means to “Count On” and connecting with real-life experiences when going to a supermarket. Example of questions: “Do you know what counting on means?” This lesson will be taught at the beginning of the school year to help lay a foundation for teaching students about math and counting. This lesson will also help students to know how to Count On when they are doing addition or using it in a real-life situation.

Implementation Reflection: Designing Instructions:

Counting On aligns with Arizona State Standards for Math (K.CC.A. Know number names and the count sequence. 2 Count forward from a given number other than one, within the known sequence (e.g., “Starting at the number 5, count up to 11.” K.CC.B. Count to tell the number of objects. 5. Count to answer questions about “How many?” When 20 or fewer objects are arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 to 20, count out that many objects. K.OA.A.1 Represent addition and subtraction concretely.). It also aligns with ISTE Standards by empowering students to be Digital Citizens and use their Chromebooks to complete an assessment. Students become Global Collaborators as they discuss the video and clothes in a group discussion with their assessment. Then students are assigned groups to collaborate with other students they work well with. Technology is used with a colorful video that will be displayed on a smartboard in front of the class, a number chart, number cards, activities with abcya.com and Blooket, and a Nearpod assessment. Instructions are simple. Gestures with emphasis on numbers and counting will be used to help students. Tactile objects (dots, cups, number cards, and oranges) are used for the lesson. To end the lesson, students are asked what they learned from the beginning of the lesson to the end of the lesson why is it important to know how to count on, and how they can apply it to real-life experiences. Students will have a chance to respond when called upon.

Assessment Reflection: Planning Assessment:

Observation and asking questions about the knowledge of Counting On at the beginning of the lesson will help determine how to approach and continue the lesson. Digital activities will help students practice and engage in learning how to Count On. An assessment at the end of the lesson will demonstrate the student's comprehension of instruction.

Materials & Resources Reflection:

As an educator, I will reflect on the lesson as I design, create, implement, reflect, and revise the lesson. I will empower students to be responsible Digital Citizens as they log on to their Chromebooks and access activities on abcya..com, Blooket, and Nearpod. As a collaborator and designer, I used information from cohorts and teachers about different applications and videos online to create a lesson. As a Learner of new applications, I created an assessment using a video for my lesson plan. As a leader, I reflect on what I can do to improve the lesson plan. As a facilitator, I used technology to assess my students' knowledge and skills, which also helps me to analyze the gathered information to know and understand the level of knowledge and skills a student has achieved from the lesson.