EDLD+5335+Week+4

 || Third Grade || Facilitator: Tammy Leimer |||| Location: Elementary Computer Lab, Room 307 || Start Time: 1:04 || End-Time: 1:49 || 2. After five minutes, the group will reconvene. On the Smart board, the difficulties each group identified will be written. Next to the identified problem, the participants will also be asked to suggest a solution. || 5 minutes || 2. Each teacher will take a turn throwing the ball at the board. 3. As a question is selected, that teacher will approach the board and solve the problem. || 30 minutes || 2. The teacher will throw the koosh ball and receive her review problem. 3. Without getting up from her chair, the teacher will be able to use the Slate to answer the problem. || 10 minutes (This activity will occur simultaneously during the 30 minutes allotted for the second activity). || 2. The teachers will be asked what rules they would implement for playing the game, and why. 3. The teachers will review the difficulties they listed in Activity #1 and suggest new solutions. 4. The participants will complete the session evaluation. || 10 minutes || Tammy - I think this looks great!! You really covered everything. This really could be great at the elementary. I think the biggest problem would be getting teachers to continue using this technology. Once they got past the technology block, I think they really would like it and see the benefits. I have no suggestions. You did an awesome job :) -Kim Braswell
 * Session Purpose: The purpose of this session is to collaborate with third grade math teachers to develop interactive math lessons. The session is designed to help teachers create interactive lessons that engage the students while addressing the students individual learning needs. Strategies to increase student participation will be discussed. The lesson developed during the session will focus on Math TEKS 3.3 and 3.4.
 * Learning Objective to Be Addressed : Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration.  ||
 * Approving Principal: Larea Gamble |||||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Presentation Date: September 24, 2009 ||
 * <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Grade Level:
 * <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"> ||
 * <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; text-align: center;">Learner-Centered Activity || <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; text-align: center;">Purpose |||| <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; text-align: center;">Description || <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; text-align: center;">Steps || <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; text-align: center;">Estimated Time ||
 * <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">For the first five minutes, the participants will divide into groups of two and discuss the most difficult aspect of integrating math instruction and technology. Each group will receive a handout that includes questions to reflect upon and answer. After five minutes, the group will dicuss the difficulties they identified regarding math instruction, particularly addition, subtraction and multiplication. || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">The purpose of this activity is to have the teachers start thinking about the problems they face teaching their students addition, subtraction and multiplication. The teachers also need to reflect upon their use of technology in their instruction of these concepts. |||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">At the start of the session, the teachers will be asked to break off into groups of two. They will be asked to spend five minutes discussing the difficulties they face in integrating technology in their math instruction. The teachers will also be asked to contemplate how their instruction and review allows for students to participate in an interactive forum. || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">1. The participants will break into groups of two and verbally discuss the questions on the handout.
 * <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Using an existing Smart game template, the teachers will pair up to each create a multiplication problem and add it to the whiteboard. || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">The students will be engaged in the review due to the interactive nature of the game. The game is versatile and can easily be changed to incorporate questions. The teachers will gain experience in modifying the template as well as the opportunity to be engaged in the review. |||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Participants will be asked to bring math review question to the training that focuses on addition or subtraction. Each teacher will enter his/her problem into the template. Once this step is completed, each participant will have the opportunity to throw the koosh ball at the board and answer the question. || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">1, Each teacher will write their math review problem in the SMART Notebook template.
 * <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">The participants will use the wireless Slate to complete a math equation on the Smart Board. || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">The participants will experience the interactive lesson without having to stand in front of the group. The Slate allows teachers to move around the room while working on the Smart board, but it also allows those children who may suffer from anxiety issues participate fully in the lesson or review without leaving their seat. |||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">While activity #2 is occurring, the wireless Slate will be introduced and handed to one of the teachers. When it is her turn, she will still throw the ball and answer a question, but she will do so from the security of her desk, without having to walk in front of the class.  || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">1. A participant will be handed the wireless Slate when it is her turn to play the game.
 * <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">During the final ten minutes, the teachers will have an open discussion regarding what sort of math reviews would work well with the Smart board game, as well as possible rules to the game. || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Through collaboration,the teachers will be allowed to brainstorm ideas regarding the use of the game template. The teachers can discuss possible rules, the pros and cons of creating teams, keeping points and how to engage all students. |||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">The final ten minutes will be a reflection of what the teachers experienced and learned during the session. The participants will have the opportunity to verbalize their thoughts regarding the use of the games in the classroom, including possible modifications and rules to the game that would fit their particular classroom. At this time, the problems discussed in Activity #1 will be brought back up on the board and the participants will be given the opportunity to add new solutions they have learned through the session. In conclusion, the teachers will be asked to complete the session evaluation. || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">1. Each teacher will be asked to describe something new they learned during the session.

I agree....looks great to me. I had 0.5 pts. counted off last time because I did not have a strong link to CIP or AEIS data, so I am going to be sure and add that. I can't see anything that needs improvement. KI