Learning Goal:

The learning goal for this unit will be using an iPad to deliver instruction in math and be more
mobile in the classroom. Four instructional priorities will be specifically integrated: explicit
instruction, teacher clarity, structured classroom discussion, and opportunities to respond.

Needs Analysis:

Based on the curriculum map of High Yielding Strategies to increase Student Achievement and
Engagement, the students will be expected to include these priorities in their math lessons
while using an iPad to deliver instruction:

• Explicit instruction (I do, We do, Ya’ll do, You do)

o Give clear, straightforward directions
o Explain demonstrate and model.
o Breaks skills down into manageable steps
o Demonstrate the stills for students and give opportunity to practice skill
independently
• Teacher Clarity
o Provide clear learning intentions for students daily
o Share rubrics, exemplars, models prior to student work time
o Assess to identify who needs further support
• Structured Classroom Discussion
o Use prompts and cues to help students zero in on learning
o Scaffold discussions by using frames
o Provide opportunities for verbal and written practice
o Use academic language
• Maximizing Opportunities to Respond
o Actively engage ALL students in learning
o Pace instruction to allow for frequent student responses
o Call on a wide variety of students throughout each period

Learner Analysis

This information is based on a technology survey given to a school at the beginning of this
academic year. In addition, research was performed on dashboard and the CSIP was analyzed to
determine gaps and instructional needs.

Demographics:

This 4th grade class consists of 24 students, of which 15 are female and 9 are male. The majority
of these students are 9 and turning 10 this year. 1 student is receiving special education
services for math. 18 students are Caucasian, 3 Hispanic, and 3 are multiple races.
The teacher has been teaching for several years and is over 40. She is also Caucasian and has a
bachelor’s degree in education. She has been teaching for 34 years.

Attitudes, Values and Opinions

Based on the technology survey, my teacher expressed interest in using an iPad to be more
mobile. This teacher is very motivated to learn, but is hesitant in her abilities with technology.
She has expressed the need for lots of support and patience.

Access to Technology:

The teacher has access to a mac laptop and an iPad 2. The class has Chromebooks housed in
their classroom. They are a 1:1 classroom.

Schedules:

This classroom begins their day at 8:50 with 15 minutes of morning meeting and then their
brainbooster block. They begin their whole group literacy block at 9:50 and begin skill-based
literacy groups at 11:20. Math begins after lunch at 12:35 and only goes for 15 minutes before
they begin math skill-based groups. Math reconvenes at 1:45 until 2:25, which is recess. The
end of the day is filled with content integration. Dismissal is at 3:25.

Student Learner Skills:

4 students are below proficient/grade level for 4th grade math. 80% of students generally
complete work as assigned; however, 16% of students struggle to complete work
independently and need scaffolds.

Task Analysis: The teacher will be able to:

1. Use an iPad to preplan a math lesson using Doceri.

a. Structure the lesson for explicit teaching
b. The teacher will include learning intentions and success criteria
c. Scaffolds/sentence frames for academic discussion
d. Incorporate opportunities to respond for ALL students
2. Use the iPad to be more mobile in the classroom for better monitoring
a. Use airplay

Context for Instruction:

The following is a list of resources which will be used throughout the coaching.

1. Teacher iPad
2. Apple Tv
 3. Doceri
4. Stylus
5. Envision math curriculum
6. Pearson Realize Videos
7. Pearson Realize Quick Checks
8. Class tickets

The coaching cycle will be broken down into several sessions. I will begin with a model lesson
using an iPad to be more mobile while incorporating the 4 instructional priorities and tools we
have decided to focus on. I will then have a short debrief about the teacher’s thoughts on the
lesson. I will then collaborate with the teacher to create a math lesson using the tools. This will
be followed with an observation by me of the teacher teaching the lesson. I will again debrief
with the teacher to follow up with her thoughts on the lesson to create a goal to improve. I will
provide any PD and resources she needs to achieve her goal. She will then create a lesson again
using the tools and instructional priorities we are focusing on. I will observe and debrief. I will
then send out a follow up survey to assess how the teacher feels her efficiency using these tools
has improved.