Standard 4

• Standard 4: Promote and Model Digital Citizenship and Responsibility

1. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

I think the only way we learned about this was in the beginning of the semester, and we had to research this to learn about it. As we are older students, we have been through much of these issues before and already know about the rules of safe and ethical use of digital information. For my future classroom, I will have to have a couple classes on this in order to make sure my students know how to model safe, legal, ethical, respect of copyrights, intellectual properties and documentation of sources. Since younger students have not gone through life as older students have it is important to teach this and practice it daily. 

1. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

To address the diverse needs of all learners I had to create a digital format for my students to follow along with if they needed remediation or enrichment. By having my students create and imagine their own work, it allowed my students to create their own learning environment. Before I began my lessons, I had the digital tools and resources set up that allowed my students access to these sources. I made sure the steps in getting to these sites and programs were clear and precise for every student to follow along with and understand easily. 

1. promote and model digital etiquette and responsible social interactions related to the use of technology and information.

To promote digital etiquette and social interactions related to technology, my students were not allowed to go on other sites that were not monitored by myself. I think that to begin teaching this you have to set rules for the students to follow, and if the students follow these rules and guidelines, you can begin to ease off some of the restrictions. Because my students were posting on a blog, they were creating a social interaction online between themselves and their classmates. 

1. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

I definitely want to in the future create a class that collaborates with other cultures using digital-age communication. I learned through this class how to set this up and find resources to help create a cultural class set up that integrates global awareness. This should be required in all classes to have students communicate with other students around the world, by doing this we are separating the boundaries that hold diverse countries apart. 

Standard 3

• Standard 3: Model Digital-Age Work and Learning 

1. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

This semester I learned and grew in learning about new technologies and in technological situations. I started this semester not knowing much about computers, and most definitely not about technologies found in modern classrooms. Being in this class really allowed me to explore the technologies out there and available to me in the teaching profession. This class let me be able to explore and discover how to use smart boards  promethium boards, dot cams, blogs, macs, pixie, and so much more to do with the world wide web. 

1. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

I wish I could have done more communicating and collaborating with other community members using digital tools and resources this semester. I learned how to and that there are resources out there for your classroom to collaborate with students all over the world. I think that in doing this, you are allowing your students to become cultured and understanding young people. In this class we had to collaborate with students and peers in our class which is also good because it creates an environment that allows for comfort. To establish this in a classroom supports success and innovation because it creates respect and responsibility for everyone involved. I know I will use this in my future classrooms and will want to build a class that collaborates and works with students, peers, parents, and community members all over the world.

1. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

During my teaching experience we learned about the Civil War, and to communicate relevant information and ideas to my students using digital age media, I created a lesson that incorporated the use of computers and the internet. While they were on the computers they were required to go to multiple sites to find information and create blog posts that they could contribute to as a class whole. To make the Civil War relevant I had my students research letters and speeches that were created back in that era and create a letter or speech from a different perspective. I wanted my students to put themselves in that situation to create an old topic of history to something they could relate to. 

1. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

Like I stated above, my students were required to use technology to research their topics in order to facilitate their learning. By posting their speeches and letters to a class blog, I could use this to assess and evaluate their learning and understanding of the topic. Much like how we used this blog for this class, a teacher can always go back and reference to the students work. 

Standard 2

• Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments

1. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

For my lessons I was doing history in the Civil War era, so to incorporate digital tools and resources I had my students go online and watch youtube videos that made ideas more clear and relevant to them. I think by having them respond to letters during the Civil War put into perspective what actual people were feeling during that time. It created an experience that was relevant to their own learning experience of American history. They could use the letters to be creative in story telling and reflection.

1. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

This class allowed myself to pursue individual curiosities by allowing projects that let me decide what I wanted to do and set goals with. I think by allowing students to manage their learning and assess and reflect of their own progress, it allowed myself to become a better more productive student. The instructor set out for an overall goal and let the students decide from there where they wanted to go with the project. I will use this in the future with my own students because I believe I grew so much in this class by understanding how to really set up an environment with technology and integration of subjects. I will want my students to have their own curiosities of education and want to explore that in the classroom and on their own time, I think by allowing students the freedom to do so, will allow for real development of information.

1. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.

In order to customize and personalize learning activities for my students with diverse learning styles, I made sure that they could work at their own rate and have the materials available to them that would help them along. I made sure that throughout the lessons I presented that my students were able to be creative within their own means to learn in a way that works best for them. The activities they did were very open ended so that they were allowed to be their own person in their learning. To do this, I had them create their own writings that they came up with or were guided along with. 

1. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

This class showcased formative and summative assessments that aligned with content and technology standards because this class allowed us to make projects that would show our ideas and methods of teaching and presenting. For my own teaching I provided formative and summative assessments aligned with content and technology by having open discussions with my students about their work, followed by a summative assessment once they were finished. I could summatively assess my students by having their work for reference and to see the progress they made throughout the lesson(s).

Standard 1

Candidates use all of the following:

1. promote, support, and model creative and innovative thinking and inventiveness.

To support promote, and model creative and innovative thinking and inventiveness I first had to practice this myself. In class I always attempted to think outside the box and try to do activities in a way that allowed for high order thinking in real life application. I did this by allowing open ideas and thought processes in planning and accommodating for and during lesson application.

1. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

In all of my lesson plans, I really thought of how I could apply the standards to real life situations that the students could relate to. I wanted the students to learn to information but also be able to relate to the lessons in their own life. I think by allowing them to do this, the students will learn the information that much more in depth. I let the students use a classroom blog and the internet to solve authentic problems related to the lesson topic, they could write openly about what we learned about and use their imagination to create stories, letters, and speeches related to the Civil War era. Since we live in a digital world I believe it is important to allow students the responsibility to use technology for their own creative thinking. 

1. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

During this semester, we were required to reflect back on our time spent in class and grow from it. We also had peer feedback that allowed us to reflect on what worked and what didn't work during teaching lessons. For myself when teaching, I could look back at what I wanted my students to learn, look at their work, and see an overall of what I could improve on by what kind of work they did. In learning, reflecting is an important part of the creative process in order to learn and grow from the experience. After every session I allowed my students to talk about what they did, and why they did it as such with each other. People learn better when it is a social interaction between their peers. It is important to allow for this collaboration in my future endeavors as a teacher in order to reveal and clarify each student's understanding.

1. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

I think in class we allowed for collaborative knowledge construction by allowing for peer reflection and conversation. We could talk about the lesson of what went good and what I could improve on in the future. It is good to get reflection back from students in order to see what you should do in the future. When I was teaching I created my own example of the work I wanted them to do,  I think this was a good engaging learning experience because it allowed them to see what I wanted from them. I think it also engaged the students with the teacher because I was putting myself in the students shoes for the lesson. By having a blog, I was allowing the students to participate in a virtual environment while still having face-to-face interactions in class.

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson? For my lesson I believe that it went very well and very smooth during the hour. I started the lesson with reviewing their previous knowledge about the Civil War and the important people involved with the war ending. The only thing that didn't go so well is my blog was not popping up for the class at first and I had to go in and change my settings.
• How well was the alignment to objectives and standards maintained? I stuck well with aligning my objectives and standards during the lesson. We stayed on topic well and had discussions furthering their information about the Civil War and about the Emancipation Proclamation.
• Describe any modifications made during the implementation of the lesson. During instruction I had to modify my blog in order to allow the students access to my blog that I thought they already had access to. I also had to modify my lesson to allow for room for difficult students who could not stay on track, I had to remediate the lesson to go over multiple times information that other students had already got and learned. 
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)? I used a blog, word processor, and the world wide web during this lesson for my students.
   • How were the technologies used (by whom and in what manner)? The blog was used for their speeches to be posted on and viewed. I used word processor for them to look up other words to be used in their speech and to first write their speech with to see any grammatical errors. Finally I used the world wide web for them to use with looking up unknown words, watch a video online, and finally using the blog to get to.
   • My lesson was within the correct time frame
     • It was short because…
     • It was too long because…
     • The lesson was within the correct time frame because...The lesson ended in perfect timing because of how I had to re teach items to students who were not understanding the objective. I let them take their own time writing their speech, if they had extra time, I wanted them to keep going with their speech and add more reasons of defending their side. At the end I had them present their speech to one another, if I had extra time we would have created a class speech about rights and respect.
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson. If you look under http://shannonschwecke.blogspot.com/ you will find the students' speeches.
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment. My students succeeded beyond expectation, they understood the concept of the lesson and understand why we were doing the task. I think they succeeded so well because we talked about how to relate the speech to their own lives. 
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this? Their reflection supported this because they had to relate a speech and give reasons for their purpose of the speech in their writing.
  • How do the comments from your classmates support this? The comments I received from my peers supported this because they mentioned how they really could understand why the Emancipation Proclamation was important. They also mentioned how I knew the topic inside and out, which I believe is important when teaching a subject because it instills confidence in the students as well.

MATERIALS AND RESOURCES (4th Post)

In this section include any examples you have created for the students, resources (software, weblinks, books, crafting items, etc.) and other necessary items

The Emancipation Proclamation

January 1, 1863

By the President of the United States of America:

A Proclamation.

Whereas, on the twenty-second day of September, in the year of our Lord one thousand eight hundred and sixty-two, a proclamation was issued by the President of the United States, containing, among other things, the following, to wit:

"That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom.

"That the Executive will, on the first day of January aforesaid, by proclamation, designate the States and parts of States, if any, in which the people thereof, respectively, shall then be in rebellion against the United States; and the fact that any State, or the people thereof, shall on that day be, in good faith, represented in the Congress of the United States by members chosen thereto at elections wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing testimony, be deemed conclusive evidence that such State, and the people thereof, are not then in rebellion against the United States."

Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in me vested as Commander-in-Chief, of the Army and Navy of the United States in time of actual armed rebellion against the authority and government of the United States, and as a fit and necessary war measure for suppressing said rebellion, do, on this first day of January, in the year of our Lord one thousand eight hundred and sixty-three, and in accordance with my purpose so to do publicly proclaimed for the full period of one hundred days, from the day first above mentioned, order and designate as the States and parts of States wherein the people thereof respectively, are this day in rebellion against the United States, the following, to wit:

Arkansas, Texas, Louisiana, (except the Parishes of St. Bernard, Plaquemines, Jefferson, St. John, St. Charles, St. James Ascension, Assumption, Terrebonne, Lafourche, St. Mary, St. Martin, and Orleans, including the City of New Orleans) Mississippi, Alabama, Florida, Georgia, South Carolina, North Carolina, and Virginia, (except the forty-eight counties designated as West Virginia, and also the counties of Berkley, Accomac, Northampton, Elizabeth City, York, Princess Ann, and Norfolk, including the cities of Norfolk and Portsmouth[)], and which excepted parts, are for the present, left precisely as if this proclamation were not issued.

And by virtue of the power, and for the purpose aforesaid, I do order and declare that all persons held as slaves within said designated States, and parts of States, are, and henceforward shall be free; and that the Executive government of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said persons.

And I hereby enjoin upon the people so declared to be free to abstain from all violence, unless in necessary self-defence; and I recommend to them that, in all cases when allowed, they labor faithfully for reasonable wages.

And I further declare and make known, that such persons of suitable condition, will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service.

And upon this act, sincerely believed to be an act of justice, warranted by the Constitution, upon military necessity, I invoke the considerate judgment of mankind, and the gracious favor of Almighty God.

In witness whereof, I have hereunto set my hand and caused the seal of the United States to be affixed.

Done at the City of Washington, this first day of January, in the year of our Lord one thousand eight hundred and sixty three, and of the Independence of the United States of America the eighty-seventh.

EMANCIPATION PROCLAMATION WORD CHOICE:

1)

2)

3)

WHAT IS THE EMANCIPATION PROCLAMATION ALL ABOUT?

1) Were the slaves immediately free?

-Why?

2) Why did President Lincoln wait until 1882 to announce the Emancipation Proclamation?

3) Is the Emancipation Proclamation a law?

4) Where is the Emancipation Proclamation located now?

ASSESSMENT (3rd Post)

Procedure: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process))

I will be making sure my students meets the standards and objectives of my lesson by formally and informally assessments. My formal assessment will include assessing their copy of the Emancipation Proclamation and the words they chose to define and look up independently. Another form of formal assessment will be from their speech they write on their choosing of freedom they want. I will assess this from my rubric I pass out about what I am looking for in their speech. Once the students go onto the next provided website

My informal assessment will be that of assessing what my students write on the board about why the Emancipation Proclamation is important to our history now and also our history as a country.

Instruments: (Include any tools that you will be using to assess your students (e.g. rubric, checklist, worksheet, test)

SPEECH RUBRIC: WHAT I'M LOOKING FOR

	Topic	Reasons	Layout
3: GREAT	Topic is strong and relates to freedom	A strong list of reasons that support the topic clearly	The layout of the speech flows clearly and in order of topic, reasons(3), conclusion.
2: GOOD	Topic is concrete, but only somewhat relates to freedom of choice and decisions	A couple reasons that relate to the topic, are not presented clearly and definitely	The layout of the speech has 2 or less reasons to defend topic with a conclusion.
1: NEEDS REVISING	Topic does not relate to freedom	There are little to no reasons that support the topic of freedom and why they deserve this freedom	The layout of the speech has no order and does not have reasons to support the topic chosen.

Reflect on:

Planning Assessment (InTask Standard # 6):

• How does the assessment align with the standards and objectives of this lesson?
  The assessment aligns with the standards and objectives for this lesson by grading the students on their words they defined, their ideas on the E.P, and on their speech they wrote and how clearly they defined their topic and reasons. 
• How does the assessment demonstrate that the students have been successful in learning the content?
  The assessment demonstrates that the students have been successful in learning the content by having the students think creatively about freedom and what it means to them in their own lives. 
• How does the assessment demonstrate student engagement in higher order thinking?
  The assessment demonstrates student engagement in higher order thinking by having them create their own speech about something they can relate to. It also allows them to be creative and individual on the topic of freedom and choice. 
• How does the assessment demonstrate that individual student needs were met?
  The assessment demonstrates that individual student needs were met by letting the students have their own identity in the topic and their own choice. Their needs will be met by allowing them to review the rubric and what I will be looking for during their speech.