Flipped Presentation: Missing Numbers
This is a Microsoft Powerpoint presentation on finding missing numbers in multiplication and division equations for 3rd grade students. This presentation was created as part of the Classroom Flip Project for my Technology in Education class. I decided to challenge myself by choosing a math topic since that is the subject I struggle with the most. It is presented in a flipped format, meaning that students will view the video before the lesson is given in class. They will then come to class prepared with any questions that they might have, as well as prepared to help their fellow classmates with the concept. The presentation begins with a short video clip of myself explaining the video's topic, and then the Microsoft Powerpoint slides are shown. I start by reviewing multiplication and division, and then I present 2 examples of how to find the missing number in the equation. I incorporated visual demonstrations into both the review and the examples in order to allow students to see the concept taking place. The Illinois Learning Standard that addresses the concept of missing numbers is located at the end of this video (CC.3.OA.4).
IPTS Standard 5 states that "the competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student. " My flipped presentation on finding missing numbers in multiplication and division equations exemplifies this teaching standard because it incorporates visual aides and an audio recording to demonstrate the concept. Through including both visual aides and an audio recording, I have provided evidence of Knowledge Indicator 5A, which states that "the competent teacher understands the cognitive processes associated with various kinds of learning". Visual aides and audio recordings benefit visual and auditory learners, and any students that identify as these types of learners will be able to teach the concept to their classmates who require more assistance. I also color-coded the numbers in the review and examples in order to distinguish between factors and products, or factors and quotients. I believe that the key to keeping students engaged with any lesson is to make it fun. If a lesson is fun, students are more likely to remember it. Therefore, they are better able to describe what they have learned and apply it inside and outside of the classroom. My flipped presentation also proves that learning is not restricted to just the classroom. By providing the link to the video on both this page and the "Technology Items" page on my portfolio, students will be able to access this presentation at any time. Since this lesson is in flipped format, students have the opportunity to observe and take notes on a concept that they have not yet learned, and then they will bring their newfound knowledge to the classroom. Screencast-o-Matic allowed me to provide the audio recording for this presentation, Microsoft Powerpoint allowed me to incorporate the visual aides, and WeVideo allowed me to tie it all together into one video.
Creating my flipped presentation really challenged me to think about how I would approach the concept I chose, and how I would teach it to my students. I learned the importance of reviewing concepts that students already learned, and presenting it to them in a way that would engage and intrigue them to want to know more about the video's main topic. Challenging oneself to find ways to teach concepts is important to development as a teacher because it builds confidence, courage, and determination, all of which are qualities of successful teachers. I want to inspire my students to take risks and challenge themselves in all that they do, and by choosing a concept from the subject I struggle with the most, I have become a positive role model for them to look up to. I thoroughly enjoyed creating this presentation. So much, in fact, that I may just use it in my future classroom.
Flipped Presentation: Missing Numbers Quiz
This is the Google Forms quiz I created for students to complete after viewing the flipped presentation on missing numbers. This quiz on missing numbers is part of the Classroom Flip Project for my Technology in Education class. For this part of the project, I had to formulate questions for my students to answer based on what they learned from the presentation video. All of the questions are either at or above the Application level of Bloom's Taxonomy. Students are required to give their first and last name at the beginning of the quiz, and then they may proceed to answer 8 Application level questions where they have to find the missing number using multiplication or division. The last 2 questions of the quiz are at the Create level of Bloom's Taxonomy. These final questions ask students to create a multiplication or division equation based off of the numbers they are given, and from that information, they need to find the missing number needed to complete the equation. The Illinois Learning Standard that addresses this concept (CC.3.OA.4) and the directions for students to follow are located at the top of the quiz page.
Evidence of Knowledge Indicators 5G is present in this quiz. Knowledge Indicator 5G states that "the competent teacher knows how to evaluate and use student performance data to adjust instruction while teaching". When students are finished taking the quiz, they will be able to view their score and the correct answer to each question. This will allow me to see which questions my students struggled with the most, as well as questions that they excelled at. Evidence of Performance Indicators 5L is also present in this quiz. Performance Indicator 5L states that "the competent teacher develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students' understanding and presenting diverse perspectives to encourage critical and creative thinking". Through incorporating both Application level and Create level questions on this quiz, I allow my students to view the problems from 2 different perspectives, which will enhance their critical and creative thinking skills. By observing the results of the quiz, I will be able to pinpoint what has to be featured in the lesson on missing numbers, thus devoting more time to the skills students need to improve upon in class. Since students will gain an idea of what this particular math lesson will be focused on, there will be less time devoted to transitioning into the concept.
Having the opportunity to create a quiz based off of my flipped presentation allowed me to develop assessment skills that I need in order to be a successful teacher. When it comes to assessments, it is important for teachers to identify what they want their students to have gained from the lesson or activity. I want my students to incorporate what they have learned about multiplication and division in order to find the missing number in the given equations. I also want them to be able to create their own equations with numbers that are provided for them and find the missing number from there. Most importantly, I want my students to be honest with their answers, and to ask if they need help. Taking this quiz will increase students' own understanding of themselves, as well as increase my own understanding of how I need to teach the concept.
Earth Day Inquiry Research Lesson Plan
This is a science lesson plan that I taught for my final observation by my college supervisor. Since it was going to take place on Earth Day, I decided to focus my lesson plan on that and have my students conduct a short in-class research project. First, they watched 2 videos about Earth Day, and then they chose 1 way they wanted to help the Earth. Next, they, along with staff and myself, each picked an Earth Day-related topic they wanted to learn more about, and the topic with the highest amount of votes was the one we researched as a class. After researching the topic together, I asked them to tell me if they think people should learn more about that topic, as well as identify 1 way that they can help the Earth at school.
My Earth Day Inquiry Research lesson plan meets Knowledge Indicator 5C, which is that "the competent teacher knows how to implement effective differentiated instruction through the use of a wide variety of materials, technologies, and resources". I incorporated videos at the beginning of my lesson to gain my students' interest, and since my students have not yet learned how to write a paper, I had us research and learn about a topic as a class by asking them which one they would like to learn more about with Earth Day. I picked 3 topics for them to choose from and found a website for each prior to teaching this lesson because I was not sure which one they would pick, and I had them all set and ready to go once the lesson began.
This is my favorite lesson I've ever taught! I always go into the classroom wanting to find ways to get to know my students, and they absolutely blew me away with the responses they gave. For example, instead of just saying one way they could help the Earth at school is recycling, they said that they wanted to recycle aluminum cans and turn something old into something new. I believe that by differentiating instruction the way that I did, they were able to take in the information more effectively than they would have if I had not. Teaching this lesson renewed my hope that teachers can conduct lessons like this with students that have significant disabilities, just as my students do. All it takes is a little creativity and a determined heart.