running head: learning map 1 learning map: stages...

Learning Map:

Stages 1 – 4 EDWARD S. MACHAIN

NATIONAL UNIVERSITY

Running Head: LEARNING MAP 1

Abstract

This assignment described the various elements of the educational

learning map and how the author will implement it in his classroom.

This assignment also showed the author in his classroom and the

methods he used to teach. The author stated that this assignment was

already being implemented due to his administration’s obligations at

his school. The author described how he taught a mini-lesson and the

assignment’s first lesson during the previous week and concluded the

final lesson on Monday, August 20. Within the assignment, the author showed what targets were addressed, explained goals for his students,

showed how he implements the Universal Design for Learning in his

class, and how he conducts classroom management. The author

concluded the assignment by offering a reflection by stating that he

had learned much and that the newly required information will greatly

benefit him further in his teaching.

LEARNING MAP 2

Learning Map: Stages 1 – 4

Teaching is hard but a rewarding profession. The first area that any teacher addresses is the planning stage. Within this stage, a teacher

must know their students, recognize their own teaching strategies,

know what targets will be addressed, know what assessments and

instructional strategies will be used, and know how to effectively

conduct classroom management. The second stage is the teaching

stage. This is where the teacher implements their lesson plan in the

classroom. The third and fourth stages are for analysis and reflection.

This is where the teacher analyzes the lesson and reflects on the

outcome. As a teacher, I find this profession to be challenging so far. I

have not had the opportunity to effectively implement a learning map

due to my lack of teaching experience. This purpose of this

assignment is to properly implement a learning and lesson plan by

composing two lessons to teach. After the learning map’s data is

collected, a teacher can use the information to write their lesson plan. This assignment will present my learning map and describe my lessons

that will be implemented in my classroom.

LEARNING MAP 3

My Standard, Goals, and

Outcomes

Teacher: Edward Machain

Grade/Subject: 7th Medieval History – Silk Road/Marco Polo

LEARNING MAP 4

My Standards, Goals, and

Outcomes

California State Standard

History/Social Studies: 7.8 Students analyze the origins,

accomplishments, and geographic diffusion of the Renaissance

Section 3: Understand the effects of the “Silk Road” between Europe and

China, including Marco Polo’s travels and the location of his routes.

Common Core Standard

CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support

analysis of primary and secondary sources.

LEARNING MAP 5


Outcomes

Big Questions (Essential Questions)

Has globalization done more harm or

good for the world?

How was the Silk Road an example of

globalization

(This is for the entire project/unit)

Knowledge (What needs to be

understood)

Students must have necessary

cognitive skills to complete the

lesson/unit

My cognitive skills include: selection

of evidence, argumentative claim,

counterclaims, and asking questions.

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Outcomes Skills (What you will teach)

Cornell Note taking

Show a video and model

Teach vocabulary

“Silk Road, globalization, trade route, caravan, etc.”

Give examples and relate to real life situations.

Cognitive Skills

Argumentative Claim

Selection of evidence/counterclaims

Have them debate on their favorite football teams and show how the cognitive skills are incorporated in the debate.

LEARNING MAP 7


Outcomes

Content Objective: At the end of the unit, students would be able

to answer the essential questions with the knowledge they acquired

from the mini-lesson(Wednesday), introductory lesson (Friday, the

day that the lesson was filmed), the lesson of Marco Polo (which will

occur during the next day of instruction), and the three lessons on

globalization.

Language Expectations: Students would need to have a basic

understanding of the vocabulary words and the cognitive skills that

are acquired to complete the unit. English would be the main language for these lessons/unit.

LEARNING MAP 8


Outcomes Literacy Expectations

Speaking: Students will be required to understand and speak the English language and engage in class discussions. English Language Learners will be addressed later.

Listening: Students will be required to listen to the lesson, lecture, and video presented. If anyone needs to be closer to the board, seating arrangements will be made.

Writing: Students will be required to complete a map activity and a graphic organizer on the trade route and the travels of Marco Polo.

Reading: Students will be required to read the material on the board and on graphic organizers to complete the lessons.

LEARNING MAP 9


Outcomes

Student Social-emotional Goal

My goal (that I conducted during the

first week) was to get to know my

students through ice breaker games.

These games helped build

community and promoted

engagement between students and

the teacher.

Some games were question and

answer, telephone, and the M&M.

Setting rules, routines, and expectations.

These were established during the

first week of school. This promoted a

safe learning environment.

LEARNING MAP 10


Outcomes

Barriers to Learning

Most of my students are low

income and at-risk.

Many come to school tired and

hungry from not eating breakfast

and getting enough sleep. Some

students are foster youth while

others have mothers that are in

recovery shelters.

My school has a dress code so

students cannot see anyone’s

social-economic status by viewing

what types of clothing they have.

LEARNING MAP 11


Outcomes

Common Misconceptions

There are several students who do

not like history and find it hard to

relate content material to the real

world.

Many students do not remember

6th grade history and need to be

reminded of prior knowledge.

Since the beginning of school,

students have been confused

about subject matter

expectations. So mini-lessons

given have been beneficial to

students thus far.

LEARNING MAP 12

My Class

My Classroom Composite

The entire school’s curriculum is

focused on Summit Learning and

the use of Chromebooks. This is

project-based learning that

requires teacher instruction and

self-directed learning.

All students are fluent in

technology. If they are not, lessons

are given to help achieve

technological fluency.

I helped multiple students reach fluency in the first 8 days of instruction.

LEARNING MAP 13

My Class

Focus Student #1: Special Needs

Max Ashurst

Max is a 7th grader who is on an IEP.

He has social-emotional issues from

being bullied in 6th grade. He needs

constant encouragement, support,

and attention.

He requires preferred seating and

noise-buffering headphones for

concentration and testing.

I also have 3 other students who are on IEPs for ADHD and PTSD.

Focus Student #2: English Language Learner.

Mustafa Arain

Mustafa is an 8th grade English

Language Learner from Pakistan. It is

difficult to engage him in learning

due to the language barrier. I have

been fortunate to have a Teacher’s

Aid to assist me with Mustafa. I have

taken different approaches to

teaching with him.

Graphic organizers in helping him

break down the information.

Videos: I have incorporated his native

language of Urdu in the video’s

subtitles.

LEARNING MAP 14

Universal Design for Learning

Representation

I present the material in various ways.

Lecture: I direct instruction through lecture. With this strategy, I am able to present the basics of the material which includes tapping prior knowledge, relating the material to the real world, and setting up the material context.

Media: I provide media images such as pictures and videos.

Hands-on: I provide graphic organizers and activities which involve coloring and matching.

LEARNING MAP 15


Expression

I allow students to express their knowledge of the material in a few ways.

Question and Answer/Think-Pair-Share: I allow students to collaborate on the material for class discussion

Map activity: This activity will show the student’s knowledge of the Silk Road’s trading routes and different empires throughout Afroeurasia.

Graphic Organizer: These work well with students by having them express themselves through this method. They will complete this during the Marco Polo lesson.

LEARNING MAP 16


Engagement

I attempt to engage students in different ways.

I tap prior knowledge so that students can recall previous material.

I show videos that show death, destruction, and comedy to spark student interest.

I try to relate the material to the real world.

Assessment

Students will be assessed based on their knowledge. The first assessment will be a map activity. This will show me that the students know where the 6 empires are located. The second will be an exit ticket which will explain Marco Polo’s role in the Silk Road.

LEARNING MAP 17

Classroom Management

Expectations

Class rules, routines, and expectations that were established in the first

weeks will continue to be enforced throughout the year. A respect

agreement between students and teacher was composed that referred

to class expectations and mutual respect for one another.

Group setting

Groups are situated in fours for collaboration. This has been successful

this far. The only downside is that some students are faced away from

the front of the classroom. This will be shown in the video.

LEARNING MAP 18

Stage 2 Teaching

LEARNING MAP 19

Stage 2 Teaching

What is my learning map sequence for Day 1, Day 2, and Day 3? (Each

period is a 90-minute block).

Day 1:

On Wednesday, August 15, I delivered the first lesson for this

assignment. On this day, introduced the hook for the Silk Road by

having all students check their clothing tags to see where their

clothes were made. This was to introduce them to globalization and the role it played in the Silk Road.

Next, I showed a video on cotton and machinery to show how the

cotton is manufactured.

LEARNING MAP 20

Stage 2 Teaching

Day 1 continued

Then, I taught lesson specific

vocabulary words that were going

to be used throughout the unit.

Trade, Silk Road, globalization,

Marco Polo, etc…

Finally, I introduced the students to

Cornell Note taking and had them

demonstrate their knowledge by

taking notes on a specific

webpage.

LEARNING MAP 21

Stage 2 Teaching

Day 2: Introduced the Silk Road

LEARNING MAP 22

Stage 2 Teaching

Day 2:

On Friday, August 17, I began with introducing the students to the

“Medieval Age” in history and covered certain highlights of the age.

These highlights included the Crusades, Islam, and the Black Death

Next, I showed two videos: one on the Crusades and the other on

the Silk Road.

Then, I showed a graphic of the Silk Road and identified the major

empires on the road.

Finally, I assigned a map activity. I used this as a formative

assessment so that they can show me where the empires were

located.

LEARNING MAP 23

Stage 2 Teaching

https://www.youtube.com/watch?v=zXmOulQhOZQ

Part 1

LEARNING MAP 24

https://www.youtube.com/watch?v=zXmOulQhOZQ

Stage 2 Teaching

• Part 2

• https://www.youtube.com/watch?v=Upl7oybWiJ4&t=14s

LEARNING MAP 25

https://www.youtube.com/watch?v=Upl7oybWiJ4&t=14s

Stage 2 Teaching

Day 3:

On Monday, August 20, I gave a lesson on Marco Polo. First, I gave a brief presentation on who Marco Polo was and explained his role in relation to the Silk Road.

Next, I gave students handouts on different historical sources that related to Marco Polo.

Finally, I gave students a formative assessment using a graphic organizer. For this assessment, students had to explain who Marco Polo was in relation to the Silk Road according to the sources.

LEARNING MAP 26

Stage 2 Teaching

Materials Used

Day 1: I used a PowerPoint presentation, distributed handouts that

had vocabulary words along with their definitions, and showed a

video regarding Cornell Notes. I then had students compose

Cornell Notes in their history notebooks while researching a historical

webpage.

Day 2: I used a PowerPoint presentation, showed videos on the Crusades and the Silk Road, and distributed blank maps for the map

activity. Students used colored pencils to label and identify empires

that were on the Road.

Day 3: I used a PowerPoint presentation, distributed handouts on Marco Polo and assigned a formative assessment that was

completed on a graphic organizer.

LEARNING MAP 27

Stage 2 Teaching

Assess Student Learning

Day 1: I assessed student learning by having students successfully

write Cornell Notes. 90% of students passed the assessment. The

other 10% were given addition instructions toward the end of class.

Day 2: I assessed student learning by having students identify and

label a world-map handout on the different empires that

connected throughout the Silk Road. 95% of students completed the handout. The other 5% were given additional time during their

personal learning time.

Day 3: I assessed student learning by having students complete a

graphic organizer that asked, “Who is Marco Polo and what role did he play regarding the Silk Road?” 100% of students completed this

assessment and scored high.

LEARNING MAP 28

Stages 3 and 4

Analyzing/Reflecting

and Applying Stages.

LEARNING MAP 29

Stage 3

Analyzing/Reflecting StagesData collection

For my three-day lesson, I gathered data that showed me what the students had learned and how well they comprehended the lesson. I collected Cornell Note samples, map activities and formative assessments.

After analyzing the data, I reflected on several decisions that affected my instructional practices.

Based on the data, I will give students more assistance on vocabulary words and subject material. For students who need the extra assistance, I conduct mini-lessons so that I can get them caught up to speed. This way, they do not fall behind in class.

Stage 4

Reflection/ApplyingAs I reflect about my Unit of Study…

What new information did I get about my students in relation to their learning preferences?

I learned that my students learned best hearing the material and working with hands-on materials.

What new information did I get about effective teaching practices for the whole class, small groups and/or individual students?

I learned that I should roam the room more and engage in more question and answer segments. I need to engage the students more in the material.

How was the student learning data collected in alignment to content area standards for this grade level?

I based my information and assessments off of what is expected from the standards. The standards stated that students should know about the Silk Road and Marco Polo’s travels. The activities given were structured around those standards.

LEARNING MAP 31

Stage 4

Reflection/Applying How were the language and literacy scaffolds effective for student learning given

language diversity in the classroom?

My lecture was comprehensible due to the lesson I gave prior addressing the

lesson’s vocabulary words. I also went to every table and asked if students

understood everything. A few did not so I went over the words with them in

context to the lesson.

How will I use this information to plan my future instruction?

I will have to stress vocabulary words more and provide multiple definitions to

those words.

How effective were my practices? What will I keep, what will I improve and what will

I discard?

I believe my lesson was somewhat effective. Most of my students passed their

power-focus areas due to my lecture and presentation. Some of those who did

not show no effort in wanting to learn. This is the main challenge I face.

LEARNING MAP 32

Stage 4

Reflection/Applying What new understanding do I have about my

own teaching practices?

After viewing the video, I need to roam the room more and make myself present to all students. As I mentioned in class, I need to be visible to those students who cannot see me due to the structure of my tables and chairs. This poses another challenge for me.

What have I learned about myself as a teacher?

I learned that I need more practice. I must realize that being an effective teacher will not come over night. I must continue to practice and gain confidence if I want to be a successful and effective teacher.

As a professional learner where do I need to continue to grow and strive for?

I need to strive for effectiveness. I also need to strive for creating better classroom management. I want to grow in all aspects of learning and teaching. I will continue to seek advice from my peers and continue to do my very best without giving up. I know that if I give up, I give up on my students and that is what I do not want.

LEARNING MAP 33

ReflectionStage 1 Planning: This assignment has furthered my knowledge on lesson

planning. Although I have obtain adequate knowledge on composing a

learning map, I feel that this assignment has helped me understand the many

details and steps that accompany lesson planning. One area that has

broadened my understanding is teaching content literacy. I expect my

students to know who to listen, read, write, and speak fluently but did not

realize that these steps begin with my instruction. After completing this

assignment, I realize that I must teach students how to write notes, learn

content vocabulary, and properly identify information that is in primary and

secondary sources. I now know that this step begins with me.

This assignment also enlightened me on learning barriers. I knew that

students come to school carrying different baggage but did not consider that

it would create a barrier to learning. I learned that a student’s well-being and

social-economic status can affect their learning in a negative way. This

assignment opened my eyes to this area. Knowing this information, I can

better become aware of these areas and try to connect more to my students

who are in this category.

LEARNING MAP 34

Reflection continued

Stage 2 Teaching: The teaching stage was a difficult stage to

complete. Although I have been teaching for three weeks, I still struggle to

create lesson plans and have a successful lesson delivery. I noticed after

viewing the video that I did not expand the view on my PowerPoint

presentation. This made it hard for students in the back of the room to see

the presentation. I have now made it a point to always check this before

presenting. I also noticed that my lesson delivery, in my opinion, was not

effective. I saw that some students had their heads down while others did

not take notes during the presentation.

Some of these factors make me question the effectiveness of my

teaching styles. I know that I have learned from my previous mistakes and

try to improve on them everyday. The only thing that I do not like about

my classroom is the way it is structured. My tables are grouped in fours but

there are students who have their backs faced away from me due to the

way the tables are structured. This is something, however, that I cannot

control. I continue to search for a solution.

LEARNING MAP 35

Reflection continuedStages 3 and 4: I believe these stages were among the easiest to complete.

Although that is the case, they also remain the most important. Being in the credential

program, I never considered the structure of the learning map and why the planning

stage came after the reflection and application stage. This was more complicated than

I thought. In order for effective planning, analysis/reflection/applying must be

considered in order to gain effectiveness. I understand that a teacher must analyze the

data from the teaching stage to make future instructional decisions. Only after that data

is analyzed, a teacher can reflect on their lesson and determine what worked and what

did not. For this assignment, I realized that my lesson delivery needs to improve. After

viewing the video, I was not completely satisfied on how I looked and how I delivered

the material.

Although this was the case, I feel that my lesson was somewhat effective. Due to

the lesson, students were able to pass their focus areas with ease. Other students that

chose not to take notes were given the lecture via Google Slides. Those students either

studied and passed or did not study and did not pass. Encouraging and motivating

students poses a challenge for me. As I reflect on everything, I know that I need to

spend more time on those students that struggle rather than those who know how to self-

direct and self-motivate themselves.

LEARNING MAP 36

Conclusion

This assignment was very informative and furthered my knowledge

on lesson planning and creating learning maps. I realize that this

assignment was meant to cover two lessons. For me, this assignment

was tied into three lessons over the course of the week. The first was a

mini-lesson which I taught content literacy on Wednesday. On Friday, I

was recorded conducting my first lesson being an introductory lesson

on the Middle Ages and the beginnings of the Silk Road. On Monday, I

conducted my final lesson for this assignment on the travels of Marco Polo through the Silk Road. After completing Stages 1 – 4, I now have

the knowledge to better compose learning maps and deliver more

effective teaching that will benefit not only myself but, my students.

LEARNING MAP 37

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