Jennifer Barkley EDT 6005 November 6, 2011 For this assignment: Candidates will design a multimedia computer based instruction using Google Docs Presentation productivity tools, an instructional plan aligned with content/ technology/ 21st Century Knowledge/Skills standards. Information about Assignment The candidate will design and develop a computer-based instruction within Google Presentations application. The project will include a lesson plan and assessment activity. The candidate will select one of the following types of instructional methods for the computer- based instruction: drill and practice, tutorial, game, stimulation, discovery, or problem solving. Components of the computer-based instruction will include the following media: hypertext and hyperlinks, and multimedia (images, video, audio/sound). Information: Designing the Instructional Activity The computer-base instruction should include approximately 15 slides (The number of slides will be determined by the topic, the number of choices you provide the students, and the length of the topic to be addressed in the instruction.) Include in the computer-based instruction, hypertext links that allow students to self-assess prior to choosing the topic they need to study and a formative assessment that shows evidence of what students have learned. Pages need to include hypertext, hypermedia, and links that allow students to obtain information in a non-linear way. Criteria for the Project Instruction in a presentation productivity tool: Google Presentations Approximately 15 slides that allows “ learner control” Hypertext links/ hypermedia links All types of media: Audio ( sound), visuals, pictures, graphics, video (Easy to insert YouTube Video) Instructional Plan (See below) Yo You will share your lesson plan and presentation with the instructor on Google Docs, WilmUMason@gmail.com Instruction must be published to the Wiki at the end of the Block (This will be part of the Wiki grade) Jennifer Barkley EDT 6005 November 6, 2011 Instructional Template: The template will be used as a template for instructional plans. Topic of Unit/Lesson: Math strategies: Fact Families and Number Lines Student profile: 2 classes - 20 students, 1 504 plan (redirecting, extended time), 6 Tier 2/Tier 3 students (need problems read to them) - 20 students, 4 Tier 2 students (may need problems read to them) Type of Computer-based instruction and Differentiated Strategies(for Multimedia instruction, only) : - Do not have a smartboard or electronic presenter. Must adapt presentation to use on overhead and show some parts (videos) on team ipad. State Standards (Learning goals and objectives) - 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. - 2.MD.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. Identify the Assessment Strategies: Self-Assessment for Students- Use whiteboards to check with partner at table as go throughout lesson. Pre-assessment (Diagnostic/Formative)- Paper and pencil worksheet on number lines and fact families. Post-Assessment (Formative/Summative)- Paper and pencil worksheet on number lines and fact families. More in depth. Summary of the Topic/ Main Idea/ Essential Questions : 1. How can you use a number line to solve addition and subtraction problems? 2. How are addition and subtraction related? Identify instructional strategies and methods that will encourage learner participation. (The rubric required you to describe how the lesson will begins, the end of the lesson, and major transitions.) Jennifer Barkley EDT 6005 November 6, 2011 Activating strategy- Put problem on board and ask students to use the number line (will pass out to them) to solve with a partner. Then show work using a whiteboard. We will discuss strategies they used. Instruction- Day 1- Pre-Assessment. Present presentation, first on number lines and demonstrate how use. Students use laminated number lines to practice. Then draw their own. Day 2- Continue practice with number line. Day 3- Present presentation on fact families. Work with a partner, given 3 numbers and write the fact family. Show using a picture for each equation. Day 4- Continue practice with fact families. Day 5- Post Assessment. Reflection: What did I learn? Google Docs is a great way to make assignments and presentations. It’s especially helpful because if you go between work and home, you can easily edit it wherever. I found that it would sometimes be slow adding information while it saved changes, but it would shortly resume. I would worry though that it would freeze or not save it correctly. I used several multimedia sources in my presentation and found it very easy to add all of them. I used a tablet to draw number lines on Paint, then add it into the presentation. Adding videos was especially easy, as well, as you can just type in what you want and add it quickly. Hyperlinks were easy as well, using the link to put the web address and text to be shown. I did wish there were more option in terms of font, colors, etc. Being used to Power Point, I wanted to add clip art or borders, etc. It was harder to make it “pretty” using just the basics. Overall, I thought it was a really neat way to show a presentation and have students view it from home or wherever. Resources References (APA citation) complabteacher. (Designer). (2011). Counting 20-30 on the number line with froggy. [Web Video]. Retrieved from http://www.youtube.com/watch?v=SXtbdrP3FzI Dinesh, Asha. (Designer). (2011). Fact family addition and subtraction. [Web Graphic]. Retrieved from http://www.ezschool.com/Games/FactFamily1.html Thiessen. (2011, March 8). The first grade sweet life: Quick spring projects [Web log message]. Retrieved from http://thefirstgradesweetlife.blogspot.com/2011/03/quick-spring-projects.html Jennifer Barkley EDT 6005 November 6, 2011 Jennifer Barkley EDT 6005 November 6, 2011 Jennifer Barkley EDT 6005 November 6, 2011 SCORING UNSATISFACTORY EMERGING BASIC PROFICIENT DISTINGUISHED ELEMENTS 1 2 3 4 5 Summary of The lesson summary is The lesson The lesson summary The lesson summary The lesson summary is Lesson not explained summary is poorly is explained (basic is explained. The thoroughly explained. The adequately. The explained information is explanation includes explanation includes a explanation is not (important missing). The an adequate thorough description of supported by the goals, information is explanation includes description of how how the goals, enduring enduring missing). The an adequate the goals, enduring understandings, and/or the understandings, and/or explanation is not description of how understandings, essential questions are the essential questions. supported by the the goals, enduring and/or the essential related. There is no support for goals, enduring understandings, questions are related. how these items relate. understandings, and/or the essential The reader needs and/or the questions are related. more information. essential questions. There is no support for how these items relate. Jennifer Barkley EDT 6005 November 6, 2011 Creativity Project is incomplete Project is Product has basic Project has new Project has exciting and poorly designed completed but ideas that show the (original) and (original) and imaginative showing that the poorly designed candidate has the feasible ideas that ideas that demonstrate the candidate lacks showing that the ability to finish the demonstrate the candidate has the ability to inspiration and candidate lacks production of an idea. candidate has the implement envisioned struggled with using inspiration and Candidate shows ability to produce ideas (innovation). digital technologies to struggled with some hesitancy in ideas. Candidate Candidate demonstrates communicate. using digital using technologies to shows fluency in fluency in using (Does not Include: technologies to communicate ideas. using technologies to technology to action buttons, communicate. (Includes some: communicate ideas communicate ideas. embedded YouTube (Includes few: action buttons, (Includes some: (Include: action buttons, video, hyperlink, action buttons, embedded YouTube action buttons, embedded YouTube graphics) embedded video, hyperlink, embedded video, hyperlink, YouTube video, graphics) YouTube video, graphics) hyperlink, hyperlink, graphics) graphics) Content Content is minimal The content is The content is basic The content is clear The content is precise, and there are several basic knowledge. knowledge. Video concise knowledge. concise, and essential factual errors. The There are some, 1- supports/addresses Video knowledge. The project video does not 2, factual errors. diverse learning supports/addresses supports/addresses diverse support/address Video styles. Information is diverse learning learning styles. diverse learning styles. supports/addresses not presented in a styles. Information is Information is presented in diverse learning logical order. presented in a a logical order. styles. logical order. Information lacks consistency for understanding. Content is not presented in a logical order. Jennifer Barkley EDT 6005 November 6, 2011 Organization/ More that 75% of the Less than 75% of 84-75% of the words 94-85% of the words 95-100% of words are Structure words are misspelled the words are are spelled and are spelled and spelled and capitalized The layout is spelled and/or capitalized correctly. capitalized correctly correctly confusing. capitalized Layout of Layout of Layout of information Inaappropriate correctly organization is information blocks is blocks is neat and structure There is no evident but thought neat and somewhat organized. Thought organized layout process is not clear. organized. Thought process is clear. to the information process is clear. and the thought process is not clear.
Pages to are hidden for
"Web Based Presentation"Please download to view full document