Lesson 2, Phase II

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
• I think that this lesson went a lot better than my first lesson. Something that went well was the post assessment. Each student understood what was being taught and I love how creative they got with their Halloween themed math questions! Something that did not go so well is that I was a little short on time. I brought skittles to use for a manipulative to help my students with math and working out the problems. There was not enough time to explore with this manipulative, but at least they got a treat out of it!
• How well was the alignment to objectives and standards maintained?
• The alignment to the objectives and standards was maintained very well. The objective was for students to use one or two step word problems in addition or subtraction and we were able to explore both concepts.
• Describe any modifications made during the implementation of the lesson?
• I did not make any modification during the implementation of my lesson.
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)?
   • As the teacher, I showed a short video on subtraction and addition. The video streamed on my computer off of YouTube. The students were able to use Kidspiration and Pixie in this lesson.
   • How were the technologies used (by whom and in what manner)?
   • Technology was used the whole time during this lesson. I streamed a YouTube video which showed the kids an upbeat song of addition and subtraction. The students used Kidspiration to do their sample question for the pre-assessment and then they created their own word problem in Pixie.
   • My lesson was within the correct time frame
     • The lesson was done in the correct time frame. I did not go over the 30 minutes that was allotted. I slowed down where I noticed students needed more time, then sped up in areas I noticed my students were grasping the objective quickly.
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson
  
  
  
   The first two pictures are the pre-assessments which were done through Kidspiration. The students were required to show their work in this math word problem so that I could see whether or not they understood word problems and the different parts that go into it. The bottom two pictures are of the post-assessment from Pixie. One student created a subtraction problem, while the other student created an addition problem. Both students have a unique story problem, creativity, and show they work and the correct answer which is what I was looking for in their post-assessment.
  
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• My students were highly successful in achieving the standards and objectives. I loved reading and seeing the Halloween word problems that they created, and I could tell that they learned and understood the objective clearly.
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?
  • This lesson was successful because I accomplished everything I needed and wanted to. This was a fun lesson to teach, and it was fun to incorporate the holiday into my lesson. The students also seemed to grasp the concepts and clearly understand what was expected of them.
  • How do the comments from your classmates support this?
  • I had positive feedback from my classmates and they seemed to enjoy this activity. They liked that it was Halloween themed since the next day was actually Halloween.

Micro Lesson 2

I. RATIONALE:

I am teaching this lesson because it meets the standards for 2nd grade Mathematics

II. OVERVIEW

Grade Level: 2nd grade

Subject(s): Mathematics

Topic of Study: Addition and Subtraction

Time Allotment: 30 minutes

Standards: 2.OA.A.1. Use addition and subtraction within 100 to solve one‐and two‐step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Objectives: Students will be able to use addition and subtraction to solve word problems and use drawings/equations and symbols to represent the word problem.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? Students will need to know how to use Pixie and Kidspiration proficiently. They will also have had practice with addition and subtraction How will prior knowledge and experience be assessed? It will be assessed in the pre-assessment. It will show me if they understand how to work through the problem to find the correct answer and show their work in the process. How will you use this information in the planning process? This will show me what concepts I will need to go over in greater detail, or if they need more practice. Why should the content of this lesson be taught at this grade level? Because it goes along with the standards for the second grade. They will be able to use addition and subtraction within 100 in word problems. How do the objectives that you have for the lesson align with the standards? The objective aligns with the standards because student will be using drawing and equations to solve and represent the problem. When will the lesson be taught in the course of the school year? Why? It will be taught in the two months of the school year because it is the first standard that second graders should be learning in regards to math during the school year.

III. IMPLEMENTATION

Procedure:

-Begin the lesson by having students open up their pre-assessment in Pixie. You may help the students read the question, but do not help them solve it.

-Review the correct answers with students and ask what they struggled with, or what they found easy.

-Show this video on addition and subtraction http://www.youtube.com/watch?v=UID5GYLI_lk

-For the first activity pass out skittles to each student which they can use as a hands-on tool to help them work out the problem.

-They will open up the Pixie activity and solve the word problems (they can use their skittles as a tool) and show their work in pixie.

-We will share answers as a group and go over correct/incorrect answers

-For the closing activity/post-assessment the students will be creating their own story problem, either addition or subtraction (halloween themed). They will be required to make a story problem, solve it, make it creative (use pictures!), then present their problem to the class and show them how to solve it.

Technology Integration: Students will do their pre-assessment in Kidspiration where they will be provided a story problem and they have to solve it and use the tools on Kidspiration to show their work and find their answer. Students will use Pixie as their post-assessment where they will be creating their own story problem and then having a peer answer it using equations and pictures to find the answer.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay- Depending on the students level, a different technology tool could be used and another rubric will be applied.
• Gifted- Gifted Learners will be given the option to create a map of a larger area (a city of their choosing)
• ELL- I will scaffold vocabulary and emphasize imagery along with the vocabulary. Since this is a map, they are able to use pictures instead of words (a picture of a river instead of writing river)

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? I am using many different instructional methods to help each student learn. I use skittles so students have a hands on option for counting, as well as incorporating technology. How do the instructional methods align with what you know about best practices (think about your methods classes)? I am using different means of representation in order to meet the needs of all students. How are you engaging students in creative and higher order thinking? I am engaging them in creativity and higher-order thinking because they will have to use what they have learned to create their own creative halloween problem using pictures. They will have to incorporate all the parts of the objective into their story problem and solve it correctly.

IV. ASSESSMENT

Procedure:

Pre-assessment: Students will answer one question in Kidspiration. The layout of this question has them show each step they used to solve the problem, as well as give an explanation of how they solved it/the answer

Post-assessment: Student will get to show their creativity by making their own story problem in Pixie, either subtraction or addition. They will need to write out the problem, show their work in solving it, write the correct answer, then present their problem and teach the class how to solve that problem. They can use words and pictures when creating/solving their problem.

Instruments:

I will use a one-question quiz (where students show each step)

I will use a rubric for my post-assessment

Reflection: Planning Assessment (InTask Standard # 6): How does the assessment align with the standards and objectives of this lesson? The post-assessment will align with the standards because students will have to create a one or two part math word problem (subtraction or addition) within 100. The story problem they create will show me if they did this properly. How does the assessment demonstrate that the students have been successful in learning the content? The post assessment will demonstrate whether or not the students have been successful in learning the content. The rubric will outline all the parts of the standards and I will see how well their story problem, problem solving, and representation meets the standards. How does the assessment demonstrate student engagement in higher order thinking? It engages them in higher-order thinking because it requires them to come up with their own mathematics word problem that has one or two steps. How does the assessment demonstrate that individual student needs were met? Individual student needs were met because I adapted my lesson to meet all of my students needs and incorporated the use of technology to help them.

IIV. MATERIALS AND RESOURCES

-Kidspiration

-Pixie

-Youtube (computer)

-Paper towel (to lay skittles on)

-Skittles

Reflection: How does your lesson meet each of the ISTE NETs Standards? How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? They get to be creative by making their own halloween theme story problem. They can use any number 1-100, and use pictures and words to show their work. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? Their pre and post assessments were both done with technology. Pre-assessment in Kidspiration, and Post-assessment in Pixie where they get to use those resources to do their work. How does your lesson meet Standard 3: Model Digital-Age Work & Learning? They use technological tools in their work to create and solve their own math problems. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by: My lesson advocated safe and ethical use because they are only using Pixie and not needing to access the internet. It addresses the diverse needs of all learners through equitable access because I am able to adapt the computer settings (larger font, key board setting etc.) to help them with this lesson. It uses cultural understanding because they need to be aware of the place around them that they are creating. It also promotes digital etiquette because they are presenting what they made to the class