Distance Learning

Fill in the following items before you teach your distance technology
lesson
Your Name and Tori Mekash
current date 4/15/17

List the CCSS.ELA-Literacy.L.3.1.a

state/common core Explain the function of nouns, pronouns, verbs, adjectives,
standard(s) and adverbs in general and their functions in particular
included in the sentences.
lesson (1-2
Sentences).
Describe the I will present my lesson using a power point, that I will email
learning activities to the students ahead of time so they can have it printed out
you plan to use to or pulled up on their computer while we are live. I will have
meet the objective definitions and lots of examples and non-examples of nouns,
(2-3 paragraphs). pronouns, verbs, adjectives, adverbs on slides to thoroughly
explain the differences between all of them to the student.

Next I will have practice examples that the student and I will
do together once I go through all of the terms on the power
point the first time. Then I will ask the student to come up
with her own example sentence and identify the parts of
speech in it.

Describe your I will have the student complete a worksheet/assessment

planned questions to see progress from the lesson; I will have the
assessment activity questions on a sheet of paper and will hold it up/tape it on
to determine if the wall for the student to see and she will answer the
learning happens questions on her own separate sheet of notebook paper. Once
(1-2 Paragraphs). she has completed all of the questions she will hold up her
paper to show me and read her answers out loud, as well as
take a picture of it and email it to me.

List the date and My initial test of the broadcast was on Wednesday, April 19 th
Time for the initial at 7:15 pm. I made sure that when I hold up/tape up a sheet
test of your of paper the student is able to clearly ready it with no glares,
broadcast. Also and I also made sure that the student could clearly hear me
indicate any with my headphones with a built-in microphone. Lastly, I
adjustments made sure that the angle of iPad was in a spot that didnt not
needed before the show too much background, but had enough space to see
live lesson (1-2 everything thats needed.
paragraphs).
Date and time you April 19th at 7:30 pm.
started your
distance technology
lesson (example Jun
23, 11:37 am).
Fill in the following items after you teach your distance technology lesson
List the date and April 19th at 7:48 pm.
time you completed
your distance
technology lesson
(example Jun 23,
11:56 am).
Give the name(s), Carly Mekash, age 17, eleventh grade in high school.
age(s) and grade
level of each
student who
learned from your
presentation.
List and describe all I used a 15-slide power point presentation. 10 of the slides
learning materials focused on definitions and examples and non-examples of
you used as part of each of the following: nouns, pronouns, adverbs, adjectives,
your presentation and verbs. The next 5 slides included practice sentences
(Example: I used a where the student needed to identify the parts of speech by
21 slide powerpoint underlining, and circling whatever the question asked (some
presentation that questions asked to circle the verb and underline an adjective,
features each etc.).
element of the cell
model. This
powerpoint contains
pictures of each
element including
the cell wall,
nucleus)(1-2
paragraphs).
List and describe First I discussed nouns; we discussed the definition of a noun
the Learning and talked about the examples I had on the slideshow of
activities you nouns, and I also asked the student to come up with some
implemented examples of her own. Next I discussed pronouns in the same
(timeline of manner I did with nouns; I also did this we verbs, adjectives
topics/activities). and adverbs. Additional information that I had on the
Example: I first adjective and adverb definition slide was the helpful
discussed the questions that go along with identifying adverbs and
elements of the cell adjectives. The questions for adverbs are: How? Where?
using pictures of When? To what extent? Why? And the questions for adjectives
the cell wall, these are: Which one? How many? What kind? Whose?
elements included
the mitochondria, Next, we looked slides with sentences on them and worked on
nucleus, cell wall, identifying the different parts of speech in them. In some
golgi(3-4 examples she needed to circle the noun, in some she needed
paragraphs). to draw a box around the verb, and in others she needed to
underline an adjective(s). Each sentence asked for a different
(or sometimes even more than one) part of speech to be
identified. There was 10 example sentences we worked
through.

The last thing that we did was the assessment worksheet

which required her to define each part of speech in her own
words and give an example of each (5 questions), identity
certain parts of speech (by underlining or circling) in 5
different sentences, and then coming up with her own
sentence that uses at least 4 out of the 5 parts of speech we
discussed, and then label the parts in her sentence.

Include the results The result of the assessment worksheet was good and close
of the assessment to what I expected. I took a half of a point off for not having a
activity you definition of an adverb, but she still did have correct
implemented (2-3 examples of adverbs so thats why I chose to just take off
paragraphs). that question.

The sentences went great, she didnt have anything wrong

with identifying the parts of speech in 5 different questions,
Then the sentence the student came up with on her own was
great because she even used two adjectives in her sentence
and correctly labeled everything. The student received at
14.5/15 on the assessment.

List the key I believe one of the key practices I used was lots of
practices for communication and feedback. I did not just sit and talk
effective distance throughout the whole power point; I asked for the student to
learning did you come up with examples of her own when we were on each
include in your slide, and then I had activities/exercises on slides that
lesson (2-3 required the student to share her ideas and communicate
paragraphs). with me.

I think having lots of examples was also beneficial because it

gave the student multiple opportunities to practice and make
sure she understood the terms and was comfortable identify
 them. Lastly, I think an important practice for effective
distance learning is allowing time for questions, concerns,
and thoughts from the student; it is important to make them
feel comfortable speaking and being engaged in the lesson,
versus just strictly being a listener.

How was teaching One of my biggest struggles with teaching from a distance
from a distance was not being able to have the students work in front of me
different than when we were doing the exercises so I could point and
teaching face to explain which part of speech I was talking about. It was also a
face? (1-2 little awkward having my assessment worksheet taped to the
paragraphs). wall and pointing at questions and explaining them.

I think another way it is different is you would have to try a

little harder to become comfortable/get to know the student. I
happened to know my student that I was teaching, but when
you are first starting with a new student I think they can feel
intimidated to speak up.

What parts of your I thought my power point presentation went really well. I had
distance teaching it pulled up on my computer so the student could see it
went particularly through FaceTime, but it was extremely beneficial that I sent
well? (1-2 it to the student first because she had it printed out and it
paragraphs). made it easier to follow along/read. I also think all of my
examples and the communicating while working through the
examples went well.

What would you do Instead of having the assessment questions taped up on the
differently the next wall and having the student hand write the answers on
time you get a notebook paper, I would have preferred to have sent via
chance to teach email a typed-up version of the assessment. That way the
from a distance? (1- student still could have showed me and read me her answers
2 paragraphs). as well as send a picture of the results to me after. I just felt it
was harder for the student to see/read the questions taped on
the wall, and I even had them in larger font. I think she would
have appreciated them being in front of her. I did not want
them to be on the power point I gave her ahead of time
because I wanted it to be a surprise, but not looking back I
could have emailed it to her in the middle of our live session
and she could have opened it.