Research Question - How can we improve reading comprehension and writing skills based on the use of technology that is accessible to all students’ learning strengths? Theory of Action - If we as teachers game-ify learning opportunities, then students will collaborate using Kahoot alongside their study guide/graphic organizer to build an interactive quiz, resulting in better engagement and internalization of comprehension questions with multi-modal answers.
Content and Equity Goal
Content - Review Chapters 1-4 on, “The Talking Earth” and design a quiz with a focus on implementing the Kahoot App. Equity - How can students actively participate (student talk & collaboration) using technology and improve socially in a small group setting?
Research Behind the Lesson
Why lesson study? "Knowledge for teaching is embodied in instruction and is spread and refined as teachers watch and discuss practice" - Lewis & Hurtd, 2011
Lesson study allows teachers to look at student work and discuss teaching practices. Lesson study begins with a question where content is driven by inquiry and teaching is practice.
Universal Design for Learning UDL encourages teachers to think about how they are engaging students by providing a balance of challenges while still setting high expectations. Our goal as a team was to learn about incorporating technology in lessons that is designed for each learner.
Focus Student 1 - FS1 is a 4th grade student. FS1 has both ADHD and Dyslexia. FS1 loves to participate in art and handwriting activities. Some of her strengths are geometry, organization, and team sports. FS1 is a hard worker and completes all of her assignments. FS1 has below grade-level reading scores. She is competitive with her peers. Goal - Our hope is that FS1 is more thoughtful and uses kind words during group work. We hope that she is a more active participant in group projects. Focus Student 2 - FS2 is the only third grader in the class. FS2 has been diagnosed with ADHS, dyslexia, and an auditory processing disorder. FS2 has a passion for reading. FS2 works well with a variety of her peers. FS2's strengths are spelling, reading comprehension, and critical thinking skills. Goal - Our hope is that FS2 takes on more leadership roles in the group. We hope she can become more of a leader and become more of an active participant in class. Focus Student 3 - FS3 is a fourth grade student. FS3 has ADHD and dyslexia. FS3 loves science and reading fantasy fiction novels. Some of FS3's strengths are reading comprehension and higher-level thinking skills. Goal - Our hope is that FS3 feels more comfortable discussing work and problem-solving. we hope that FS3 discusses content with his peers and becomes a more active participant in class discussion.
Lesson Plan and Lesson
Context of the lesson: In a series of 5 lessons, students will design a multimedia Kahoot quiz for the book "The Talking Earth" by Jean Craighead George. Students are grouped into teams that play to their strengths, while allowing them room to improve on their challenges. They will be encouraged to delegate roles, share resources and help direct their peers in crafting a clear, comprehensive Kahoot quiz for their peers to try. During lesson study observation, student teams will recall the story elements and vocabulary, and use their prior knowledge to create a 10-12 question draft of a Kahoot quiz as a deliverable
Group member takeaways Dayna: In the future, I will create a video, front-loading them with the graphic organizer a day or two in advance. Next time, I would do a brain-gym activity with the students to get them more focus and in the green-zone for learning. Michael: I wonder how front loading could help my students during synchronous learning, but still add in prompts to encourage them to recall the front loaded info (e.g. the rubric). How can I prompt and support students who may be blindsided by new info that doesn’t correspond with the front loaded text. Bailey: No real synchronous meetings in (my classes) I wonder how to give student “think-time” and equitable participation with a technology barrier. I wonder how my students whose reading have impacted can actively participate and make sure that their voice is heard in an online setting? Impact on code calling on student confidence?
My lesson study reflection
My biggest wondering after the lesson was, “How can we ask higher order thinking questions when time and classroom environment are so heavily altered during online learning?” Online learning is difficult to work one-on-one with students because of the difference in space and time constraints than in the classroom. I noticed in our lesson study that students were being ask “yes, no” questions more frequently, and there could have been a push for higher oder thinking. One goal of our lesson study was for students to become more active participants in literacy discussions. If I were to do this lesson again, or implement in my own classroom, I would set up norms and guidelines for online discussion. I would suggest norms to students such as, “share the air” and “step-up, step-back” to allow for a more balanced discussion. As for higher order thinking questions, in an online setting where time is limited, I suggest that teacher anticipatory plan questions that they want their students to respond to. When a plan is in place, teachers can manipulate the conversation by asking students specific questions to push their thinking. Big question moving forward: There were a lot of leading questions and not inquiry questions - were they just parroting back? How do we give students a voice when they have been impacted by so much?