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Classroom Blog and Website Creation Tools

Lesson Idea Name: Understanding place value


Content Area: mathematics
Grade Level(s): 4th
Content Standard Addressed:
MGSE.4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten
times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by
applying concepts of place value and division.
Technology Standard Addressed:

Selected Technology Tool:


☒ Blog ☐ Wiki ☐ Other: Website Creation Tool (list): edublog

URL(s) to support the lesson (if applicable):


http://mgunnbau.edublogs.org/flipped-classroom/

Bloom’s Taxonomy Level(s):


☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☒ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement
I believe the LoTi level is dictated by whether or not the students participate in the optional bonus activity.
Without the activity, the flipped lesson is a 2, with the activity the flipped lesson is a 3.

Universal Design for Learning (UDL): This lesson includes audio and visual media to engage all learners as
well as a transcript of the audio. In other realms of my blog I include Spanish translations. I also offer a link
to a translation site that supports many languages.

Lesson idea implementation: In the flipped classroom lesson, the teacher will create a multifaceted
overview to a new concept. In support of this the teacher will also provide review material that supports the
new concept and re-activates knowledge from prior grade levels to scaffold learning. The project will be
introduced as an introductory flipped classroom experience in the beginning of the year. This math lesson
will link previous concepts to multiplication, division and the overall structure of the base 10 number system.
There is also a possibility that this will be student’s first flipped classroom experience interacting more
independently with a classroom blog (as opposed to strong support from parents). Due to this, the teacher
will clearly lay out expectations and flipped class procedure prior to assigning the flipped class module. In the
module the students will watch two short videos. One video will link place value to the base 10 number
system and one video will review various forms of notation. The students will then listen to a brief podcast
message from the teacher that overviews the main point of discussion for the next school day. The last
required portion of the module is a Kahoot quiz. The module will take approximately 30-40 minutes to
complete for those students who choose not to complete the optional bonus assignment. Those students
who complete the optional assignment will complete the entire flipped classroom module in approximately
50-60 minutes depending on how long it takes them to craft their sentences and notation. Learning for all
students will be assessed through the mandatory Kahoot quiz that is graded for completion. It will quiz
students mostly on background understanding of prior concepts, but also on some new material. The teacher
will use the data generated from the quiz to guide the discussion in class and differentiate learning as needed.
The teacher will plan to devote time to review and answer student questions. The quiz results will form a
baseline of understanding of place value and base 10 concepts to move forward. Student learning can be
Summer 2017_SJB
Classroom Blog and Website Creation Tools
extended to a higher level by taking on the optional bonus activity. In the bonus activity, the student must
find an authentic instance of a number greater than 1,000,000 being used in traditional print or online media.
The student will write at least 3 sentences explaining the context the student found the number in and then
write the number in its expanded form. The student must email their submission to the teacher to assess
quality before bonus points are assigned. If the student found the number in traditional print media, then
they must photograph the number including as much text as possible to verify context. The teacher will pull
from these submissions to use as authentic examples in class. The students will be motivated to participate in
the activity because it will be their first opportunity to receive bonus points. The teacher will provide
feedback to all students who submit and they will receive bonus points that are subjective to the quality of
their work. Students will participate in the mandatory quiz that will provide instant feedback for all students.

Importance of technology: The blog creation tool is essential to this flipped classroom project. There must
be some sort of digital platform to present all of the content on. The only alternative would be to use a
beyond the basic productivity tool such as a Nearpod, and although it would still have an impact, it would be
a very different experience for students. The largest benefit I can see to teachers students and parents is the
security of knowing that the majority of classroom materials that are in digital/web formats can be accessed
by one central point. Over time the students become very familiar with expectations, layouts and locations of
various tools. The blog is easily worked into a routine and creates a familiar easy to use space for all to use.
Other technology used in this experience are the audio media file, Youtube video links, and a Kahoot
formative assessment.

Inspiration (optional): I did not use a model.

Internet Safety and Student Privacy: My greatest concern would be students getting “off track” and being
tempted to use the Youtube search to find inappropriate, non-educational material instead of watching the
linked videos. To offset this, I would have request a signature in the beginning of the year for permission
from parents and students. In this I would alert parents to the fact that videos on platforms such as Youtube
will be linked for educational purposes and I would ask for their permission, and their partnership in
monitoring students to be sure links are used appropriately. I would also state that some research may
require google searches and it is the responsibility of the students and parents to be sure research at home is
conducted in a safe and appropriate way. In the classroom as part of the beginning of the year procedures,
time would be taken to clarify the responsibility of use for tools such as google searches and Youtube.
Hopefully, this would minimize student risk and reduce teacher liability.

Reflective Practice: I think this activity can be very effective in helping students recall past knowledge and
connect it to the upcoming lesson. I consider this lesson a review for the purposes of scaffolding combined
with a topical introduction to the upcoming material. The review is critical to student comprehension of the
upcoming unit. Connections must be made and built on material that was introduced in 2nd grade, so
refreshing knowledge in 4th is likely necessary to gain a greater understanding of why the base ten system
works the way it does with place value. On the following class day, I would further extend the lesson through
a class demonstration to help students visualize what “ten times” more of something really looks like in a
series of 1, 10, 100, 1000, 10,000 and so on. I think that would be a great time to integrate more technology
by showing a high-quality simulation on interactive presentation board. I would also like the class to
participate in a hands-on group activity with manipulatives to gain a strong foundation for the remainder of
the unit and get students excited.

Summer 2017_SJB