StAIRs We need to climb some StAIRs to enhance learning. What is a StAIR? Stand Alone Instructional Resource StAIRs are used to: Address benchmarks Integrate technology into content areas Provide review/reteaching Support curriculum Create a knowledge base Bring new students up to speed Make learning more fun and interactive My current StAIR project meets the needs of my students in a variety of ways. Coins Addresses Benchmarks Mathematics/Strand II/Content Standard 3/Elementary Benchmark 1 Compare attributes of objects; develop standard units of measurement; and select and use standard tools for measurement. The attributes will be those of each coin. The standard units of measurement would be the value of each coin. Students will be recognizing and comparing coins and their values. Benchmark 2 Identify the attribute to be measured and select the appropriate unit of measurement for length, mass, weight, area, perimeter, capacity, time, temperature and money. The focus is on the value of each coin and how to count them. For example, dimes are always counted by 10s. Benchmark 4 Explain the meaning of measurements and recognize that the number of units it takes to measure an object is related to the size of the unit. Students must be able to identify coins and know the value related to each coin. Coins supports curriculum Some second graders don’t yet recognize coins. Counting coins can be difficult. Our textbook needs supplementing. This gives students a change from paper and pencil. Using Technology Students can work independently Activities are self-paced Instant feedback is provided Kids learn from mistakes Aware of correct responses Time is spent on needed skills Students get encouragement Instructional strategies can be varied Coins uses Technology Working alone at their own pace students learn how to count coins and practice their skills. Follow along to count the money. 5 16 10 15 17 Try dimes and nickels. 75¢ 90¢ 45¢ 63¢ Count by 10s for the dimes, then fives for the nickels. 10 55 20 60 30 65 40 70 50 Count by 10s for the dimes, then fives for the nickels. 10 55 20 60 30 65 40 70 50 Count by 10s for the dimes, then fives for the nickels. 10 55 20 60 30 65 40 70 50 That makes cents! Rule-Example Example-Rule Scaffolding Begin with pennies Introduce nickels Count pennies and nickels Introduce dimes Count dimes and pennies Count dimes and nickels Count dimes and nickels and pennies Creating a StAIR PowerPoint Use pictures, Provide Use a variety Select a topic animation, sounds positive feedback of instructional and color. and reteaching. strategies. Metaphor Break it into small Make it fun and Keep students Rule-example learning pieces. engaging. aware of progress. Example-rule Scaffolding Put lessons in a logical order. Assessment •Better retention •Greater understanding + = •Less reteaching •Higher performance Questions? How much will these They are almost free! cost? Where will they come We can create them from? ourselves! When will they be They can be made during created? professional development time. What is needed to make PowerPoint, training, cds them? and time. Congratulations! You have completed the introduction to StAIRs.
Pages to are hidden for
"StAIRS"Please download to view full document