Description: This is a lesson that was one I created during my secondary business methods course and it was a big step in proving my knowledge when it came to computer applications. I chose this because of the lessons I learned when both writing and delivering this lesson. I also learned that it was okay to accept an issue and not harbor on it during live teaching. I had a hiccup when presenting this and made sure just to highlight it and make note to find a solution to address it the next day.

Connection to Illinois Learning Standard: This assignment connected well to this standard as it is one of many platforms of technology I am versatile in. This formative assessment allowed for a "we do" portion of an "I do, we do, you do" format. This allowed for me to circulate and interact with the students 1:1 and see that they could perform steps with guidance. In order to do this I needed to "know how to access the tools and knowledge related to latest findings (e.g., research, practice, methodologies) and technologies in the disciplines" which is knowledge indicator 2F. Which makes sure I have a grasp on all the latest updates to effectively teach.

Self-evaluation: This lesson was extremely beneficial to my learning process of lesson planning. With my proficiency in Microsoft Excel I expected the lesson to go as quickly as I completed the assignment which was not the case. Learning how to properly pace along with my class was an important part of being fully competent in my content area.

Description: This lesson plan was something I implemented as an intended summative assessment during student teaching. I chose to use it because it taught me another lesson about teaching in adjusting for the sake of my students. It was intended as stated to be a summative, but as we went progressed it was obvious to me that my students needed more practice. It was then instead used as class practice. When we then landed on the new summative I created I felt as though my students were much more prepared.

Connection to Illinois Learning Standard: This connected to this particular learning standard because I was able to really put my content expertise in action with students as opposed to peers. In addition, allowed me to get a better understanding of gauging student progress. Students were also able to see positive measurable growth in their learning. With moving this from a summative to a formative I needed to "adjust practice to meet the needs of each student in the content area" from performance indicator 2P.

Self-evaluation: When looking over this assignment I was able to really reflect on not only my students, but myself. My students were able to show me their proficiency on PowerPoint through a number of tasks. With this I was able to adjust my game plan and turn this summative into a formative. I then was able to help my students further grasp the concepts within PowerPoints preparing for our certification exam.