CONCLUSION
This unit about animals had two objectives: a science one that was that students knew the main type of animals, their body parts and their main characteristics and they could
compare and contrast them. They also should be able to categorize them using these characteristics, and a language objective that was that my English as a Second Language Learners could identify all the science and ESL vocabulary related to animals. The structure of the unit divided in different lessons identifying the different types of animals and the possibility for students to review them and compare one type with another was very beneficial to accomplish both objectives. All objectives reflect most of the UbD facets and UDL Representation, Action and Expression and
Engagement.
The variety of assessment was also very positive and reflected the different intelligences that, as I stated in my Theoretical Framework, I take into consideration when I decide about the assessments to evaluate the units. One aspect that students found very interesting and that turned into a very good evaluation tool was the
cooperative learning strategies because every member of the group was able
to participate and they all shared the joy of the answer, feeling it was a
team effort. Some of my students are very shy and just participate when
cooperative strategies are involved. The KWL prior knowledge tool was also
very popular and I had a lot of participation from students.
Animals are one of the favorite topics of students and they knew already a lot
of information that was going to be taught in the unit. They also had a lot of
questions about the things they wanted to know about the topic, creating a lot
of expectation for the days to come in order to get answers for their
questions. As Mr. Kalenji was saying in my interview with him, "Assessment
is a tool that teachers use to place students.
It is also a way for teachers to measure progress and a way in which they can
adjust the curriculum to better serve their students. The role of the assessment
in the curriculum is to ensure that teachers are giving students what the state
mandates students should learn". (See Appendix).The different assessments I
have used in this unit have shown the vast knowledge that most of my
students have about animals and that I should set higher science and
language objectives for them in the future. It has also shown me which
students need more support on this unit and in which areas I can help
them.
The goals and objectives created for the lesson offer an achievable and useful
framework because the majority of the students were able to follow instructions,
gain knowledge and accomplish the different activities and projects of the unit
successfully. The pace of the unit going backward and forward in knowledge was
beneficial to review previous information at the same time that the students
were acquiring new information.
This unit about animals had two objectives: a science one that was that students knew the main type of animals, their body parts and their main characteristics and they could
compare and contrast them. They also should be able to categorize them using these characteristics, and a language objective that was that my English as a Second Language Learners could identify all the science and ESL vocabulary related to animals. The structure of the unit divided in different lessons identifying the different types of animals and the possibility for students to review them and compare one type with another was very beneficial to accomplish both objectives. All objectives reflect most of the UbD facets and UDL Representation, Action and Expression and
Engagement.
The variety of assessment was also very positive and reflected the different intelligences that, as I stated in my Theoretical Framework, I take into consideration when I decide about the assessments to evaluate the units. One aspect that students found very interesting and that turned into a very good evaluation tool was the
cooperative learning strategies because every member of the group was able
to participate and they all shared the joy of the answer, feeling it was a
team effort. Some of my students are very shy and just participate when
cooperative strategies are involved. The KWL prior knowledge tool was also
very popular and I had a lot of participation from students.
Animals are one of the favorite topics of students and they knew already a lot
of information that was going to be taught in the unit. They also had a lot of
questions about the things they wanted to know about the topic, creating a lot
of expectation for the days to come in order to get answers for their
questions. As Mr. Kalenji was saying in my interview with him, "Assessment
is a tool that teachers use to place students.
It is also a way for teachers to measure progress and a way in which they can
adjust the curriculum to better serve their students. The role of the assessment
in the curriculum is to ensure that teachers are giving students what the state
mandates students should learn". (See Appendix).The different assessments I
have used in this unit have shown the vast knowledge that most of my
students have about animals and that I should set higher science and
language objectives for them in the future. It has also shown me which
students need more support on this unit and in which areas I can help
them.
The goals and objectives created for the lesson offer an achievable and useful
framework because the majority of the students were able to follow instructions,
gain knowledge and accomplish the different activities and projects of the unit
successfully. The pace of the unit going backward and forward in knowledge was
beneficial to review previous information at the same time that the students
were acquiring new information.