Objective 1:
Given a computer with Internet access and email capabilities, Aptos High School mathematics teachers will be able to reserve a computer lab on a specific day and class period.
Instructional Strategy:
Each participant is seated at a computer terminal. The facilitator gives an overview of section in reference binder corresponding with the procedures, and then models performance as learners carry out the steps to reserve computer labs. Since lab reservation is initiated via email, learners copy facilitator on emails sent to request reservations.
Assessment Item:
Reserve the computer lab located in the library during 5th period on May 20, 2008. CC the facilitator on any electronic communications you complete during this process.
Denise K. Henry
Geometer’s Sketchpad Workshop Outline
Objective 2:
Given URLs of publisher- and user-created activities, a computer with Internet access and a teacher’s resource book, AHS mathematics teachers will be able to select and describe a GSP activity that models specific concepts within a specific mathematics course.
Instructional Strategy:
Facilitator leads brainstorming session to generate list of 5-10 instructional concepts teachers feel are the “big ideas” in the course each currently teaches. Responses are listed on a whiteboard or flip chart. The facilitator adds the proof of the Pythagorean Theorem if not already mentioned. Participants, seated at computer terminals, follow along with the facilitator’s explanation and demonstration of the procedure to locate a GSP activity modeling a proof of the Pythagorean Theorem. Teachers will work in the same break-out group all session. Each group is directed to select, note the location, and describe key features for at least one activity corresponding to a concept listed during the brainstorm session. Each group records findings on a flip chart page then shares their selections and descriptions when time is called. Pages are taped to the wall and are revisited throughout the workshop for use in subsequent activities. The pages are referred to as FCP (Flip Chart Page) when included in instructional strategies that follow.
Assessment Item:
Write one concept that you feel is important for your students to master then select and describe a GSP activity that models the concept.
Denise K. Henry
Geometer’s Sketchpad Workshop Outline
Objective 3:
Given a list of instructional events and access to a collection of GSP activities, Aptos High School mathematics teachers will be able to select and match one GSP activity to one instructional event and explain how the event is supported by the activity.
Instructional Strategy:
Participants locate the list of instructional events in resource binder. The facilitator leads a discussion to stimulate thought about the ways that GSP activities can support varied instructional events. The facilitator refers break-out groups to their FCP and directs each group to reach consensus on the instructional event that is supported by the activity listed. Each group writes the name of the instructional event and a justification for the choice on its FCP.
Assessment Item:
Select one GSP activity from the collection of activities, match it to an instructional event, and then explain how the event is supported by the activity.
Instructional Events Gain Attention Communicate objective to learner Stimulate prior knowledge Present distinctive features of content Guide learner’s practice Facilitate learner’s performance Assess learner’s performance Enhance learner’s retention and transfer
Denise K. Henry
Geometer’s Sketchpad Workshop Outline
Objective 4:
Given a collection of GSP activities, AHS mathematics teachers will be able to write a performance objective that includes an overt performance, measurable condition, and criterion used to measure a student deliverable for the activity.
Instructional Strategy:
The facilitator guides participants through the process of writing performance objectives that include an overt performance, condition, and criterion used to measure a student deliverable for a GSP activity. The facilitator provides examples and non-examples of performance objectives. Groups write an objective for the activity selected on its FCP. Groups share objectives and give feedback to strengthen objective writing skills.
Assessment Item:
Select a GSP activity from the collection then write a performance objective for the activity.
Denise K. Henry
Geometer’s Sketchpad Workshop Outline
Objective 5:
Given examples of differences between procedures that students follow when working in a classroom versus a computer lab, AHS mathematics teachers will be able to list three procedures for students to follow when working in a computer lab.
Instructional Strategy:
Participants refer to matrix in reference binder that compares and contrasts procedures students follow when working in a computer lab with procedures students follow when working in a classroom. Group members discuss modifications they feel are necessary to the matrix, make individual notes, then share modifications with the whole group.
Assessment Item:
Use the Classroom vs. Computer Lab Procedure matrix in your reference binder to write three procedures for students to follow when working in a computer lab.
Denise K. Henry
Geometer’s Sketchpad Workshop Outline
Objective 6:
Given a lesson plan detailing potential technical issues, AHS mathematics teachers will be able to list the steps to resolve or escalate technical issues.
Instructional Strategy:
Participants refer to the troubleshooting documentation in their reference binder as the facilitator gives an overview of frequently occurring technical issues and troubleshooting steps. Groups refer to the sample lesson plan detailing potential technical issues then list steps to resolve each potential issue. Groups share lists with whole group and give feedback to strengthen individual resolution skills.
Assessment Item:
Explain the steps to resolve or escalate the following issues: A student cannot find the GSP activity file you created for today’s investigation. The GSP software is not found on the student’s desktop when she logs in. A student cannot remember his Aptos High School network login and password.
Denise K. Henry
Geometer’s Sketchpad Workshop Outline
Objective 7:
Given a computer, network storage space, and an email account, AHS mathematics teachers will be able to locate a self-created storage space created to receive electronic student deliverables.
Instructional Strategy:
Participants are seated at computer terminals with reference binders open to the page explaining methods to receive electronic student deliverables. The facilitator provides an overview of the methods. Participants decide which method they prefer to use then follow the facilitator as she projects a step-by-step demonstration to set up each location. Upon completion, participants are asked to return to the computer desktop then locate the storage space each created.
Assessment Item:
Locate the storage space you created to receive electronic student deliverables. If you created a network folder, print the screen displaying the folder and write the path on the page. If you created an email folder with a filter, print the screen displaying the email folder in the main view of your email application and the screen displaying the filter dialog box.
Denise K. Henry
Geometer’s Sketchpad Workshop Outline