Use traditional and authentic assessments to determine learner achievement of stated standards and objectives.
Identifies and labels parts of a narrative rating scale (ability to identify character, setting action, emotion)
0 unable to identify parts of story
1 able to identify 1-2 parts of story
2 able to identify 3 parts of story
3 able to identify 4 parts of story
Technology rating scale (ability to use microphone, images, drawing and writing tools, save)
0 unable to use any parts
1 able to use 1 part
2 able to use 2-3 parts
3 able to use 4 parts
Examine the entire instructional process and the impact of using technology and media.
Using the Book Creator app on the iPad allowed student to use more creativity and better understand the parts of a narrative. Students who are not able to write could use the microphone to verbalize what they are describing. Students who could not draw out their thoughts could use images to share their story.
The process of working with small groups for a portion of each day to help students develop their stories improved their ability to use the technology and their understanding of the parts of a narrative.
Examine the efficiency of your game -based learning model. Which part works well, and which part does not?
The parts that work the best are the small group instruction with feedback on stories and using book creator to enhance the creativity of each story.
The part I plan to change in the future is how to have students share their stories. We tried uploading them to the library in book creator, but students struggled with having time to read them or remembering how to get on. I plan to have dedicated time for students to share their book on the smart board using the website.
If discrepancies between learning objectives and student outcomes are identified, revise the lesson plan to address the areas of concern.
Based on both of my rating scales I felt students achieved the goal of learning the basics skills on how to navigate an iPad and the parts of a narrative.
I would modify the closure by allowing dedicated time for students to share their stories. This would motivate students to write more and use this app independently in the future.
Identifies and labels parts of a narrative rating scale (ability to identify character, setting action, emotion)
0 unable to identify parts of story
1 able to identify 1-2 parts of story
2 able to identify 3 parts of story
3 able to identify 4 parts of story
Technology rating scale (ability to use microphone, images, drawing and writing tools, save)
0 unable to use any parts
1 able to use 1 part
2 able to use 2-3 parts
3 able to use 4 parts
Examine the entire instructional process and the impact of using technology and media.
Using the Book Creator app on the iPad allowed student to use more creativity and better understand the parts of a narrative. Students who are not able to write could use the microphone to verbalize what they are describing. Students who could not draw out their thoughts could use images to share their story.
The process of working with small groups for a portion of each day to help students develop their stories improved their ability to use the technology and their understanding of the parts of a narrative.
Examine the efficiency of your game -based learning model. Which part works well, and which part does not?
The parts that work the best are the small group instruction with feedback on stories and using book creator to enhance the creativity of each story.
The part I plan to change in the future is how to have students share their stories. We tried uploading them to the library in book creator, but students struggled with having time to read them or remembering how to get on. I plan to have dedicated time for students to share their book on the smart board using the website.
If discrepancies between learning objectives and student outcomes are identified, revise the lesson plan to address the areas of concern.
Based on both of my rating scales I felt students achieved the goal of learning the basics skills on how to navigate an iPad and the parts of a narrative.
I would modify the closure by allowing dedicated time for students to share their stories. This would motivate students to write more and use this app independently in the future.