The smart board was the first
technology that came to mind when thinking about popular uses of technology in
the classroom. The smart board raises
the potential of the classroom transforming into an interactive community. While teaching an introductory lesson on
probability to 9thgraders, I would use the smart board along with
other technology to transform the lesson plan.
I used this lesson in Educating English Language Learners and made
adaptations to support and English Language Learner. At the end of the entry you will find a link
to the matrix that identifies the standards, strategies, and technologies incorporated
with this lesson.
To begin the lesson, the teacher
will introduce an activity with a demonstration of the game ‘Rock, Paper,
Scissors’. The students will then, with
a partner, play 18 rounds of the game.
They are to record the results of each game on a distributed worksheet
that will keep their results organized.
The information they are acquiring will be used later on in the activity
when comparing the results of each pair.
For this portion of the lesson, the students will be using the smart
board as a visual representation while the teacher is introducing the
activity. The worksheet that will be
handed out to the students will be a table where the students will record the moves
that were made in each game and the winner.
This will familiarizing the students with the possible outcomes of the game
and keeping the results well organized.
These results will be used in the next part of the activity.
To analyze the information found
during the experiment every student will graph the number of wins out of the 18
games they had. If the student was
Player A, they will use red, if the student was Player B, they will use
blue. By using the smart board, the
students are able to work as a class and interactively create the graph displaying
the outcomes of the pairs. The class
will also participate in a discussion regarding the relationship of their
results and the rest of the class. If
overall was everyone was similar or were there any noticeable patterns.
The students will work in pairs to
determine the mean, mode, and range for the set of data the class came up
with. In order to do so they will use
calculators to complete the required math after plugging in necessary
information into the related equation.
After a few minutes, of working with a partner, the entire class will go
over the problems that were completed on the smart board. The students will go over the steps of
solving for each value and then relating it back to the graph of the plotted
data. It is important for the students
to be able to see the visual of the relationship between what they are discovering
and their original data.
In order to take the students’
learning to the next level, the students will be creating and using
manipulatives to represent the possible outcomes of the game. The students will create manipulatives that
will be rearranged to represent the possible options of playing the game. Working with a partner, but having their own
manipulatives will allow for the students to personally create their own tree diagrams,
but still have the support of their peer.
After making the tree diagram representing the possible outcomes,
everyone is also required to copy it into their notebooks. A list of guide questions will be displayed
on the smart board to remind the students what they should be thinking about
while trying to answer the question of if the game would be considered
fair. Working with a think, pair, share
strategy here will force each student to analyze the question and information
given, but also use their peer to communicate their individual ideas to agree
on and then represent them to the class.
Finally the students will be using
the manipulatives once again to relate probability to the world, and tying all
the newly taught information together.
After discussing the results of the mathematical model as a class, the students
will be asked to think about a different game, and to with their manipulatives,
create another tree diagram representing the possible outcomes of the new
game. The smart board is continuously
being used to encourage peer participation, interaction, and cooperation. Working as a pair then comparing the results
as a class will help students being comfortable in taking risks as learners because
they are using results that they came up with as a team rather than by themselves.
https://docs.google.com/spreadsheet/ccc?key=0AgbQGzgMTUO_dHVqSk9tczJ4UExyRFM4WERMUlRyekE&usp=sharing
Kristin, your matrix is brilliant—it's comprehensive, clearly delineated and each column is in alignment. Bravo. You also nailed the narrative above by providing a clear rationale for every strategy, and explaining the characteristics of the chosen technologies that directly support what you want students to be doing. Overall, your technology integration plan is a solid indicator that you have acquired the language of pedagogy and the ability to thoughtfully integrate technology into the learning environment. The only question I'm left with has to do with your (in)formal assessments: How will you know that students have achieved the standards? Otherwise, this is excellent work.
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