My students' level of success in achieving the lesson goals is indicated by the way they successfully created a survey and transferred their data to a bar graph in Kidspiration. The students constructed effective survey questions that allowed a variety of answers without having too many variables that would make it nearly impossible to organize. Then, the students tallied their data, which indicated good organizational skills, and labeled their bar graphs so that I knew what the data meant.
I think that I mostly did well teaching the lesson, except for the glitches with the Smartboard. If I knew how to use it more efficiently, I think my lesson would have run more smoothly. The comments from my classmates support this because they gave me high scores on my rubric, but also said that I should learn how to use the Smartboard more efficiently to enhance the lesson. Another classmate said that I should have also had the tabs for my website examples ready to go, rather than me typing them in a search engine as I needed them and making the students wait. Finally, a classmate said that I explained how to use the Kidspiration program, but could have spent a little more time demonstrating how to use it. All of this feedback was very helpful and will be a great guide for improving my next lesson plan.
Monday, October 31, 2011
Instructional Decisions/Teaching
During the implementation process, I began by asking the students what they thought surveys are used for and why people might use them. Then, I provided the students with insight on what we would be learning in math that day and the types of technologies we would use to help supplement their math skills. Afterwards, I taught the students the importance of surveys, explained why bar graphs are useful when displaying data, and showed the students what a survey and bar graph looks like. Next, I modeled the content by having the students help me create a sample survey, create random data, and then create a bar graph to demonstrate the process of collecting and organizing data. Then, I wrote random data on the Smartboard and had the students work together to transfer the data onto a bar graph that they were allowed to create on the Smartboard with the writing pens. By doing this, I was able to asses if the students remembered to include appropriate scales on the axis and label their bars. Finally, I had the students construct their own surveys on any computer program that they preferred to use. After they finished constructing their survey, I had the students survey their classmates and organize the data into a bar graph on the Kidspiration program. As the students were constructing their surveys, surveying their classmates, and creating their bar graphs, I walked around the room to ensure that every student was comprehending the math concepts.
From this process, I learned that I need to practice using the Smartboard because I seemed to have issues tapping the board hard enough so that it would process my commands. I think that my lack of proficiency with the Smartboard and the amount of time I spent trying to figure it out distracted my students from thinking about math. Therefore, next time I plan to ensure smooth transitions and confidence in my use of technology by practicing how to be more efficient with the Smartboard.
The alignment of the implementation process to my goals and objectives was maintained by following the structure of my lesson plan so that my students had plenty of practice understanding the basics of a survey (including design and how to organize the data they receive) and what a bar graph looks like and how to create one of their own. By the time I was finished with my input, modeling, checking their understanding, and the guided practice, the students seemed confident with creating their own survey and bar graph. When I looked at the work they completed, I saw that they understood these concepts, which was my goal and objective for the lesson.
The only modification that I made for a student was to spend more time displaying examples of survey formats and how they could be beneficial when gaining different types of information. The student seemed a little confused, so I made sure she understood by having her help me create a survey question. Afterwards, I asked her how she could fix the survey question so that there would not be too many variables. She decided it would be best to give four choices so that the data would be easier to display and organize. By asking the student these questions, I knew it would help her think more critically, which would then help her better understand how to effectively construct a survey. By looking at the work she created, I knew that this modification had worked to her benefit.
From this process, I learned that I need to practice using the Smartboard because I seemed to have issues tapping the board hard enough so that it would process my commands. I think that my lack of proficiency with the Smartboard and the amount of time I spent trying to figure it out distracted my students from thinking about math. Therefore, next time I plan to ensure smooth transitions and confidence in my use of technology by practicing how to be more efficient with the Smartboard.
The alignment of the implementation process to my goals and objectives was maintained by following the structure of my lesson plan so that my students had plenty of practice understanding the basics of a survey (including design and how to organize the data they receive) and what a bar graph looks like and how to create one of their own. By the time I was finished with my input, modeling, checking their understanding, and the guided practice, the students seemed confident with creating their own survey and bar graph. When I looked at the work they completed, I saw that they understood these concepts, which was my goal and objective for the lesson.
The only modification that I made for a student was to spend more time displaying examples of survey formats and how they could be beneficial when gaining different types of information. The student seemed a little confused, so I made sure she understood by having her help me create a survey question. Afterwards, I asked her how she could fix the survey question so that there would not be too many variables. She decided it would be best to give four choices so that the data would be easier to display and organize. By asking the student these questions, I knew it would help her think more critically, which would then help her better understand how to effectively construct a survey. By looking at the work she created, I knew that this modification had worked to her benefit.
Tuesday, October 25, 2011
Phase 2 Digital Artifacts
1. Here is the survey template I allowed my students to use as a guide to create their own survey.
2. This is an example of a bar graph that was created based off a student's survey.
2. This is an example of a bar graph that was created based off a student's survey.
Wednesday, October 19, 2011
Planning Assessment
My assessment tool (rubric) demonstrates the performance of linked goals and objectives by guiding the scores of student surveys and bar graphs, which are the two main product goals of the lesson. The rubric addresses the various objectives in each of the three sections (needs improvement, satisfactory, and excellent) by addressing the content, layout, organization, and understanding of the math concepts. This assessment tool also demonstrates student engagement in higher order thinking by assigning levels to how well the student completed their assignments, which demonstrates how much they understood the content and whether or not they could apply their understandings in a productive and effective way. Finally, the rubric meets individual student needs by providing various scenerios of how much a student may know after the lesson, which can then guide the teacher and help them come up with exercises and accommodations that can support those students needs efficiently.
Designing Instruction
My instructional design is contextually and logically organized because it begins with letting the students know what we will be learning in math that day so that they know what to expect. Then, I teach the students the content and model what the content should look like (visually show students how to produce a survey and graph). Next, I make sure that the students are understanding the material so I know if I should move on or not. Afterwards, as a whole class, the students and I practice the content so that they have guidance while using the concepts to avoid confusion or error. Finally, I have the students apply the concepts independently and reiterate why these concepts are useful.
This lesson uses varied instructional methods that meet individual student needs by having different accommodations for students with various learning disabilities. For example, I can lessen the amount of survey questions a student needs to produce so that they can primarily focus on manipulating the bar graphs in Kidspiration. If a student gets overwhelmed when they are around too many people, I can also assign the student a certain number of peers to collect data from. I can also make the lesson more hands-on (with the technology-Kidspiration), more visual (show student more examples of surveys or bar graphs), more auditory (read directions and explain concepts more thoroughly), and scaffold the lesson (more or less of a work load) to accommodate my students. My instructional methods also target higher-order thinking skills by not only showing students what a survey is, how it is used, and how to organize its data into a bar graph, but the lesson also allows the students to practice creating a survey that effectively collects data. Then, the students have to figure out the best way to organize the data, and finally figure out how they should label and create their bars to effectively display the data. Students will also understand how surveys and graphs are used in real-life so that the content becomes more meaningful to them.
The instructional design of this lesson aligns with research-based understanding of technology integration because the Kidspiration program is specifically designed for children, which means that it is easier for them to use, contains more visuals, has more tools to help students learn (manipulative exercises, fun shapes and colors for organizing information, useful guides that relate to what they are learning, etc.), and contains specific parts of the program that align with the standard I am using to help students more effectively apply the concepts.
Finally, my lesson addresses the diverse needs of learners through learner-centered strategies and equitable access since Kidspiration is available on all of the school computers throughout the school day and gives students the opportunity to apply the information they have learned through a very useful program that allows creativity and contains an organized layout to help students effectively apply their knowledge. The safe, legal, and ethical use of technology is also addressed because Kidspiration supports the students' learning and gives them a personal responsibility for learning since they are in charge of completing the assignment. However, this lesson does not address digital etiquette and responsible social interactions or global awareness and digital-age communication because this program does not require students to use the Internet. This lesson is also independent, so students will not be communicating with one another, and since it is a licensed computer program, students do not need to worry about dangers on the Internet or respecting other people's opinions or thoughts on blogs (or other communication devices).
This lesson uses varied instructional methods that meet individual student needs by having different accommodations for students with various learning disabilities. For example, I can lessen the amount of survey questions a student needs to produce so that they can primarily focus on manipulating the bar graphs in Kidspiration. If a student gets overwhelmed when they are around too many people, I can also assign the student a certain number of peers to collect data from. I can also make the lesson more hands-on (with the technology-Kidspiration), more visual (show student more examples of surveys or bar graphs), more auditory (read directions and explain concepts more thoroughly), and scaffold the lesson (more or less of a work load) to accommodate my students. My instructional methods also target higher-order thinking skills by not only showing students what a survey is, how it is used, and how to organize its data into a bar graph, but the lesson also allows the students to practice creating a survey that effectively collects data. Then, the students have to figure out the best way to organize the data, and finally figure out how they should label and create their bars to effectively display the data. Students will also understand how surveys and graphs are used in real-life so that the content becomes more meaningful to them.
The instructional design of this lesson aligns with research-based understanding of technology integration because the Kidspiration program is specifically designed for children, which means that it is easier for them to use, contains more visuals, has more tools to help students learn (manipulative exercises, fun shapes and colors for organizing information, useful guides that relate to what they are learning, etc.), and contains specific parts of the program that align with the standard I am using to help students more effectively apply the concepts.
Finally, my lesson addresses the diverse needs of learners through learner-centered strategies and equitable access since Kidspiration is available on all of the school computers throughout the school day and gives students the opportunity to apply the information they have learned through a very useful program that allows creativity and contains an organized layout to help students effectively apply their knowledge. The safe, legal, and ethical use of technology is also addressed because Kidspiration supports the students' learning and gives them a personal responsibility for learning since they are in charge of completing the assignment. However, this lesson does not address digital etiquette and responsible social interactions or global awareness and digital-age communication because this program does not require students to use the Internet. This lesson is also independent, so students will not be communicating with one another, and since it is a licensed computer program, students do not need to worry about dangers on the Internet or respecting other people's opinions or thoughts on blogs (or other communication devices).
Plans Instruction
My goals, objectives, and outcomes in this lesson plan are clearly stated because they explain what I want the students to learn, how I want the students to practice and demonstrate their understanding, and how I know the students have reached or not reached these goals. These goals, objectives, and outcomes are also appropriate for students because the material and work load is at their level (third grade) and the technology that is integrated is child-friendly (Kidspiration) so that students are not overwhelmed with too many tool bars or foreign symbols that may cause them to become frustrated. Finally, this lesson plan is aligned to state standards because it allows students to collect, record, organize, and display data using bar graphs, which is the performance objective under Strand 2, Concept 1 of third grade mathematics.
Assessing Prior Knowledge
If I were teaching this lesson with third grade students, their prior experiences would have been assessed informally by having students write brief notes about what a survey is, what a graph is, what a graph may look like, and which computer programs they have used in the past and how they used those programs. Then, I will have a class discussion about the ideas the students wrote down so that I can get a general idea of where my students are academically. If the students do not know any of these questions, I know that I need to begin the lesson on a very basic level. However, if the students are familiar with these concepts, I know that I will just need a quick review before beginning the lesson. This assessment will also help me determine how much time I need to spend demonstrating how to use Kidspiration, Microsoft Word, or any other computer program the students may be interested in using during this lesson.
Tuesday, October 18, 2011
Phase 1: Two Digital Artifacts
1. Lesson plan and rubric created on TaskStream
https://w.taskstream.com/Lesson/View/DFA093693137208737F1010DDBBABAFA
2. Example picture of bar graph that students will create in Kidspiration
https://w.taskstream.com/Lesson/View/DFA093693137208737F1010DDBBABAFA
2. Example picture of bar graph that students will create in Kidspiration
Monday, October 3, 2011
First Post
Safe, legal, and ethical use of digital information and technology means that students advocate a safe and responsible use of technology, demonstrate personal responsibility for lifelong learning, demonstrate leadership for digital citizenship, and use technology to support collaboration, learning, and productivity. Addressing these things are important in the development of technology-integrated lessons because they help students learn how to author and share on the web, as well as receive authentic feedback from a larger audience. Students will also learn how to provide responsible and valid information, which will help prepare them for the professional world. Some ideas that can be used to support this type of technology-based learning are blogs, Wiki, and research projects. When introducing these different technologies, students should be aware of the dangers of providing personal information on the web, citing sources, and utilizing the technologies in social way that is positive.
Digital etiquette and responsible social interactions include the standards of conduct that are expected by other digital technology users. This is extremely important to address to students because it will make them more aware of technology-based decisions that can potentially harm or disturb other people. Some common issues that arise with a lack of awareness in digital etiquette are uploading pictures of people without their permission, cyber bullying, and disrupting others with cell phone use. Students should be aware of the dangers of posting photos online, how to be polite and respectful when using a cell phone, and how to engage in conversations with people without being a cyber bully. All of these things can help students keep themselves and other people safe and happy.
In order to meet diverse needs of learners through learner-centered strategies and equitable access, students should be provided with strategies that address the needs, abilities, and interests of the learner. All students should also have the opportunity to use digital tools and resources for learning so that they are able to effectively complete their tasks and enhance their learning. It is important to address these things because it will help assist students with areas in which they struggle, such as visual and auditory impairments, learning and developmental limitations, learning styles, and issues related to the student’s ethnicity and culture. Students will also be informed about resources that can help them utilize technology, such as before and after school access and different library branches. If students are aware of technologies and ways to utilize those technologies to assist their learning, learning may become more enjoyable and less difficult.
Global awareness and digital-age communication can be developed by engaging with colleagues and students of other cultures by using different types of communication and collaboration tools. These are important to address in the development of technology integrated lessons because they provide students with the opportunity to learn about other people’s views on various topics, or about the person in general and their culture. Some different types of technology that can be used to assist this area of learning are Web 2.0 tools, such as Wiki, podcasts, and Google Docs. While using these tools, teachers should help students understand how to appropriately balance safety and communication on the internet. When used properly, students can greatly benefit from socializing with people around the world and opening their minds to different things.
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