3.2 Managing Digital Tools & Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)
Artifact: Culminating Multiplication and Division Lesson Plan
Reflection:
The artifact used to provide evidence of mastery for this standard is a culminating multiplication and division lesson plan. This plan was created for a third grade mathematics class to be implemented after students have completed multiplication and division. The lesson plan is also presented through a Jing presentation to help others better understand.
This lesson models and facilitates a technology-enhanced learning experience for students by using differentiation in various ways. Throughout this lesson, students were given choices and were able to take responsibility for their own learning.
The first way the lesson was differentiated was by providing students a choice in the product they created. Students were given three options to choose from. These options were a webquest, a presentation in Google docs or PowerPoint, or a Jing project. Students differentiated content as well. Students were given a model to follow; however, students were asked to make up their own word problems and examples for the project.
Since the lesson plan was versatile, it allowed for the teacher to be more flexible with students. Depending on how the lesson plan was implemented, teachers had the opportunity to better facilitate students. Teachers were able to address student needs informally while students were completing the project. Teachers were also able to provide immediate feedback to the student.
A major component of this project was critical thinking, problem solving, and decision making. Students were asked to use technology to create an authentic problem solving project using multiplication and division. By doing this, it was apparent whether or not students understood the concepts which were taught.
The implementation of the lesson was simple. It is important for the teacher to provide an example to guide students. This was done as an actual paper model or by using a Google Docs presentation. Students seem to enjoy the challenge of the lesson. They are able to incorporate things they like into the book.
Using technology in the classroom is always a hot topic in school improvement. This lesson provides technology usage for students of all ability groups. The lesson allows for students to make choices as to what type of technology presentation they would like to use. It is important for students to have this choice in order to take ownership for their education. From a teacher’s standpoint, this allows for an enhanced learning experience for students. This connects students’ classroom experience with skills they can use in a professional environment.
Artifact: Culminating Multiplication and Division Lesson Plan
Reflection:
The artifact used to provide evidence of mastery for this standard is a culminating multiplication and division lesson plan. This plan was created for a third grade mathematics class to be implemented after students have completed multiplication and division. The lesson plan is also presented through a Jing presentation to help others better understand.
This lesson models and facilitates a technology-enhanced learning experience for students by using differentiation in various ways. Throughout this lesson, students were given choices and were able to take responsibility for their own learning.
The first way the lesson was differentiated was by providing students a choice in the product they created. Students were given three options to choose from. These options were a webquest, a presentation in Google docs or PowerPoint, or a Jing project. Students differentiated content as well. Students were given a model to follow; however, students were asked to make up their own word problems and examples for the project.
Since the lesson plan was versatile, it allowed for the teacher to be more flexible with students. Depending on how the lesson plan was implemented, teachers had the opportunity to better facilitate students. Teachers were able to address student needs informally while students were completing the project. Teachers were also able to provide immediate feedback to the student.
A major component of this project was critical thinking, problem solving, and decision making. Students were asked to use technology to create an authentic problem solving project using multiplication and division. By doing this, it was apparent whether or not students understood the concepts which were taught.
The implementation of the lesson was simple. It is important for the teacher to provide an example to guide students. This was done as an actual paper model or by using a Google Docs presentation. Students seem to enjoy the challenge of the lesson. They are able to incorporate things they like into the book.
Using technology in the classroom is always a hot topic in school improvement. This lesson provides technology usage for students of all ability groups. The lesson allows for students to make choices as to what type of technology presentation they would like to use. It is important for students to have this choice in order to take ownership for their education. From a teacher’s standpoint, this allows for an enhanced learning experience for students. This connects students’ classroom experience with skills they can use in a professional environment.