Part 1: Getting to Know the Learners The target learners for this DID will be fourth grade special education students in a pull-out resource support class. Andrews Elementary is a Title I school located in Georgetown County with the majority of the students receiving free or reduced rate lunch. There are eight students expected to be in this group, five of which have been retained at some point in their previous school years so their ages range from 9-11 years old. All of these students are being served under an Individualized Education Plan and their documented disabilities range from specific learning disabilities to other health impairments (primarily of which is ADD/ADHD). In order to better get to know the learners, they complete an online Learning Style Inventory from www.educationplanner.org. This inventory gives students scenarios and based on their answers, a learning style will be indicated. Student records in Enrich detailing demographics, test scores, previous academic grades, and attendance will also be used. MAP scores, SC-READY scores, Individualized Education Plans and Psychological Evaluations will be utilized as well. On the first day of school, students complete an “All about Me” activity which gives further insight into the learner. Prior to beginning new math units, the students will complete a Pre-Test for our math series, My Math. The data compiled will allow me to better know the strengths and weaknesses of my students, any special accommodations or modifications they may need, and help me to know their learning style so that I can better develop lessons that meet their needs. Part 2: Performance Objectives and Lesson For this module, the South Carolina College- and Career-Ready Mathematical Process Standards for fourth grade will be addressed. Our focus will be on the Geometry standard: 4.G.1Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines. Identify these in two-dimensional figures. This focus was selected because this will be the first unit taught during the fourth grade math support class for the upcoming school year. Performance objectives: 1. The student will draw points, lines, line segments, and rays using paper/pencil, whiteboard/makers or using the Promethean board with 80% accuracy. 2. The student will draw/create angles (right, acute, and obtuse) using manipulatives, paper/pencil, or using the Promethean board with 80% accuracy. 3. The student will draw/create parallel and perpendicular lines using manipulatives, paper/pencil, or using the Promethean board with 80% accuracy. 4. The student will identify points, lines, line segments, rays, angles (right, acute, and obtuse), parallel and perpendicular lines in two-dimensional figures in math drawings, photos, or video with 80% accuracy.
Bloom's Taxonomy of Measurable Verbs Remembering: Drawing points, lines, segments, rays, angles Understanding: Describe and classify types of angles and lines Analyzing: Explain the difference between types of lines and angles Creating: Constructing types of angles and lines
The unit will be titled Segments, Lines and Angles and will be organized into separate lessons in a linear format. The lessons are as follows: 1. Points, lines, line segments, rays, angles 2. Types of angles (right, obtuse, acute) 3. Types of lines
Single Day Lesson Plan: Instructional Standards: 4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines. Identify these in two-dimensional figures.
Instructional Objective(s): -Draw, classify and create parallel and perpendicular lines. -Identify each type of line and angle in two-dimensional figures.
Activities and Procedures: 1. Watch PowToon introducing types of lines. 2. Use Hot Dot pens and cards to practice identifying types of lines. 3. Complete a self-checking PowerPoint practicing classifying types of lines. 4. Get Moving Activity:
take pictures of types of lines around the classroom and neighboring hallway and to classify them
-use manipulatives to create examples of parallel, intersecting and perpendicular line
Differentiation: All students have IEPs and most require oral administration. Students with an oral administration accommodation will have the formative quiz read aloud to them.
Formative and Summative Assessment: ActivInspire flipchart and ActiVotes (student clickers). Students will complete the assessment using clickers while it is projected on to the board, however, they will also have a paper copy for those that need to write and doodle.
I chose to use the Pearson’s Lesson Plan Builder example that can be found on page 50 of the Teaching and Learning with Technology textbook. I chose this format as it most closely resembled the template I had developed during ADEPT Evaluation.
Part 3: Teaching and Learning Strategies Students will have already completed a pre-test prior to beginning this day’s instruction. They will use their classroom laptop to watch a PowToon introducing types of lines. They are allowed to watch it more than once. At the conclusion of the lesson, students will use Hot Dot pens and cards to practice identifying types of lines. After students have worked through both decks of Hot Dot cards, they will complete a self-checking PowerPoint practicing classifying types of lines. Students that have completed the self-check will have the choice of using tablets to take pictures of types of lines around the classroom and neighboring hallway and to classify them or to use manipulatives to create examples of parallel, intersecting and perpendicular lines.
Part 4: Present and Analyze Technologies Used Technology used include classroom laptops that are assigned to each student for classroom use only. The PowToon is a multimedia learning object that will deliver the majority of the instruction. It includes graphics and audio which will be beneficial for my auditory and visual learners. The Hot Dot pens give instant corrective feedback in the form of red or green lights coupled with zaps and zings for correct and incorrect answers. For my students that need more of a kinesthetic approach, the manipulating of the cards and tracing the lines will be beneficial. The self-checking PowerPoint gives explanatory feedback to students as they work their way through it. Two Android tablets and six iPads will be used for taking photos of the types of lines around the building and also for those that opt to construct parallel, intersecting and perpendicular lines. The summative assessment will be completed using an ActivInspire flipchart and ActiVotes (student clickers). Use of the student clickers gives instant corrective feedback for students as well as a self-grading assessment for me.