Tracey

Name: Tracey Farrenkopf Title: Case Manager Grade 8 SAU: 82 Grade Level: 8 District: Chester Content Area: Math School: Chester Academy Content Domain:

Course Unit: Fractions Source of Standards: NH Frameworks: Std 1: M:N&O:6:3 Demonstrates conceptual understanding of mathematical operations by adding and subtracting positive fractions and integers; and multiplying and dividing fractions and decimals.

Brainstorm ideas for how students can demonstrate this standard to you. This should be something that students can either perform or produce for you that convince you they know what you want them to know about the standard.

1. Assign topic for research. Students will develop a podcast or digital story to demonstrate knowledge of concepts (fractions). Share with peers and grade level teachers. Possible sharing in other grade levels. 2. Create webpage or blog with interactive links for fraction work. (ie. coolmath4kids.com, holtmath.com, etc.) 3. Create powerpoint to use with student response system for class review of fractions. Student will have to provide answer pages that show example, process to solve math problem.

How will students use the wiki or blog? 1. ﻿Use as a resource for practice opportunities for skill work. 2. Blog for Q & A ﻿3. Thinking of Video and Audio clips (podcasting w/available school technology) to demonstrate instruction How will this activity connect to the performance or product you need to see students demonstrate? 1. Demonstrate ability to access and use technologies (computer, presentation software, digital tools). 2. Demonstrate knowledge of fractions by creating lessons to post to blog or wiki discussions. 3. Student, teacher communication through voluntary and/or mandated posting.

Podcasting Lesson Idea #1: Unit Vocabulary Students can create audio or video vocabulary lists. This list is very useful when introducing new vocabulary and/or concepts in mathematics. The recording may include: Podcasting Lesson Idea #2: Unit Summary Students can create an audio or video summary of the unit (i.e. fractions) for their peers to listen to on the Homework blog. Students may work in groups to create summaries of what they've learned and/or what they did in class. Podcasting Lesson Idea #3: Teacher/Student Interviews
 * Word (pronounced properly)
 * Spelling of the word
 * Definition of the word
 * Graphic of word if needed (square, circle, equation)

Unit 2 - Rubrics


 * State Standard Objectives || Beginning of Project || End of Project ||
 * Did I show how to follow the steps of adding fractions? ||  ||   ||
 * Did I show how to follow the steps of subtracting fractions? ||  ||   ||
 * Did I write the correct answer to each addition and subtraction question? ||  ||   ||
 * Did I show how to follow the steps of multiplying fractions? ||  ||   ||
 * Did I show how to follow the steps of dividing fractions? ||  ||   ||
 * Did I write the correct answer to each multiplication and division problem? ||  ||   ||
 * Did I use a font that is easy to read? ||  ||   ||
 * Did I edit the completed photo story and make necessary changes? ||  ||   ||


 * Technology Components || Was able to demonstrate the skill || Was NOT able to demonstrate the skill ||
 * Demonstrated skill of using a digital camera to create podcast, digital story, and/or powerpoint presentation. ||  ||   ||
 * Demonstrated ability to transfer media from camera to computer ||  ||   ||
 * Demonstrated ability to import photos to final presentation ||  ||   ||
 * Demonstrated ability to Insert text with media ||  ||   ||
 * Recorded narrative via microphone to final presentation ||  ||   ||
 * Appropriately used transitions between pages and/or photos ||  ||   ||
 * Successfully saved presentation to flash drive ||  ||   ||

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. Key 1 - Could not demonstrate skill 2 - Understood basic skill but could not demonstrate 3 - Able to understand and apply basic skill 4 - Able to understand, apply, and explain basic skill

**Unit 5** Develop one idea for incorporating video and multimedia into your unit. **Unit 6** Develop one idea for using a wiki or blog in your unit. **Unit 7** Develop one idea for incorporating instruction on digital citizenship into your unit plans.

//**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.**// Loved these resources. Need to store them here for reference. PB Wiki for Education: @http://pbwiki.com/edu.html Seed Wiki: http://www.seedwiki.org Wikispaces for Teachers: @http://www.wikispaces.com/site/for/teachers100K Blogger.com Blogsearch.google.com Technorati.com Wordpress.com


 * //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? **
 * Multimedia Idea #1: Unit Introduction students can create audio or video segment introducing a math unit and/or concept. The segment may include: **
 * Intro for content/unit Vocabulary
 * Audio only - student demonstration of vocab for math unit and technical audio and editing skills
 * Video - student demonstration of vocabulary and concept understanding, technical ediiting skills
 * Powerpoint presentation - student demonstration of content vocab and math skills, technical development and editing skills

Multimedia Idea #2: Unit Summary where students can create audio or video segments summarizing a math unit. The segment may include:


 * Summary for content/unit Vocabulary
 * Audio only - student demonstration/understanding of math unit concepts, technical audio and editing skills
 * Video - student demonstration/understanding of math unit concepts, technical development and editing skills
 * Powerpoint presentation - student demonstration of content vocab and math skills, technical development and editing skills

Students can create an audio or video summary of the unit for their peers/teachers to listen to on the Homework blog, Teacher blog, or Social network site. Students may work in groups to create summaries of what they've learned and/or what they did in class.

Partner w/Pinkerton Academy to create a blog for student interaction, Q & A regarding transition to high school. A discussion with guidance identified a small group of students who may benefit "socially" by interacting with high school students via cyber tools. (Not limited to this particular group). Checking into a site called __**NING**__ and exploring their application to create a safe social networking site for middle school/high school interaction for us to access via Skype. How will this activity connect to the performance or product you need to see students demonstrate? 1. Demonstrate ability to access and use technologies (computer, presentation software, digital tools). 2. Improve student performance in social skills, self advocacy, and tech skills by accessing and posting to blog, wiki, social network discussions. 3. Improve student/peer/teacher communication through voluntary and/or mandated posting.
 * //Unit 6:// Instructional Design: Social Networking **
 * //Develop an idea for a learning activity that uses social networks 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 social network in this unit? **

**//Unit 6: //** **Instructional Design: Google Apps ** **//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. //**

How will students use the Google App in this unit? Set up google doc so that students can brainstorm ideas to create a video podcast to post on Grade 8 math blog. Can use google images to add to site. Calendar is available on blog.

How will this activity connect to the performance or product you need to see students demonstrate?

1. Demonstrate ability to access and use technologies (computer, presentation software, digital tools). 2. Improve student performance in social skills, self advocacy, and tech skills by accessing and posting to blog, wiki, social network discussions. 3. Improve student/peer/teacher communication through voluntary and/or mandated posting.

**//An alternative to developing an idea for your students is to develop an idea for using one mkor more Google Apps with your colleague. //**

**How would you and your colleagues use the Google App? ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">How would this help or enhance your professional life? ** We have experienced small successes using google docs in the past and have learned that monitoring how many of us are on at the same time is beneficial so that we do not overwrite and loose data. Having team teachers subscribe to Google Talk to have instant chats regarding daily schedule changes, etc would be more efficient than email. We all have access to Google calendar. This app would allow us to sign up for various shared technology on the team or as a middle school (i.e. portable eno board, student response clickers, etc).

Better communication is and has been a concern of mine and my colleagues. You cannot have too much! Any way that we can enhance this process for the better of the team and students is worth the effort. This tool may allow us to create a seamless mode of communication.


 * //Unit 7:// Instructional Design: Digital Citizenship **
 * //Develop an idea for a learning activity that teaches some aspects of digital citizenship that might apply to the student use of the various Web 2.0 tools you chose above and social networking.// **
 * I know that the Tech committee discussed using CyberSmart to teach student digital citizenship. I think that as part of our recent grant, that we should look at the curriculum by grade level and develop a plan on 1) what activities will we use from CyberSmart, 2) who will teach 3) who will reteach 4) how will we integrate grade level curriculum with the Tech Literacy class, and 5) how (who) do we assess and revise. ﻿When I introduce my math blog to my students next month, I will be modeling the posting process and reviewing digital citizenship aspects such as; appropriate response and acceptable content, creation of passwords, privacy of personal information, etc. **
 * How will this activity give them a better learning experience using the Web 2.0 tools? **
 * I think that we cannot go beyond the research of CyberSmart and the development of a plan by grade level. Once this has been completed, then I think we can look at collaborative learning activities using Web 2.0 tools. ﻿Modeling and reviewing previously taught concepts in both the general ed classroom and tech literacy class will help students understand the relationship of digital citizenship in different academic situations. The goal is to reinforce the importance and legality of digital citizenship at home and at school. **
 * How will this activity relate to the internet policies already in place at your school? **
 * I know that several of the Tech committee members have revised the AUP for elementary, middle, and staff. I also remember that someone proposed a cyberbulling policy per state requirements. This activity supports the district vision of creating successful 21st century classrooms which integrate technology into the curriculum to engage and enhance student performance. **