Sie sind auf Seite 1von 5

Insert your name here: Jamya Clark

Technology Integration Lesson Plan Evaluation


Directions: After selecting a lesson plan, complete the following chart. Phases I & II are as if you are
preparing to conduct the lesson. For Phase III, reflect on the quality of the lesson plan, which you are
evaluating, and plan to implement. Type your responses in the boxes (the space will expand as you write)
then save your document.
Selection of Lesson Plan
Lesson Title: Addition Stories at the Food Store

Source: (include URL): http://www.cpalms.org/Public/PreviewResourceLesson/Preview/30593

Standards used to search for plan (full text of standards):

MAFS.1.OA.1.1 :Use addition and subtraction within 20 to solve word problems 1 involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem (1Students are not required to independently read
the word problems.)
Overview of the lesson: What do students do and what does the teacher do?

The teacher will ask students if they have ever gone to a supermarket and seen checkout lines that say
“10 items of less” or “20 items or less”. She will then explain that those are express lines and only people
who have less than or exactly ten/twenty items in their shopping cart can be in those lines. Then the
teacher will give the students the scenario: “When I went to the store, I had 3 cans of soup and 5 boxes of
cereal. Would I be able to use the express line that says ’10 items or less’?” Students must use counters
and a ten-frame to see if the teacher is eligible for the express lane. They will then consult with a partner
to see if they got the same answer. A few partner sets will be asked to share with the class on if they
agree with each other, if the teacher can go in the express line, and how they know.
Next the teacher will give students the scenario: “7 students are playing on the playground and 9 more
students came to play with them.” She will then ask one person to display seven counters to represent the
first set of students and another person to display nine counters for the second set of students. Finally,
she will ask a third person to count how many students there are all together.
The teacher will also demonstrate with drawing; she will make seven dots for the first set of students,
nine dots to represent the second set of students, and count them all together. She will also take the
drawing and turn it into the equation 7 + 9 = ? and finish it to read 7 + 9 = 16. She will tell the students
that all three ways (counters, drawings, and equations) are adequate methods to solving addition
problems.
Students will work with a partner to complete a worksheet of word problems. They will then go on the
website mathplayground.com and play “puzzle pics subtraction facts” and “math racer addition” to
practice independently.

If you needed to change your lesson plan to incorporate technology before you evaluated it, then what
have you added, deleted, or changed in the original lesson plan
Describe your changes and the rationale:

To the original lesson plan, I added the inclusion of a math website so that students will practice their
addition and subtraction skills through interactive games. I added website because the original plan only
called for students to practice on a worksheet with a partner and I felt they would retain the information
better with an engaging activity.

Phase I: Analysis of Learning and Teaching Needs


Insert your name here: Jamya Clark
Step 1: Determine Relative Advantage
What are the goals/objectives or outcomes for the lesson? List the top 3.
1. students will be able to solve addition, whole-number word problems (within 20)
2. students will be able to use different manipulatives to do addition
3. students will be able to use different manipulatives to do subtraction

What is the relative advantage of the technology in this lesson (pg. 56-58)?

The relative advantage of the technology in this lesson is that there are “attention-getting displays,
immediate feedback, and interaction to create motivating practice.”

Is this relative advantage enough to persuade your principal to support you in the use of this
technology?
This relative advantage is enough to persuade my principal to support me in the use of this technology
because means that students will be more motivated to practice math. Their increased motivation means
that they will master mathematic skills better and therefore get higher math achievement scores. Higher
math achievement scores will mean a better overall grade for the school. The principal will support this
technology because it will have a major positive impact for little cost.

Step 2: Assess Tech-PACK


Is my content, technological, and pedagogical knowledge sufficient to conduct this lesson (p. 58)?
Which content, technology, and pedagogy knowledge will I use that I already know?
Content: Addition, subtraction
Technology: Computer
Pedagogy: Give students multiple methods practice a concept.

What content, technology, and pedagogy knowledge will I need to learn in order to be successful?
Content: Math, science, and language arts standards
Technology: Projector
Pedagogy: How to teach students according to their individual needs

Phase II: Planning for Integration


Step 3: Decide on Objectives and Assessments
What outcomes do I expect of students after the instruction, and how will they show me what they have
learned? (for example, students will be able to list the steps in the scientific method; students will apply
the scientific method to designing an experiment.)

Students will be able to solve word problems using addition and subtraction within 20; students will
apply their knowledge by completing a worksheet with a partner.

How will I assess students’ learning (for example. written test, products, presentation, etc.)? (for
example, students will arrange the steps of the scientific method in order in an online quiz. A rubric will
be used to assess the students’ present the results of a formal experiment. I will use a rubric.)

I will assess students’ learning by having them take a test that requires them to solve word problems on
their own and create three of their own word problems. They will also have to create an equation for their
problems and draws an illustration to represent it.

Do the assessment instruments (for example, test, rubrics) exist or will I have to develop them?
Insert your name here: Jamya Clark
List the assessment instruments and indicate those that need to be developed:

 Test (needs to be developed)


 Answer Key (needs to be developed)

Step 4: Designing integration strategies: What teaching strategies will work best?
Will the instruction be single subject or interdisciplinary (integrating more than one content area such as
a history and writing assignment)? Which subject area(s) are covered? What grade level?

Single or interdisciplinary subject: Single subject


Subject(s) covered: Mathematics
Grade level: 1st

What are the characteristics of the learning environment? (active, collaborative, constructive, authentic,
and/or goal directed; See descriptions) Include all that apply and what in the lesson makes it so.

Collaborative: Collaborative use of tools in conventional ways (students use counters with a partner to
solve word problems).
Constructive: Guided, conventional use of building knowledge (teacher gives the scenario of checkout
lanes to teach them how to solve word problem using addition and subtraction).
Authentic: Independent use connected to students’ lives (students learn how to use a computer, which
will be helpful beyond the classroom).

Which thinking skills are supported and how? (remembering, understanding, applying, analyzing,
evaluating, creating; See descriptions) Are most of the activities for students focused on the higher order
thinking skills of applying, analyzing, evaluating, and creating?

This lesson supports


Understanding: students are taught several methods of solving word problems so that they understand
the concept of addition and subtraction.
Applying: students apply their knowledge about addition and subtraction to figure out who can use the
express line and who cannot.
Creating: students must create their own word problems in the test at the end of the lesson

What level of technology integration is evident? (Entry, Adoption, Adaptation, Infusion, and/or
Transformation; See descriptions.). Include all that apply and what in the lesson makes it so.

In this lesson, the use of technology is on the adoption level. This is because students use the computer in
a conventional way (visiting a website) and they are told how to use the computer by the teacher (play
two games on the math website).

With which learning theories will the activities be aligned: objectivism (directed instruction led by
teacher), constructivism (student-directed instruction with student chosen topics, presentation modes,
and/or project tools), or a combination of these? Support your answer with your reasoning. (See Table
2.2 on page 47)

The activities in the lesson align to objectivism because most of the lesson entails the teacher directing
students on what to do. There is not much option for students to make directions, they simply follow the
instruction of the teacher. While they are able to choose the method they use to solve problems, they do
Insert your name here: Jamya Clark
not have say in how they demonstrate their knowledge or in what they are learning.

Step 5: Preparing the instructional environment: Are the essential conditions in


place to support technology integration?
How long will the technology resources be needed? What is the time span for using technology in
this lesson?

Technology resources will be needed for one hour. The time span for using technology in this lesson is
twentt minutes.

YES NO
Does the lesson require scheduled time in a lab or media center?

Does the lesson require the scheduling of projection devices or large-screen monitors for
demonstrations? 
Does the lesson require other equipment, software, media and resources?
If yes, then list other equipment, etc.: 
Is the lesson legal according to copyright laws?

Does the lesson provide for students’ privacy and safety?

Does the lesson provide provisions for special populations such as students with
disabilities (SWD), English Language Learners (ELL), and gifted? 
List the provisions:
The activities have visual representation for ELL students.
Gifted students can choose a higher grade level on mathplayground.com so that they are
not limited to 1st grade skills.
Students with visual impairment have the option of making the computer screen bigger
as need be.

Am I familiar with troubleshooting procedures specific to the hardware or software?



List where to get help:
There is an option on mathplayground.com that gives options for troubleshooting. I can
also refresh the browser if the problem is not serious.

Does the lesson provide a backup plan if the resources cannot be used as planned?

Briefly describe it:
If students are unable to gain access to mathplayground.com, then they will play
addition/subtraction bingo. The teacher will put an equation on the board and students
will see where that number is on their board and mark it. They will do this until they get
Insert your name here: Jamya Clark
“bingo”.

Phase III: Post-Instruction Analysis and Revisions


Step 6: Analyze Results
YES NO
Is the sequence of activities adequate for completing the task? Would a substitute
teacher be able to teach this lesson? Could you teach this lesson? 
Is the lesson plan designed to achieve the objectives? What evidence will I use to
indicate success? 
This lesson is designed to achieve the objectives. I will use the results of the summative
assessment as evidence to indicate success.

List your assessment methods:


At the end of the lesson, students will be given a summative assessment. On it the will
be asked to solve a series of world problems and they will have to create three of their
own.

Now that I evaluated this lesson plan, do I see myself using it in the future?

Step 7: Make Revisions
After using this lesson with your class, you would at this point make necessary revisions after
completing Step 6: Analyze Results.

YES NO
Do I see myself using it in the future with modifications?

Additional Comments:

Das könnte Ihnen auch gefallen