This learning experience was developed for Dr. Jeff Arnold’s Teaching to the Standards class at Daemen College. I designed this learning experience to be taught as one lesson during a Social Studies unit about Japan. This is an essential lesson for the students to learn because they need to see how all cultures around the world have both similarities and differences. Learning this concept through the context of schools in Japan and the United States is appropriate for the students because it is a topic they can make connections with and have plenty of background knowledge they can compare the new information to. Comparing cultures is an important skill for students to possess because it will help them, both now and in the future, to become more aware of other cultures. This, in turn, will help them become more culturally sensitive and worldly.
Looking back on the implementation of this lesson, I feel that I did meet my teaching objectives. It was my goal to provide the students with new knowledge about Japanese schools that they can synthesize with their existing knowledge about American schools. I wanted to do this by providing the students with the necessary amount of direct instruction and support, while still keeping the students engaged and the learning as student-centered as possible. I was able to do this through the lesson’s activities. The class really enjoyed sorting the facts into the large Venn diagram on the board. During this activity, I had multiple students asking, “Can I do the next one?” I would have liked to have more than nine students come up to the board, to get more students out of their seats, but this was difficult due to time constraints. I would have also liked to incorporate technology into this lesson, but due to lack of technology in the classroom, was unable to do so.
Based on the results of the post-assessment, I found that the majority of the students met the objectives of the lesson. Eleven students achieved scores at the distinguished level, and six met the criteria for the proficient level. This shows that 85% of the class met the main objectives of the lesson, 30% in a satisfactory manner, and 55% exceeded expectations. This, then, leaves only 15% of the class, or three students at the developing level, who met some of the goals, but have room for improvement. This information was also reflected in an informal, oral assessment the students were given as a whole group at the end of the lesson in which they were asked to name facts that are true of only Japanese schools, only American schools, and both.
There are some potential threats to the validity of the post-assessment data, however. The post-assessment was given directly after the lesson was taught, therefore, the information was very fresh in the students’ minds. This could attribute to why so many students did so well and achieved the distinguished status. A stronger implication of whether or not the students truly understood the information presented in the lesson would be giving the same assessment again after some time has passed and the students have had some distance from the lesson. Another potential problem is that some students may have achieved scores on the post-assessment that are lower than what they could be due to difficulties expressing themselves in writing. These students may know the information, but are unable to put this information into writing, causing their assessment score to be lower and not completely representative of the knowledge they retained.
This lesson was peer reviewed on March 29, 2012 at Daemen College by six of my peers and one elementary school teacher. The focus question that I hoped to address during this peer review was “What are some additional ways technology can be integrated into this learning experience?” Due to restraints in technology in the classroom in which this lesson was taught, I was not able to include any technology in the lesson. I wrote various ways I could incorporate technology, but was looking for further suggestions. I not only received wonderful answers to this focus questions, but a number of other fantastic suggestions of ways I could strengthen and expand my entire lesson. In terms of technology suggestions, ideas included showing a video of Japanese classrooms and playing a recording of Japanese students speaking. Krista gave the innovative idea to “create a viewing and listening center where the students can listen to recordings of Japanese students and watch videos of Japanese classrooms on a portable DVD player.” This is an idea that had never crossed my mind, but thought was very unique. I love the idea of using a small, portable DVD player that can be moved around the classroom and used in small groups if there is no technology available.
Other changes that I would make to this leaning experience if I were to re-teach it include allowing the students to write more than two similarities and two differences for the post-assessment, to help differentiate instruction for the students who were already at the distinguished level at the pre-assessment and needed to be further challenged. Additionally, I would change the format of the rubric, to make similarities between Japanese and American Schools and differences between the schools two separate attributes, rather than placed together under the same attribute. I would also like to incorporate a role play scenario in the lesson, such as having the students greet the teacher in Japanese and vice versa. Finally, I would like to utilize a large Venn diagram that could be used throughout the unit, in which the students write new facts they learn during each lesson about the similarities and differences between various aspects of Japanese and American culture. For example, for this lesson, as part of the closure, the students could each write one fact on a post-it note, either a fact that is true of only Japanese schools, only American schools, or both schools, and place it on the large Venn diagram. The Venn diagram would grow throughout the unit, and the students would be able to see a visual representation of their learning that they can continually refer back to. I am truly thankful for the opportunity to participate in a peer review with this lesson. It was such a meaningful experience that allowed me to gather many new ideas, and look at my work from different perspectives. I appreciate all of the time and energy the participants in the peer review group put into looking at this learning experience, and for giving me such valuable comments.
The knowledge I have gained from posting my learning experience online has proven to be invaluable. I had previously worked with Dreamweaver once before, creating a webpage my freshman year at Daemen, but not to the same extent as I did for this project. Having basic knowledge of the program did, however, allow me to further explore the program’s features and utilize its capabilities more fully. There were some difficult aspects of the process, but that is to be expected when working with technology. Working through the problems that arose, however, provided me with an even stronger understanding of the program. It has also provided me with valuable knowledge that I may be able to pass onto others who run into similar roadblocks when using the program. I plan to continue working on and updating this webpage to gain more experience and build a stronger background in using Dreamweaver.
To see the comments about my learning experience given during the peer review click here.