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**Timeline for Project Completion**

**Unit 1** Get into the Project Wiki space. Complete Section 1 of your Final Project Template. **Unit 2** Determine the Unit standards and the ways in which your students can demonstrate those standards to you. **Unit 3** Develop one idea for incorporating the use of a wiki or blog in your unit. **Unit 4** Develop one idea for incorporating the use of podcasting in your unit. **Unit 5** Develop one idea for incorporating video and multimedia into your unit. **Unit 6** Develop one idea for using one or more Google Apps into your unit. **Unit 7** Develop one idea for incorporating instruction on digital citizenship and/or social networking into your unit plans.

Name: Joseph Basso Title: Teacher SAU: 82 Grade Level: 6th grade District: Chester NH Content Area: Mathematics School: Chester Academy Content Domain:
 * Section 1: General Information **

Course Unit: Prime Time "What's My Number" Project Source of Standards: Grade 6 Essential Standards <span style="font-family: Arial,Helvetica,sans-serif;">What are the standards you want to teach with this unit? M:01:NO:6,8 (L) Student applies properties of numbers (odd, even, positive, negative, remainders, divisibility, and prime factorization) and field properties (commutative, associative, identity {including the multiplicative property of one}, distributive, and additive inverses) to solve problems and to simplify computations.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Backward Design Unit Planning **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 2: Standards and Learning Goals **

<span style="font-family: Arial,Helvetica,sans-serif;">Brainstorm ideas for how students can demonstrate this standard to you. I did this a couple years ago when I found students enjoying themselves deducing numbers from clues given to them. A student asked me to make-up one and it turned into this project that I now give each year.

<span style="font-family: Arial,Helvetica,sans-serif;">Unit 2 (optional): Assessment Criteria and Measurement <span style="font-family: Arial,Helvetica,sans-serif;">Design a draft of the assessment you will use to determine students have achieved the standards. <span style="font-family: Arial,Helvetica,sans-serif;">List your Criteria for Assessment based on the demonstrations you expect students to know or be able to do if they achieve the standard. These are based on your brainstormed ideas of what students can perform or produce. <span style="font-family: Arial,Helvetica,sans-serif;">What are the levels of quality or understanding of content you might expect? Design the measurement scale for the rubric. Consider what constitutes average, then consider what is above and below average performance.

//**Unit 3:**// **Instructional Design: Wikis and Blogs** //**Develop an idea for a learning activity that uses either a wiki or a blog to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use the wiki or blog? How will this activity connect to the performance or product you need to see students demonstrate?

A wiki I would/will design is for parents, actually chaperones for the annual field trip to Enterprise City. As we read and comment about this subject, I find myself going back and forth to my school e-mail checking for chaperone conformations. While doing this, I find myself answering questions such as who else is chaperoning, questions about duties, and carpooling. A Wiki is what come to mind as a tool that would make my life easier for this. A list of names of chaperones and where they are assigned. A place for chaperones to post contact information if they want to offer it. A place for questions and a spot to answer them. I'm sure as time goes on experience will develop this more.

//**Unit 4:**// **Instructional Design: Podcasting** //**Develop an idea for a learning activity that uses podcasting to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use podcasting in this unit? How will this activity connect to the performance or product you need to see students demonstrate?

This is an ongoing project. I see/hear students recording their clues for other students to answer. Recording everyone in one class and have another class answer them (and visa versa of course).

Susan, my classes will be presenting this project the first couple days after vacation. Could you lend me the recording equipment?

//**Unit 5:**// **Instructional Design: Videos and Multimedia** //**Develop an idea for a learning activity that uses video or multimedia resources to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use the video or multimedia in this unit? How will this activity connect to the performance or product you need to see students demonstrate?

//**What's my Number project**// Possibly students may use art or graphics for visual clues such as writing a picture of the clue and showing it as the clue is asked. Another is asking some students to create a podcast showing the thinking process narrowing down an example to its answer.

Post field trip interviews (both student and chaperone)
 * //Enterprise City Wiki//**

//Unit 6:// <span style="font-family: 'Arial','sans-serif';">Instructional Design: Google Apps <span style="font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">//Develop an idea for a learning activity that uses one or more Google Apps to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.//

<span style="font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">How will students use the Google App in this unit? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students will get better feedback from more instructors. Questions will get quicker attention.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Read Colleagues First, Please. **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">How will this activity connect to the performance or product you need to see students demonstrate? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">I can only hope that this will lead to better instruction.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">//An alternative to developing an idea for your students is to develop an idea for using one mkor more Google Apps with your colleague.//

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">How would you and your colleagues use the Google App? **
 * //__Start Here For Unit 6.__//**

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">I would like to teach Para's how to use the order of operations App from Goggle so that when I get to that unit, staff members can be more helpful and more confident in what they are doing. **

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">How would this help or enhance your professional life? **

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">When I teach order of operations I find that I go through many, many examples for students. I use so many examples that it is impossible to supply support staff with answer sheets. I make up examples as I go as well. Support staff is always having trouble keeping up with me during this time and this app would be of great benefit to them. **

//**Unit 7:**// **Instructional Design: Digital Citizenship** //**Develop an idea for a learning activity that teaches some aspects of digital citizen ship that might apply to the student use of the various Web 2.0 tools you chose above and social networking.**// An acivity that I would like to do for this item would be to find a blog gone wrong. I would like to find a good blog where entries are being misunderstood. Where the people involved start getting angry with eachother because of these misunderstandings.

How will this activity give them a better learning experience using the Web 2.0 tools?

I would like to show students how easy it is to misread or miswrite thoughts and how the misunderstandings can quickly escallate.

How will this activity relate to the internet policies already in place at your school? I would hope that this activity would help teach tolerance and the importance of understanding and rereading before posting.