Grade: 6th Grade |
Subject Area: Mathematics |
Strategies
I will be using a variety of models as I progress through my lesson. First, students will be engaged in a whole group instruction on word problems associated with translating decimals, fractions, and percentages. They will receive a worksheet with several word problems of which I will have my own projected using a document camera. Together we will go through the first three problems, then students will be given time in their rows to complete the last three problems. This direct instruction followed by group work will help to focus my students at the beginning of math and then allow them to have a social outlet for a few minutes.
After reviewing the answers and making sure that students are on the same page, they will be released into individual work on a web-based game. My students thrive at the opportunity to play games in the classroom. The PBS game that I have chosen has teaching components that will provide review as well as word problems that require students to practice these skills they learned during the whole group instruction.
As an exit slip, the students will be required to fill out a quick Google Form survey about their experience in the game. This will give me an idea of how well the students did in the game and how they enjoyed the game itself. This will give me some data to consider when planning for this lesson next school year.
After reviewing the answers and making sure that students are on the same page, they will be released into individual work on a web-based game. My students thrive at the opportunity to play games in the classroom. The PBS game that I have chosen has teaching components that will provide review as well as word problems that require students to practice these skills they learned during the whole group instruction.
As an exit slip, the students will be required to fill out a quick Google Form survey about their experience in the game. This will give me an idea of how well the students did in the game and how they enjoyed the game itself. This will give me some data to consider when planning for this lesson next school year.
Resources
This lesson requires the use of a document camera, a Chromebook with access to the Google Apps Google Classroom and Google Forms, and Flash Player App software in order to access and play the web-based educational game. The following rubric guideline provided in The ASSURE Model allows me to assess the appropriatness of my technology and media selections:
- Alignment with standards, outcomes, and objectives: The web-based game is aligned with the standards and provides the necessary tools for my students to meet the learning objectives.
- Accurate and current information: The content presented in the web-based application is accurate and current.
- Age-appropriate language: The language in the web-based game is at a level appropriate for sixth-grade students.
- Interest level and engagement: The web-based game is interactive allowing students to choose their own path through the content: They earn points for each question that they answer correctly that can be used to increase their concluding reward.
- Technical quality: The technical quality of the web-based game is compatible on student Chromebooks.
- Ease of use: The web-based game can be easily accessed via a link and does not require a sign in. The game starts with a quick tutorial of functions and navigation. The Google software should already be previously installed on the computers. The students are aware of their log-in information and have used Google Forms previously. They are easily accessed through Google Classroom and will be posted right before students start the activity so they are at the top of the page.
- Bias free: The web-based game and softwares are bias free.
- User guide and directions: The web-based game has a tutorial when the student enters as well as clear menu and setting boxes that allow navigation within the game.
Materials
This lesson includes a teacher-produced student worksheet that correlates to gameplay. I was not able to use or modify existing materials because this is my first time teaching this content. The questions on the worksheet were modeled after questions in the web-based game and will be similar to questions on the final unit assessment. Additionally, there is a teacher-produced Google Form that students will complete after gameplay. This will be a formative assessment that will allow me to assess the effectiveness of the web-based game.