How to write reflection paper?

1. PLANNING

Standards Addressed

List the standards by including the state, number of the standard(s), and a description of the standard(s).

Which international, national, or state or content standards does this lesson address?      

The lesson that is addressed by this paper is a literature reading and language arts lesson for students in the first grade. The standards that require being followed in the development of curriculum for these students are the standards of the Florida standards organization which explain clearly what is required of first grades in language arts and reading. These standards are also in conjunction with the national standards and thus for that reason. They are the most important standards that the organization requires to meet (Florida, 2017).

Standard content among others include;

1. PLANNING

Learning Outcomes/SMARTGoals

What will students learn?

Students will understand how to read certain texts and stories on their own.

Students will learn how to communicate with each other effectively and communicate with adults

Students will learn how to write the simple basic words that they read from books.

1. PLANNING

Learning Objectives (at least two)

What will students do? All objectives must be measurable.

Students will study together with each other in groups and handle simple language tasks like reading aloud in class.

Students will be given messages to deliver to their parents and parents instructed to inspect their clarity in communicating.

Students will be given opportunities to communicate certain messages to their peers and to the instructor in order to enhance their speaking skills.

Students will be instructed to write vocabularies that they read in literal books.

1. PLANNING

Bloom’s Revised Taxonomy

Which level(s) of Bloom’s Revised Taxonomy is targeted? Make sure that you reach the higher levels of Bloom’s Taxonomy (Evaluating and Creating).

☐ Remembering

☐ Understanding

☐ Applying

☐ Analyzing

☐ Evaluating

☐ Creating

The three levels of Bloom's taxonomy highlighted in yellow are the levels that are targeted for students in this grade. Passing these levels will help the students increase their effectiveness in the study.

1. PLANNING

Real World Contexts

What are real-world contexts included in the lesson? Link the topic of the lesson to the relevance for the student. Include opportunities for students to demonstrate career and college readiness skills.

The topic of language literacy and capability to communicate effectively is extremely important to students in the real world. Through it, students have the chance of managing to communicate effectively with other individuals and thus when they are in the world; they can manage to express themselves effectively to others and have their point taken or noted.

Learning language literacy will also help the students attain a clear understanding of different learning materials since they can read and understand what has been written. It is therefore completely essential for students to learn the language arts in order to excel in education.

1. PLANNING

Collaboration

How was a collaboration with other professionals, families, and/or community leaders included for this lesson? Describe the collaborative effort.

For this lesson, the collaboration with other family and friends is essential. The students are for example, given a number of assignments and homework which they need to complete using the assistance of family members. Friends also contribute towards the student’s ability to understand what they are taught since they will learn easily without the need to implement effectiveness of the operation.

2. METHODOLOGY

Learning Experience/ Activity

List the activities, including how you activate background knowledge and bring closure to the lesson. Please make sure you can demonstrate student engagement throughout the lesson. Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson.

Introductory/Anticipatory Set Student understanding and capability to learn language effectively are of significant importance to them. Apart from the aspect of passing the grade at this level, they will also utilize the language lesson that they learn at this stage for the rest of their studies and their lives in the form of communication. The lesson contents of this less are thus very important to the student.

The teacher will guide students on how to read, by first guiding them through examples and then giving an opportunity to read on their own. This will satisfy the following goal; (Students will understand how to read certain texts and stories on their own).

The Instructor will provide students with messages and instruct them to relay those messages to either their parents or their fellow students. This will satisfy the following goal; (Students will learn how to communicate with each other effectively and communicate with adults).

Instructors will give students a chance to write and create words from what they have learned for the day. (Students will learn how to write the simple basic words that they read from books).

The ability of the students to transfer knowledge from what they learned to the outside world is of significant importance. The lesson requires students to utilize their speaking skills to communicate with friends and family members and thus with this activity in place, they will be able to transfer knowledge to their daily life activities after they learn (Thomas, Kern, Hughes, & Chen, 2016). 

Diversity is a major issue of concern that is important to consider in all the activities taking place I a classroom. From the students taking the class in reading and language arts, a diversity aspect of one of the students is slow learning. To address this issue, I will include some additional time in the lesson where I will address the issues of the slow learning students to ensure that they understand the lesson content completely.

An instructional strategy that supports the objectives of the lesson that I can include is making a general overview of the content of the lesson in order to enhance complete understanding of what was taught to the students and ensure that they do not forget the information provided to them easily.

2. METHODOLOGY

Instructional Strategies

What instructional strategies/methods will you use?

Connect each strategy and method back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.      

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Constructions

Standard: knowing and applying grade-level phonics

Objective: making sure that students learn phonics from certain learning materials

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Nonlinguistic Representations

Standard:

Objective:

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Cooperative Learning

Standard:

Objective: Students studying together as a group where they all handle certain tasks together

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Peer Editing

Standard:

Objective:

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Discovery

Standard:

Objective:

Allowing students to read and understand content on their own.

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Practice/Drill

Standard:

Objective: Giving students regular reading activities to enhance their exercises on the same

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Discussion/Questioning

Standard:

Objective:

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Practicum

Standard:

Objective:

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Experiment

Standard:

Objective:

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Problem Solving

Standard:

Objective: Asking students questions for them to answer according to what they have learned.

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Field Study

Standard:

Objective: giving students an opportunity to pass message to their colleagues and return feedback

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Questions, Cues, and Advance Organizers

Standard:

Objective:

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Graphic Organizers

Standard:

Objective:

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Reflection/Response

Standard:

Objective:

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Generating and Testing Hypothesis

Standard:

Objective:

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Reinforcing Effort and Providing Recognition

Standard:

Objective:

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Homework and Practice

Standard:

Objective:

Giving students assignments to go and carry out at their homes.

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Reporting

Standard:

Objective:

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Identifying Similarities and Differences

Standard:

Objective:

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Role-playing

Standard:

Objective: letting students take part as characters in character based book when reading.

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Independent Learning

Standard:

Objective:

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Setting Objectives and Providing Feedback

Standard:

Objective:

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Journal

Standard:

Objective:

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Simulation

Standard:

Objective:

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Laboratory

Standard:

Objective:

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Summarizing and Note Taking

Standard:

Objective:

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Lecture

Standard:

Objective:

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Viewing/Listening/Answering

Standard:

Objective:

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Library Research

Standard:

Objective: giving students the responsibility of searching for a book in the library.

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Other (Please specify)

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Standard:

Objective:

These instructional strategies are significantly appropriate because, to begin with, they will help in making sure that the students effectively receive their guiding instructions. The strategies will also help in guiding instructors on the most appropriate action to take in their operations. From the study, I managed to reach the creating level of the blooms taxonomy, where students will create words from situations that they view or think about critically. The student activities of communicating and reading different book contents support these bloom taxonomy areas.

For effective instructional giving, I will group students into small and well manageable groups of about six students each and help them attain effectiveness of operation in their groups through collective reading.      

3. MATERIALS

Materials Used

T = FOR TEACHER

S = FOR STUDENT

Include at least one digital material.

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Materials used

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Technology utilized

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Cassettes/CDs

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Graphing or Scientific Calculator

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Slides

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Tape Recorder

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VCR/TV/DVD/Laserdisc

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Assistive Technology

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Cell Phone/Mobile Device

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Digital/Video Camera

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Concept Mapping Software

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Social Networking

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Virtual World (e.g., Second Life)

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Interactive Gaming

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Interactive White Board (e.g., SMART Board)

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Distance Learning/Webcast

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Computer Software

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Weblog (Blog)

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Wiki

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Internet Research/Website

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Podcast/Vodcast

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E-mail

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Presentation Software (e.g., PowerPoint)

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Virtual Field Trip

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Interactive Gaming

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Other (Please specify):      

These materials are essential for studies since each one of them will help in increasing the effectiveness of the students and their learning. They are all, therefore, essential materials for effective learning.

4. ASSESSMENT/EVALUATION

Assessment Options

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Application Exam

Standard: ensure that all students understand what is taught and that they pass.

Objective: Making sure that the lessons taught were understood.

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Objective Test

Standard:

Objective:

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Concept Mapping

Standard:

Objective:

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Observation

Standard:

Objective:

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Parent Evaluation

Standard: ensuring that all children have parental support for education.

Objective: motivating parents to support the learning of their children.

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Contract

Standard:

Objective:

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Peer Evaluation

Standard: Helping students obtain the need to communicate and learn from each other.

Objective: Enable the students to have the ability to effective communication with each other.

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Checklist

Standard:

Objective:

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Self-Evaluation

Standard: students to have the ability to self-evaluate themselves in reading skills.

Objective: enable students to learn when they are effective in an activity and when they need to put more effort.

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Performance Task

Standard:

Objective:

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Inventory

Standard:

Objective:

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Portfolio

Standard:

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Quantitative Scale

Standard:

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Rating Scales

Standard:

Objective:

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Rubric

Standard:

Objective:

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Scored Discussion

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Objective:

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Journal

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Objective:

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Problem-Solving Assessment

Standard:

Objective:

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Other (Please specify):

Standard:

Objective:      

The assessments are essential for the effective determination of understanding by the students. They will help the instructor determine whether the learning process was successful or not.

The assessment will help in guiding the instructions that I give to the students, being aware of the assessment that they will face in the exam, I will ensure that I cover every aspect required for students to be conversant with and thus by so doing, the assessments will have guided my instructing.

5. LEARNERS

Differentiation

Address multiple intelligences and/or learning styles when writing your response.

The students that I will be instructing are likely to be highly diverse, due to this reason, the curriculum will provide more time for the instructor to address issues of diverse students. The students that require more explaining will thus have an opportunity to be guided further into understanding what was taught in the lesson.

Meeting student needs through instruction are important since without utilization of this method it is difficult for an instructor to meet the needs of all students. The first way that I will use is giving different assignments and homework for different students according to how I view their understanding of different concepts. The second way that I will utilize is grouping students according to their needs and thus manage to instruct them differently while they are in their groups (Wiles, 2009). 

To meet diversity needs, I will give students assessments depending on their strengths and consideration of their weaknesses. I will give groups of students assignment depending on the areas that are challenging to them and thus give them an opportunity to improve their operations. The other method is marking assessments differently in order to encourage the lowly motivated students to work harder.

5. LEARNERS

Diversity

The needs of diverse students are important to address. For a group of students whose diversity is based on ethnicity, I utilized the method and strategy of motivation to reveal to them that they are capable of academic excellence despite their ethnicity. I gave the class a story of Ben Carson, in order to motivate all African American students to work hard despite their ethnicity.

Student Work Samples

As you implement your Instructional Plan with a group of P-12 students, collect pre-assessment data to help you create your plan, formative assessment data so you can make sure your students are reaching your Learning Outcomes and Objectives, and summative assessment data so you have evidence of student mastery. You need to compare the three types of data as part of your final reflection on this lesson.