This week I was allowed to play with either information literacy or some content objects, I chose content objects. As I have mentioned before, I am currently a 5th-grade self-contained teacher. I teach all four academic contents, math, science, English Language Arts, and Social Studies. I explored three websites News-o-Matic, Brain Pop, and Braining Camp. I also explored two game platforms, Blooket and Boom Learning. I wanted to explore the National Library of Virtual Manipulatives, but couldn’t access it from my MacBook Air. Java was not compatible, and when I clicked on the plug-ins I received an error. Students can use these resources in many ways, but some of the resources are more limited in use and do not allow for creativity as others. But students can approach their thinking with the resources explored in different ways when integrated with other technology creativity tools to gain concepts. I as the teacher will need to structure work around the resources and tools to make sure the lesson is efficient and effective.
News-O-Matic:
is an Educational News Website. According to the information in the About us section located on the website; it covers the latest current events in an innovative kid-friendly way. As I explored, there were stories in Lexile reading level and could be modified based on reading level. Each story had reading and comprehension stories. Students could even access live chat with other students in the classroom. One thing I liked, was that they could interact with the editor-in-chief by asking questions and expressing opinions in the ‘Newsroom.”
On the top bar, students can see additional content in a slide show, watch videos, have the content presented and read to them in a different language, it also has sources cited making it a credible site. I think this would be a great tool in addition to a unit being covered, as an introduction to a lesson, or even as an exit ticket. Students will enjoy exploring the website, content, and games that are included. They are very user-friendly. I had never heard of News-O-Matic before today, I found the website while searching for the topic of media literacy on google. It was on a website called medialiteracy.org
Brain Pop:
Is an animated educational site for children the content included are Science, Social Studies, English, Math, Arts & Music, Health, and Technology. One thing that I found interesting, is that it is aligned to state standards, and it is also aligned with Bloom’s Revised Taxonomy.
I think BrainPop is a good resource, I have used it in the past for Social Studies. I would be able to embed this into a lesson or follow the lesson plan that is listed. All of Bloom's Stages are embedded within the activities in BrainPOP. In the remembering stage, students supplement their vocabulary. In understanding, students have the opportunity to work using a graphic organizer to compare. For Applying students can work in the section called Game Up. They apply knowledge by playing games. With Analysis they can categorize, by using a sort. In Evaluation, they can evaluate arguments, and Creativity, They can make a movie based on their learning and share it/upload it with peers. I like BrainPOP, it makes learning enjoyable through exploration. I could definitely supplement a lesson with BrainPOP or issue all sections and allow students to explore.
Braining Camp:
Even though I was not able to explore the National Library of Virtual Manipulatives, I found a similar app/website called Braining Camp. Braining camp has several different Math manipulatives that are virtual. Math should be taught in the progression of concretely, pictorially, and abstractly. I would use braining camp after teaching my students how to do the math using physical models. The tools on Braining camp can also be used as a simulation.
A unit that we are currently covering, is graphing ordered pairs, and determining if a graph is additive or multiplicative. I think Braining Camp would be a great resource for students. We also went over a lesson in our Geometry unit covering the area, perimeter, and Volume. These activities shown are aligned with the 5th-grade math TEKs. 5.8A, B, C and 5.4C, D, (Coordinate plane, input-output, generating a numerical pattern and graphing in the first quadrant). I enjoyed exploring with braining camp, it takes a little getting used to at first, but very engaging. This site would be in the higher-order, the creative stage of Bloom's Taxonomy. Students can explore, analyze, create, and show understanding, and mastery of the skills taught. I could use braining camp as an exit ticket.
BLOOKET
is a game platform, teachers can create games or use some from the collective practice scenario that is included. I would use Blooket in a station where students could practice their skills. I like that Blooket can be assigned ad homework, independent practice, and as a whole group game. I think of this game platform as a drill and practice site. There are a wide variety and content that can be addressed while using and creating a Blooket.
Blooket could fall in the Remember, Understand, and Apply sections in Bloom's Revised Taxonomy.
My students absolutely LOVE Blooket. They are engaged when we play a whole group game for review, or to practice skills from various content. The class's favorite game to play is called Crypto Hack. If they get correct answers, they have a chance to attempt to hack peers' accounts and take (steal) their points. The students can get very competitive. even though this is fun and engaging, sometimes students will just randomly pick answers in hope that they will get one correct. I always walk around and monitor when students are playing. If they are struggling I swing by their area and do a quick 1-1 mini teach. I voice that they are aiming for accuracy and should not be guessing. To slow them down, I ask that they show proof of their thinking and solving. That usually lowers the number of errors they make.
BOOM LEARNING:
Boom Learning is a practice/drill game web app. It is a digital task card site. Instead of buying and printing task cards that need to be laminated, I can easily assign TEKs aligned task cards that I purchased on Teachers pay Teachers. Decks of task cards can be purchased through the library and assigned to students through google classroom if preferred. The task cards cover various content. I sometimes assign the task cards for homework, small group work/guided groups, problem-solving, and as exit tickets. I have a Boom Learning Membership which allows me to create and sell my own task cards if I chose to do so.
I like the Boom Learning app. On its own it may only be under the Remember, Apply and Understand levels of Bloom's Taxonomy, but it can be incorporated into instruction effortlessly. The students like purchasing avatars, and once they have a skill down, they enjoy earning coins. This is also a good may-do activity after they complete their must-do tasks.
STUDENT WORK DESIGNED
Lesson 1
Math 5.4(D) recognize the difference between additive and multiplicative numerical patterns given in a table or graph .5.4(C) generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph
Math 5.4(D) recognize the difference between additive and multiplicative numerical patterns given in a table or graph .5.4(C) generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph
As a group students will create a graph using their own rule and generate a graph using the braining camp. They will take screenshots just as I have and will create an Edpuzzle so that their peers can solve it later, when constructing the Edpuzzle, students can include videos and voiceovers along with questions to check for understanding. They will present their assignment to their peers, but students will access the Edpuzzle to work on in our classroom blog. Students will provide feedback regarding their experience with the solution in the blog, Students will also insert their lesson as an artifact along with a brief reflective entry about their experience with creating their work for this assignment in their e-portfolios. Using the SAMR Model, I think this lesson falls under the Redefinition levels of integration. Students would be creating their own graphs, and Ed Puzzles to create a new task.
Using the TPACK Model to identify each aspect of the work, (C) The learning objectives would be the Math TEKs, along with students knowing how to generate patterns for multiplicative and additive graphs, knowing where the origin is located, what intersecting lines are, the x and y axes, how to create an input/output table. they need to know how to use braining camp and Edpuzzle. (P) In planning, I would be utilizing Blooms Taxonomy (create) to help guide and create the lesson. I would also use teaching strategies, classroom management, group checks, material and assignment expectation(rubric), and checking their product to see if they ultimately know how to recognize the difference between additive and multiplicative numerical patterns given in a table or graph and also generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph (T) Students would be using technology to create their graphs and record themselves in order to create their Ed puzzles, present their findings to the class. Thus, showing how they processed the information and solved. In class I will observe how they communicated and came up with solutions to meet their task digitally.
Lesson 2
Math 5.4(H) represent and solve problems related to perimeter
Students' groups can use braining camp to create a shape-based problem related to perimeter. They can come up with any 2-dimensional polygon. They will also be required to create story type word problem and solve their own perimeter question. As a group, they will create a presentation on any platform they choose and insert their image into it, and in those presentations, they will include why they decided on that 2- dimensional shape, what types of polygons were necessary to create that specific shape and the strategy needed to solve for perimeter. Students would have to communicate and discuss throughout their explorations. They could post their problems on our classroom blog and students can solve once weekly. They can also insert their reflections and artifacts into their e-portfolios. Using the SAMR Model, I think this lesson would be in the transformation level of Modification level of integration just as it is. Even though they are provided with a task, they can collaborate, communicate, and have autonomy of their learning they are working on the same task, but have choice as to what shape they want to create and which platform they want to use for their presentation, they are analyzing and creating a short scenario word type problem based on their math skills which will be presented to the class.
Using the TPACK Model to identify each aspect of the work, (C) The learning outcome would be based on the Math TEKs, along with students knowing how create story type word problems, solving for perimeter, knowing what 2-dimensional shapes and polygons are. (P) In planning, I would be utilizing Blooms Taxonomy (create) for the lesson. I would go over procedures and expectations, conduct group checks, provide assignment expectation(rubric) and check their product to see if they ultimately know how to form a polygon and solve for perimeter (T) Students would be using technology to create their 2 dimensional figures. Thus, showing how they processed the information and solved. In class I will observe how they communicated and came up with solutions to meet their digital tasks.
The other tools I selected and explored for Tech Play 4, would not be able to accomplish the same objectives. I used a variety of tools that would support different content, but I was not able to play with the National Library of Virtual Manipulatives. While I was able to briefly see the different types of manipulatives on the website, I was not able to explore any. From the quick glance that I was able to take, graphing was one of the virtual manipulatives. BrainPop has a geometry math lesson, but some concepts are beyond our 5th grade TEKs, they could make a movie to build scenes using BrainPOP images and animations or draw their own, then add narration. That would be the closest I could come up with that would be close to meeting the lesson objectives.
To design the lesson differently, students would still use Braining Camp to explore and create their presentations. I could use google slides and insert a video using an extension like screencastify or even tools used during Tech Play 3 such as Prezi video, design and present to introduce the students with the lesson and learning objective. They could use Prezi, Google Slides, YouTube to record their lessons.
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