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Mathematics

Differentiation using
Technology Devices
Key Assessment

Instructional Design
Herrington, Tiffany R

Part 1: Identification of Learning Problem


General Audience
The primary audience consists of middle math teachers at Robert Smalls International Academy
using a one-to-one device model in their classroom. This includes laptops, iPads, and tablets.
The six years in middle school mathematics is the average level of experience.
Problem Identification
Beaufort County School District is instituting a one-to-one technology model in all middle and
high schools beginning the 2014-15 school year. Each student will be issued a Dell Venue
Tablet, keyboard, and charger and will be able to take the device home each day. With the influx
of technology into the classroom many teachers are finding themselves frustrated and feeling
lost. The teachers are being pressured by the school district as well as the administrators to use
the devices in the classroom to increase engagement and academic progress. One of the main
complaints from teacher is that they do not know how to use the devices to differentiate
mathematics instruction using the devices in the classroom. They are unaware of resources and
that can be used in the classroom settings. Many teachers have expressed a desire to learn more
about how using the devices can help with lessen their workload instead of increasing their
workload. This training has been devised as a means to educate the middle grades mathematics
teachers at Robert Smalls International Academy on ways to manage the device usage in the
classroom by developing appropriate procedures and differentiate mathematics instruction.
Instructional Goals:

The student will develop a classroom management plan to support differentiated

instruction using a one to one technology device model.


Develop differentiated mathematics lessons using technology.

Part II: Learner Analysis


Introduction
My targeted group is first year and experienced teachers in Beaufort County School District. The
age ranges from twenty two to above fifty-five. With Desire to Learn, the one to one technology
ratio for students, being implemented district wide in the 2014-2015 school year, it is important
that all teacher go into the classrooms with forehand knowledge about how to use these
technological devices in their classrooms. Beaufort County School district consists of 34
different schools. The educational level of the teachers include Bachelors degree to Doctorate
degrees. While all the teachers are knowledgeable about the content in which they teach, many
are concerned with how they can effective implement technology into their instruction. The
younger teachers have expressed having some ideas about using technology in the classroom, but
little knowledge on how to effectively manage the students use in a classroom setting. The older
teachers are hesitant not only to learn how to implement technology into the classroom, but also
bringing technology into the class at all. This information was obtained by observations of
teachers at staff meeting and professional development sessions throughout the school year.
Entry Skills and Prior Knowledge
Bachelors Degree from Accredited University
Knowledge of Beauforts County School Districts Appropriate Use Policy
Basic use Microsoft Windows software
Basic use of IPad
Content Knowledge
This information was obtained by my observations of teachers with the district. In order to
become a certified teacher it is a requirement to obtain at least a Bachelors degree. Also,
teachers are informed on the districts Appropriate Use Policy each year prior to the start of
school. Through my observations, I realize that at least 90% of teachers are confident about
their content knowledge. Because teachers have had Ipads for three years prior to the one to one
student ratio, they are aware of the basic use of Ipads and apps. Previously, Ipads were
implemented in the class two years ago as class sets that the teacher kept locked up until they
needed them. Therefore about 60% of teachers are comfortable with Ipads in the classroom.

About 80% of teachers are not comfortable with being forced to use the devices in a class and
not being able to control when students have possession of the devices.
Attitudes towards Content & Academic Motivation
Because Beaufort County School Districts goal is to become a paperless school, teachers have
no choice, but to learn how to implement technology into their classroom. I actually witnessed
the districts Director of Instruction tell the teachers during a technology training that if they are
opposed to implementing technology into their classroom then they should find another district
to teach in. Therefore the teachers that wish to continue working in the district must educate
themselves accordingly. The attitude of the more mature teachers is that of frustration and
confusion. About 75% of teachers over the age of forty find it unnecessary training and
implementation. They are not only annoyed with the overuse of technology in the outside world;
they are perturbed with the interference of technology into the learning environment. These more
mature teacher view technology as an added distraction instead of an additional tool. In
comparison, about 75% of younger teachers (teachers with less than ten years of experience) are
excited and open to learning new ways and strategies of implementing technology. These
teachers view the districts initiative as a way to connect students learning to the things they like
to do best. So while all teachers realize the content is necessary, not all teachers will come into
the training with an open minded.
Education Ability Level
The entire certified staff of Beaufort County School district has at least a Bachelors degree. All
the teachers are knowledgeable of Microsoft Office basics because they are all supplied with a
Dell computer that is used for communication and lesson presentations. The teachers are also
knowledgeable of ActivInspire because all the classrooms are equipped with Promethean boards
and limited white board space to write on. The ability levels on the Ipads differ because all
though the entire certified staff was trained on using the basic functions of the IPad and Dell
tablets, not all of the staff members use the devices on a regular basis enough to become
comfortable with them.

General Learning Preferences


The learning preferences of the majority of the staff are visuals combined with hands-on. Content
teachers like to be shown strategies and examples for their specific content area. They also would
like time to develop and find additional ways of their own to implement the devices at the end of
the session.
Attitudes Towards Teachers and Schools
Because the session is designed for teachers, the entire staff believes that the quality of a
students education depends on the content and ability levels of the teachers. A great majority of
the teachers feel that the districts personnel are not in touch with the needs of the students or
teachers. Very few teachers if any were given an input on whether they believed this
implementation would work or what tools were needed in order for this project to be a success.
Group Characteristics
Beaufort County School District employs many employees that are not natives of Beaufort
County or South Carolina. Many of Beaufort Countys teachers come from states such as Ohio,
Iowa, Pennsylvania, North Carolina, Florida and Georgia. The actual percentages were not given.
However, from observations of introductions in staff meetings I was notified of these particular
states.

Part III: Task Analysis


I conducted the task analysis using topic analysis. I wanted to focus on particular components
that are needed in order to help teachers manage having a one to one technology ratio in addition
to ways in which they can use the technological devices to differentiate within the classroom. To
help me analyze the topic I thought back on my previous year with having ipads in the class for
the first time. I started my topic analysis by identifying what I would have liked to have known
prior to having the devices in my classroom. To ensure that I did not miss any steps I met with
the schools Math Coach and we both discussed things that new teacher and career teachers have
expressed wanting to know more about.
One important thing that I had to remember when creating my task analysis was that not all
teachers have the same skills sets. While some can figure out how to create an account for
themselves once they are given the website or resource, they are still a great majority of teachers
that will need everything from creating an account to adding their rosters explained to them. This
required me to go back through each of the sites and resources and record every step I went
through prior to having my account up and ready for in class use.
Task Analysis Outline
1. Classroom Management Tips
1.1.
Classroom Set up
1.1.1. Make sure the students desk are set up in a manner where you can easily see
the devices when in use.
1.1.2. Set up your personal desk or seating area where every student is visible.
2. Device Management
2.1.
Familiarize yourself and your students with the districts technology policy.
2.2.
Make sure you are aware of the consequence for unacceptable use and follow the
rules consistently.
When devices are not in use have a firm procedure for where the devices should

2.3.

remain.
2.4.
There should be absolutely no sharing of devices.
3. Presentation Website
3.1.
Nearpod
3.1.1. What is Nearpod?

3.1.1.1.

Nearpod is an interactive presentation in which you can engage,

assess, and manage students all at the same time.


3.1.2. Why should I use Nearpod?
3.1.2.1.
Nearpod is extremely useful with monitoring students devices
usage. It is also great because it allows the teacher to insert quiz and poll
questions to check the students understanding of the content prior to
moving on in a lesson. The results are beneficial in differentiating your
mathematics instruction for later in the lesson.
3.1.3. How does Nearpod work
3.1.3.1.
Type www.nearpod.com into your browser
3.1.3.2.
To create an account you can either signup using a google account
or signup on the right hand side of the homepage.
Once you sign up you can either create a new presentation or

3.1.3.3.

import a previously made PowerPoint Presentation.


3.1.3.4.
If you have never used Nearpod before be sure to watch the
Getting Started Presentation.
Once you are done uploading or creating your presentation make

3.1.3.5.

sure that you publish your presentation.


3.1.3.5.1. Click on My Presentations
3.1.3.5.2. Select the Presentation you would like to publish (it should be
highlighted in light blue).
3.1.3.5.3. Then click Publish
3.1.3.6.
Using Nearpod in your classroom
3.1.3.7.
Once you are ready to use the presentation, select the presentation
again on the My Presentations page.
3.1.3.8.
Click More
3.1.3.9.
Click Live Session you will be given a pin.
3.1.3.10.
It may be helpful to write the pin on the board for the students to
see. They will need it later.
3.1.3.11.
Have the students to type www.nearpod.com into the browser of
their device.
3.1.3.12.
Then have the students select join session.
3.1.3.13.
On the right hand side of screen there will be an orange box that
says Join Session
3.1.3.14.
Students should type the pin into the box in order to join.
3.1.3.15.
Once they have joined they will be asked to type in their name.
3.1.4. Nearpods Helpful Features
3.1.4.1.
Once the students have joined the session there will be a green icon
telling you how many students are in the live session.

3.1.4.2.

Once a student switches to a different tab or browser the green


number will become red. This is to let you know that a student is off task.

The actually student or students name will appear in red.


4. Differentiating
4.1.
MobyMax
4.1.1. MobyMax is a free differentiation website for mathematics and language arts.
4.1.2. How does it work?
4.1.2.1.
Students are given a placement test that covers common core
mathematics standards from kindergarten to eighth grade once they login
for the first time. The program will assign lessons for the students based
on their individual placements results. Teachers can also assign additional
lessons if they see fit.
4.1.2.2.
How do I create my account?
4.1.2.2.1. Type www.mobymax.com into your browser.
4.1.2.2.2. One the right hand side of the homepage you will see Sign Up for
Free.
4.1.2.2.3. Register for your account by typing in the desired information.
4.1.2.3.
How do I register my students?
4.1.2.3.1. Select Roster
4.1.2.3.2. You can either choose Bulk Registration( a class at a time) or
Register New Student. (I recommend Bulk Registration if you
4.1.2.3.3.
4.1.2.3.4.
4.1.2.4.
4.1.2.4.1.
4.1.2.4.2.
4.1.2.4.3.

are just starting.)


Copy and Paste your roster into the spreadsheet.
Students Passwords will be created by mobymax.
Whats Next?
Distribute the students usernames and passwords.
All students must take the placement test.
Designate at least thirty minutes of class time for this initial

process.
4.1.2.4.4. During independent time, allow students time at least three times a
week to work on their Mobymax lessons.
4.1.2.4.5. Low students can benefit for as much time as possible working on
Mobymax to strengthen their academic skills.
4.2 IXL
4.2.1 What is it?
4.2.1.1. IXL.com is a website that is designed for mathematic and language
arts practice for grades kindergarten to twelfth grade. Teachers can sign up for
an account for an additional fee or students can have limited access for free.

4.2.2 How does it work?


4.2.2.1. In your browser type ixl.com.
4.2.2.2. Select the appropriate grade level.
4.2.2.3 Find the appropriate common core standard strand. Record the strand
letter for students.
4.2.2.4. Have students work on the assigned strand during practice time.
Students will be allowed to work up to ten problems on the assigned strand for
free.
4.2.3. Other Uses
4.2.3.1. Low students can benefit from working on strands that are
prerequisite skills for the grade level content. You can also assign strands
based on each students individual grade level equivalence.
4.2.3.2. Advanced students can be assigned practice problems that are of a
high grade level equivalence or slightly higher than the classs current level as
a whole.
4.3. Learn Zillion
4.3.1 What is it?
4.3.1.1 Website that consists of Common Core based videos and PowerPoints.
Teachers can assign students videos and an assignments by creating classes or
students can access by searching for specific topics.
4.3.2 How does it work?
4.3.2.1 In your browser type www.learnzillion.com Students can enter a code
provided by their teacher to enroll in their class and locate videos assigned.
Students can also opt to use the navigation bar to search topics of interest.
4.3.3. Other uses:
4.3.3.1. Teacher can assign students videos and PowerPoints from a lower grade
4.3.3.2. Students can download the PowerPoints and use for guided note taking.
4.3.3.3. Teachers can download the PowerPoints and use for in class instruction or
upload into Edmodo or other class website.
4.3.3.4. Advanced students can work on work at a higher level. This resource
supports acceleration and ability grouping practices within a classroom.

5. Assessments
5.1. Resources we have used.
5.1.1. Formative Assessments can be added into Nearpod presentations.
5.1.2. Teachers can use students individualized quizzes in MobyMax and Learn
Zillion `as a formative assessment.
5.1.3. Students can email their teacher their score off from practice problems on
ixl.com.
5.2. Thatquiz.org
5.2.1. What is it?
5.2.1.1. Thatquiz.org is an online assessment database in which teacher
create and share.
5.2.2. How does it work?
5.2.2.1. Teacher creates a free account by selecting the register icon to the
right of the page.
5.2.2.2. Teacher uploads their class roster into the database.
5.2.2.3. Teachers can either create their own assessments or use an
assessment created by someone else.
5.2.2.4. Teacher will receive a test code that they will need to share with
the students.
5.2.2.5. Students will type the code into the bottom right hand corner of
the site.
5.2.2.6. Once students have input the code in the site they will select their
name and begin the assessment.
5.2.2.7. The teacher and the students will be informed of their score
immediately after the assessment is completed.

SME
I will be subject matter expert combination with the schools math coach. One of my
qualifications for SME is my experience as a math teacher in Beaufort County School district. I
have a Bachelors degree in Middle Grades Education from Georgia Southern University. I am

currently perusing my Masters Degree in Instructional Technology. I am familiar with these


websites because I have used them in my classroom with eighth grade students. Because I am a
second year teacher, I will be working with the schools math coach as well. Mrs. Chisolm-Jones
has thirteen years of experience teaching my middle grade mathematics. She has Bachelors
Degree in Education from University of South Carolina Aiken, a Masters Degree in Education
from Converse College with a focus in gifted and talented education, and a Masters in
Educational Administration from University of South Carolina.

Part IV: Learning Objectives


Terminal Objective 1: To develop a classroom management plan to support differentiated instruction using a one to one technology
device model.
Enabling Objectives:
1A: Describe a classroom floor plan that support one to one device management.
1B: Identify classroom procedures for instructional use for the device.
1C: Identify classroom procedures for non-instructional uses for the device.
Terminal Objective 2: Develop differentiated mathematics lessons using technology.
Enabling Objectives:
2A: Develop a differentiated lesson plan that incorporates one web based tools.
2B: Create a formative assessments one web based tools.

Classification of Instructional Objectives


Content

Performance

Recall
Facts
Concepts
2A, 2B,
2
Principles
Procedures
1A, 1B, 1C
1
Intrapersonal
Attitude
Relationship between Instructional Objectives and Standards:
Instructiona
l Objective
2
2B
2C
1
1A
1B
1C

Application

ISTE Standards for Teachers


Standard 3A: Demonstrate fluency in technology systems and the transfer of
current knowledge to new technologies and situations.
Standard 3D: Model and facilitate effective use of current and emerging
digital tools to locate, analyze, evaluate, and use information resources to
support research and learning.

Part V
Instructional Strategies
Lesson 1:

Goals
To identify classroom floor

Objectives
Objective 1: The student

UDL
The teachers can create

Assessment
The teachers will develop

The teachers will locate six

plans that is conducive to

will develop a classroom

a floor plan on their

a classroom floor plan,

classroom floor plan designs,

managing technology

management plan to

own virtually on one a

including instructional

three that support technology

devices.

support differentiated

poster board. The

and non-instructional

devices usage in the classroom

instruction using a one to

teachers can also find a

procedures for the

and three that do not. Upon

one technology device

floor plan layout online

technology device

locating the images, the teachers

model.

and cite it appropriately.

management in their

will compare and contrast the

1A: Students will describe

**Poster board will

classroom.

floor plans in a word document

a classroom floor plan that

require a video to be

and post their responses on the

supports one to one device

uploaded and shared to

classs discussion board.


Lesson 1: Students will read the

To identify procedures that

management.
Objective 1: The student

the class. **
The teachers can create

article Digital Devices and

needs to be implemented

will develop a classroom

their instructional and

Classroom Management. After

with the use of technology

management plan to

non-instructional

reading the article, the teachers

devices.

support differentiated

procedures virtually or

will identify plans and procedures

instruction using a one to

on a poster board.

that will need to me added to their

one technology device

**Poster board will

existing plan.

model 1B: Students will

require a video to be

identify classroom

uploaded and shared to

procedures for

the class.**

instructional use for the

device.
1C: Students will identify
classroom procedures for
non-instructional uses for
the device.
Lesson 2: The teachers will select

Create a differentiated

Objective 2: Develop

Advanced teachers can

The teachers will create a

a mathematics topic of their

mathematics lesson using

differentiated mathematics

use more than one web

differentiated lesson plan

choice according to their states

one web based tool presented lessons using technology.

based tool in their

using one web based tool.

standards and the web based tool

in the lesson.

2A: Develop a

differentiated lesson

The teachers will be

they would like to use. The

differentiated lesson plan

plans.

assessed on their ability

teachers will receive feedback

that incorporates one web

to appropriately use the

from the instructor and as well as

based tools.

web based tool of their

their peers on whether or not the

chosen to differentiate in

topic can be used with the

a mathematics lesson.

selected web based tool.

Lesson 3: The teachers will

To create a formative

Objective 2: Develop

Advanced teachers can

The teachers will select

complete a web based assessment

assessment using a web

differentiated mathematics

recreate two or more

one of their previous

created by the instructor and

based tool.

lessons using technology.

assessments using more

formative assessments

evaluate the ease of use from the

2B: Create formative

than one web based

mentioned in the

point of view of a student. The

assessments using one

tool.

beginning of the lesson.

teachers will be provided example

web based tools.

Using a web based tool

questions that they can use to

from the LiveBinder

guide their

provided, the teacher will


recreate their assessment.
They will include a brief
reflection on how they
believe completing the
assessment using a web
based tool will benefit
their students.

Lesson 1: Classroom Management of One to One Device


Objective 1: The student will develop a classroom management plan to support differentiated instruction using a one to one
technology device model.
1A: Students will describe a classroom floor plan that supports one to one device management.
1B: Students will identify classroom procedures for instructional use for the device.

1C: Students will identify classroom procedures for non-instructional uses for the device.
Assessment: The teachers will develop a classroom floor plan, including instructional and non-instructional procedures for the
technology device management in their classroom.
UDL Principle: The teachers can create a floor plan on their own virtually on one a poster board. The teachers can also find a floor
plan layout online and cite it appropriately. Also, teachers can create their instructional and non-instructional procedures virtually or
on a poster board. **Poster board will require a video to be uploaded and shared to the class. **

Lesson 2: Designing Differentiated Math Lesson Plans Using Web Based Tools.
Objective 2: Develop differentiated mathematics lessons using technology.
2A: Develop a differentiated lesson plan that incorporates one web based tools.
Assessment: The teachers will create a differentiated lesson plan using one web based tool. The teachers will be assessed on their
ability to appropriately use the web based tool of their chosen to differentiate in a mathematics lesson.
UDL Principle: Advanced teachers can use more than one web based tool in their differentiated lesson plans.

Lesson 3: Designing Differentiated Math Lesson Plans Using Web Based Tools (Assessments).
Objective 2: Develop differentiated mathematics lessons using technology.
2B: Create formative assessments using one web based tool.
Assessment: The teachers will select one of their previous formative assessments mentioned in the beginning of the lesson. Using a
web based tool from the LiveBinder provided, the teacher will recreate their assessment. They will include a brief reflection on how
they believe completing the assessment using a web based tool will benefit their students.

UDL Principle: Advanced teachers can recreate two or more assessments using more than one web based tool.
Assessment Examples
Objective 1 Assessment:

Possible Response: I chose this floor plan because I think the layout of the desk makes it easier for the teacher to monitor multiple
devices at once. However, I would change the layout by breaking the large tables up into smaller groups of four. I prefer the smaller
groups of four because it will allow me more room to get in between the desk. In addition, the students can be more productive in
smaller cooperative groups compared to large groups with more than ten students.
Instructional Procedures:
1

APF-JiJi. (2013, June 19). Tablet computers thrust Thailand classrooms into digital era. Retrieved from Japan Times News: http://www.japantimes.co.jp/news/2013/06/19/asiapacific/social-issues-asia-pacific/tablet-computers-thrust-thailand-classrooms-into-digital-era/#.U8ajHkDySac

1.
2.
3.
4.
5.
6.

Devices are to be visible at all times.


Devices are to only be used at times designated by the teacher.
Devices are only to be used for academic purposes
Remain on the designated app unless told otherwise by the told by teacher.
There is to be no online communication with peers unless completing groups work
No videos or pictures are to be taken without prior permission.

Non Instructional Procedures:


1.
2.
3.
4.
5.

Devices are to be turned off when not being used.


Devices should remain in case or face down.
You are responsible for your device and the use of your device.
Devices are not to be shared.
Devices are not to be used to play games, entertainment purposes, or non-academic communication.

*Procedures are not limited to these stated above.

Class Room Management Plan

Teacher Name: Ms. Herrington


Student Name:
CATEGORY

________________________________________
4

Classroom Floor Plan

Floor plan is included.


Explanation for floor plan
is explained in detail. All
borrowed graphics have a
source citation.

Floor plan is included.


Explanation for floor plan
lacks significant
information. All borrowed
graphics have a source
citation.

Floor plan is included.


Explanation for floor plan
is present, but lack
significant information.

Floor plan is included, but


there is not explanation.
Explanation is included,
but there is not floor plan.

Non-Instructional
Procedures.

At least 5 non-instructional At least 4 non-instructional At least 3 non-instructional 2 or less non-instructional


procedures are displayed. procedures are displayed. are displayed
procedures are displayed.

Non-Instructional
Procedures.

At least 5 non-instructional At least 4 non-instructional At least 3 non-instructional 2 or less non-instructional


procedures are displayed. procedures are displayed. are displayed
procedures are displayed.

Mechanics

Capitalization and
punctuation are correct
throughout.

There is 1 error in
capitalization or
punctuation.

There are 2 errors in


capitalization or
punctuation.

There are more than 2


errors in capitalization or
punctuation.

Grammar

There are no grammatical


mistakes.

There is 1 grammatical
mistake.

There are 2 grammatical


mistakes..

There are more than 2


grammatical mistakes.

Lesson 2 Assessment Examples:


Sixth Grade Mathematics
Common Core

6.RP.A.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two

Standards:
Essential Questions:

quantities.
How can ratios and proportional relationships be used to determine unknown quantities?

Objectives:

Students will write a ratio that describes a relationship between two quantities.
Student will explain the relationship that a ratio represents.

Anticipatory Set:

The teacher will introduce the lesson by playing the following YouTube video. Math Snacks: Bad Date video
http://youtu.be/BZ1M01YBKhk. The video introduces ratio by comparing how much more or less one person
talks in a conversation compared to another. Once the students are done watching the video they will write down

Presentation of

what they believe a ratio is in their math notebooks.


The teacher will share her presentation on writing proportions and explaining the relationship that a ratio

Lesson

represents using an app called Nearpod. In Nearpod, the teacher is able to manage the students behavior while

(I Do)

presenting the content. The teacher will be alerted when a student closes out of the presentation app. The teacher
can also check for understanding throughout the presentation and receive immediate results from the students.

Guided Practice

The students will work in pairs to complete a worksheet on writing rations (5 questions) and explaining the

(We Do)

relationship that a ratio represents (5 questions). The pairs will have two different worksheets with questions
similar in content and difficulty. The students will work #1 on their perspective papers at the same time. After
two minutes, the pair will switch papers and work problem #2. They will complete this process in two minute

Independent Practice

intervals until both work sheets are complete.


Using the IXL app, the students will independently complete five practice problems on skill AA.1 (write a ratio

(You Do)

to describe objects in a picture). Once the students have completed the five question activity, the students will

Closing:

email the teacher their results.


The students will also respond to the following question as an exit ticket: What is a ratio? Provide an example of

Assessment:

a ratio on numerical form and words..


The teacher will assess students using a formatively using their results from IXl during their independent

Differentiation:

practice.
Nearpod: The teacher will use Nearpod because it allows students to write their notes at their own speed. The
teacher will not have to hold the rest of the class back because a few people are still writing. Also, the
checkpoints in Nearpod will allow the teacher to see which students are near mastery of the objectives and
which students are still struggling with the concepts.
IXL: Although it states the students will complete AA.1 in IXL, the teacher will use the results from the Nearpod
checkpoints to assign content that is closely matched with the students current abilities. Advanced students will
move to AA.2 and struggling students will be moved to a small group session with the teacher and complete
AA.1 with assistance from the teacher.
Differentiated Lesson Plan Rubric

Below Average
3

Average
4

Exemplary
5

2 Model Rubric. (n.d.). Retrieved from http://www.google.com/url?


sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCcQFjAB&url=http%3A%2F%2Fwww.evergreeun.edu%2Fmit
%2Faccred2007%2Fsamples%2Fmodelsteaching
%2Fmodelsrubric2007.doc&ei=P6jGU6GVO4qRyAT81YDQBA&sg=AFQjCNF7upbv5zOVx7l7kSWzGaqI9VX2ww&bvm=bv.71

OBJECTIVES

Missing one or more required parts, or,


confusing, not concise, or describes
learning activities but not what students
will know and be able to do.
Doesnt reflect the goals of the teaching
model.

LESSON CONTENT

Lists the elements but does not include


information about what the teacher or
student will be doing, or,
Elements of the model are missing.

ASSESSMENT

Web Based Tools

All the required parts are included:


Type of student learning not clear, i.e.
may use vague language like
understand, feel, learn, etc.
Does not completely reflect the goals
of the teaching model

Expectations of student learning


clear and can be assessed, i.e.
uses words like describe, define,
explain, illustrate, provide
examples, analyze, act out, etc.

Includes all the elements of the model

Objective reflects goals of the


teaching model
All elements are present

Either teacher or student activities


match the intent of the particular
element, but not both, or

Neither teacher nor student activities match


the intent of the particular element

Reflection of model inconsistent

No clear assessment included

Assessment included but not aligned


with one or more of following: model
OR with objective OR with learning
experiences OR with desired student
learning
Web based tool is present, but
explanation for how the tool will be
used to differentiate instruction is
lacking sufficient evidence.

No web based tool used to differentiate


instruction.

All of the required parts are


included

Both teacher and student


activities match the intent of
each element of the model and
of the model as a whole

Assessment clearly aligned with


objective, lesson content, goals
of model, and desired student
learning.
One or more web based tool in
present. The explanation on how
the tool will be used to
differentiate instruction is clear
and detailed.

Lesson 3 Assessment Example:


Vocabulary Test Example: https://www.thatquiz.org/tq/practicetest?nz5r87uw8dq3
Possible Response:

I chose to use thatquiz.org because it allows you to use generated test by other teachers over your content. You can also create your
own assessment and upload it into the program. One of the best features of this site is that it provides the students with immediate
feedback. I can also go back into the test and see which questions gave the students the most problems. This allows me to be able to
further differentiate lessons moving forward.

Assessment Rubric

Clarity

Answer Key /Or link to web


based assessment

Below Average
3pts.
Test items are ambiguous or
vague to cause confusion on the
part of students; Lacks ageappropriate language.

Average
4 pts.
Most test items are worded
clearly; Some questions are
unclear and may use vocabulary
at a higher or lower grade level.

Exemplary
5pts.
All test items are worded clearly
so that students understand the
meaning of questions (ageappropriate)

Incomplete or missing answer


key, link, or inaccurate
responses

Answer key included with some


inaccurate/incorrect answers

Complete, accurate answer key


or link included.

Reflection

No reflection included.

Reflection explaining why the


selected web based tool is
present but lacks detail.

Reflection explaining why the


selected web based tool is
present and detail.

Grammar & Spelling

Numerous grammar and spelling


errors.

Some grammar and/or spelling


errors

Free from grammar and spelling.

Model Rubric. (n.d.). Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCcQFjAB&url=http%3A%2F%2Fwww.evergreen.edu%2Fmit


%2Faccred2007%2Fsamples%2Fmodelsteaching%2Fmodelsrubric2007.doc&ei=P6jGU6GVO4qRyAT81YDQBA&usg=AFQjCNF7upbv5zOVx7l7kSWzGaqI9VX2ww&bvm=bv.71

Part VI: Instructional Sequence


Sequence
1

Description
Describe a classroom floor plan that supports

Objectives
1a

one to one device management.


Identify classroom procedures for instructional

1b

use for the device.


Identify classroom procedures for non-

1c

instructional uses for the device.


Develop a differentiated lesson plan that

2a

incorporates one web based tools.


Create formative assessments using one web

2b

based tool.
This sequence is a learning related sequence. It is based on the order in which the students need
in order to learn the skills that are detrimental to the topic. The learner will learn skills in a
scaffold manner. The skills start with the basics level of one to one device management and
move to a more complex level of actually using the device to differentiate mathematic instruction
in the classroom.
Lesson 1: Classroom Management of One to One Device
Objective 1: The student will develop a classroom management plan to support differentiated
instruction using a one to one technology device model.
1A: Students will describe a classroom floor plan that supports one to one device management.
1B: Students will identify classroom procedures for instructional use for the device.
1C: Students will identify classroom procedures for non-instructional uses for the device.
Motivational Strategy: The teachers will watch the YouTube video iPads in the Classroom.
The teachers will reflection on how they feel implementing technology devices will affect their
students. Students can post a typed, audio, or video reflection in the classs online forum
(Geraldline Bloomberg, 2013) .
Initial Presentation: The teachers will locate six classroom floor plan designs, three that support
technology devices usage in the classroom and three that do not. Upon locating the images, the
teachers will compare and contrast the floor plans. The teachers are permitted to create their

comparison in any manner they choose. For example, the teachers and copy the image of the
floor plans into a chart and create a comparison chart (Morrison, 2013, p. 167).
Generative Strategy: Students will read the article Digital Devices and Classroom
Management. After reading the article, the teachers will identify plans and procedures that will
need to me added to their existing plan. The teacher are to create a virtual poster or record the
sharing of an actually poster created at home. The posters must contain a floor plan and
procedures that they would like to put into place with the use of technology devices (Morrison,
2013, p. 172).

Lesson 2: Designing Differentiated Math Lesson Plans Using Web Based Tools.
Objective 2: Develop differentiated mathematics lessons using technology.
2A: Develop a differentiated lesson plan that incorporates one web based tools.
Motivational Strategy: Brainstorm the top three essential characteristics that make a website
useful in the aid of mathematics instruction for students. The instructor will provide a list of
suggested websites that can be used for mathematics instruction for the teachers who may not be
familiar with any current websites, as well as a websites for determining the effectiveness of a
website. The teachers are allowed to brainstorm in any manner they choose. For example: a
teacher can post a picture of the paper in which they brainstormed in pencil (Rao, 2007).
Initial Presentation: The teachers will watch a video presentation that has been created by the
instructor in order to introduce some effective websites that are useful for mathematics
differentiations. The students will create a graphic organizer of their choosing on the web tools
used in the video to use as a reference later in the unit (Marzano).
Generative Strategy: Setting Objectives and Providing Feedback- The teachers will select a
mathematics topic of their choice according to their states standards and the web based tool they
would like to use and post this information in a the classs discussion forum. Each teacher will be
required to respond to at least three of their peers post providing feedback on whether or not the
topic can be used with the selected web based tool The teachers will also receive feedback from
the instructor as well. Advanced learners can choice more than one web based tool that they will
like to use (Marzano).

Lesson 3: Designing Differentiated Math Lesson Plans Using Web Based Tools
(Assessments).
Objective 2: Develop differentiated mathematics lessons using technology.
2B: Create formative assessments using one web based tool.
Motivational Strategy: List five formative assessments that you have used in the past that did not
require technology. Describe the type of questions that were asked on the assessment. Were the
questions multiple choice, short answer, etc.? The teachers can decide how they would like to
create their formative assessment list. For example, they can create a list in a word document and
add a description of each if they would like. The teachers can also create a chart of their
formative assessments categorizing the assessments (Morrison, 2013, p. 167).
Initial Presentation: The teachers will view a LiveBinders on web tools used for assessments.
The teachers will select one web-based tool from the LiveBinder and create a presentation on the
pros and cons of the tools effectiveness and post the link to their presentation online. The
teachers can create a presentation using any web based tool of their choosing. If the teacher
would not like to create a presentation using a presentation tool they can create a video
presentation (Tomlinson, 2001).
Generative Strategy: The teachers will complete a web based assessment created by the
instructor and evaluate the ease of use from the point of view of a student. The teachers can
choose their form of evaluation. For example; a teacher can record a video informally evaluating
the assessment tool. The teachers can also create rubric and formally evaluate the assessment tool
(McNeil, 2011).

Part VII: Design of Instruction


Instructional Strategies
Lesson 1:
The teachers will locate six
classroom floor plan
designs, three that support
technology devices usage in
the classroom and three that
do not. Upon locating the
images, the teachers will
compare and contrast the
floor plans in a word
document and post their
responses on the classs
discussion board.
Lesson 1: Students will read
the article Digital Devices
and Classroom
Management. After
reading the article, the
teachers will identify plans
and procedures that will
need to me added to their
existing plan.

Goals
To identify classroom floor
plans that is conducive to
managing technology
devices.

Objectives
Objective 1: The student
will develop a classroom
management plan to support
differentiated instruction
using a one to one
technology device model.
1A: Students will describe a
classroom floor plan that
supports one to one device
management.

UDL
Multiple ways of expression

To identify procedures that


needs to be implemented
with the use of technology
devices.

Objective 1: The student


will develop a classroom
management plan to support
differentiated instruction
using a one to one
technology device model
1B: Students will identify
classroom procedures for
instructional use for the
device.
1C: Students will identify
classroom procedures for
non-instructional uses for
the device.

Multiple ways of
representation

Assessment
The teachers will develop a
classroom plan, instructional
and non-instructional
procedures for the
technology device
management in their
classroom.

Lesson 2: The teachers will


select a mathematics topic
of their choice according to
their states standards and
the web based tool they
would like to use. The
teachers will receive
feedback from the instructor
and as well as their peers
on whether or not the topic
can be used with the
selected web based tool.

Create a differentiated
mathematics lesson using
one web based tool
presented in the lesson.

Objective 2: Develop
differentiated mathematics
lessons using technology.
2A: Develop a differentiated
lesson plan that incorporates
one web based tools.

Multiple ways of
representation

The teachers will be


assessed on their ability to
appropriately use the web
based tool of their chosen to
differentiate in a
mathematics lesson.

Lesson 3:
To create a formative
The teachers will complete a assessment using a web
web based assessment
based tool.
created by the instructor and
evaluate the ease of use
from the point of view of a
student. The teachers will be
provided example questions
that they can use to guide
their evaluation.

Objective 2: Develop
differentiated mathematics
lessons using technology.
2B: Create formative
assessments using one web
based tools.

Multiple ways of
representation

The teachers will select one


of their previous formative
assessments mentioned in
the beginning of the lesson.
Using a web based tool from
the LiveBinder provided, the
teacher will recreate their
assessment. They will
include a brief reflection on
how they believe completing
the assessment using a web
based tool will benefit their
students.

Part VIII
Learners Evaluation
The teacher will collect learners evaluations of the online module through the use of an
instructor generated survey in Survey Monkey. The teachers will be given a link to the survey at
the end of the module to evaluate the effectiveness and usefulness of the module. There are two
free response questions. The survey also includes fourteen statements in which the students will
select response from strongly disagree to strongly agree. These responses are weighted from one
to five respectfully. Each student will response anonymously to the survey; therefore, the
instructor will not be able to match anyone response to a particular participant. The instructor
will receive the feedback from the evaluations by logging on to Survey Monkey. The instructor
will be able to analyze the data through the use of Survey Monkey software. The instructor will
use results of the survey to improve the module for future use.
Teacher Evaluation: https://www.surveymonkey.com/s/FJ6H8HR
SME Evaluation
The Subject Matter Expert that will be evaluating the online module will be Mrs.
Chisolm-Jones. She has thirteen years of experience teaching my middle grade mathematics six
of which she has served as the Numeracy Coach of two middle schools. She has Bachelors
Degree in Education from University of South Carolina Aiken, a Masters Degree in Education
from Converse College with a focus in gifted and talented education, and a Masters in
Educational Administration from University of South Carolina. Mrs. Chisolm-Jones will be
evaluating me through the use of a survey created in Survey Monkey. The survey will include
statements in which the SME will select responses ranging from strongly disagree to strongly
agree. The responses will be weighted one to five respectfully. There are also two short answer
question in which the SMW can provide direct feedback. The instructor will receive the feedback
from the evaluations by logging on to Survey Monkey.
SME Evaluation: https://www.surveymonkey.com/s/322G6LV