Miss Hall's Second Grade Math Class

Digital Discussion

Digital Discussions

When working in the digital sphere, it is crucial for students to understand how to carry out discussions and to share their thoughts. As a teacher, I would stress the importance of "thinking BIG!" to my students. Thinking "Big" means to "be kind", "include everyone", and to "grow together". Before allowing my students to engage on digital platforms, I would explain what each of these components means and what it look likes. This means providing models and providing explicit instruction in my expectations.

This example of a digital discussion uses Canva Whiteboards. I made this decision as it provided me the easiest platform for young children to navigate. The discussion question is differentiated into three groups based on prior performance and understanding. This would be measured through summative assessments and observational measurement methods.

New Jersey State Standards

NJSLS: 2.NBT.B. Building upon place value understanding and properties of operations to add and subtract

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Add up to four two-digit numbers using strategies based on place value and properties of operations.
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.
- Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Explain why addition and subtraction strategies work, using place value and the properties of operations

ISTE Standards

1.1: Empowered Learner

1.1a: Learning Goals: Students set learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process to improve learning outcomes

Universal Design For Learning

Representation: Building Knowledge

3.2: Highlight and explore patterns, critical features, big ideas, and relationships
3.3: Cultivate multiple ways of knowing and making meaning

Expression: Expression & Communication

5.1.: Use multiple media for communication

NJSLS Computer Science & Design Thinking

Networks & The Internet:

8.1.2.NI.3: Create a password that secures access to a device. Explain why it is important to create unique passwords that are not shared with others.
8.1.2.NI.4: Explain why access to devices need to be secured.

Algorithms & Programming:

8.1.2.AP.1: Model daily processes by creating and following algorithms to complete tasks.
8.1.2.AP.4: Break down a task into a sequence of steps.

Assistive Technology & Differentiation

The basis of this entire assignment is differentiation. The students, based on prior assessments and teacher observation, are placed into one of three groups. Although each group is discussing place value, the depth of the question and the challenge posed is scaffolded to meet the current level of need.

Assistive Technology:

Text-to-Speech Software: Add alt-text to images and links, enabling students with visual impairments or reading difficulties to navigate the classroom using screen readers.
Speech-to-Text Tools: Include tools like Voice Typing for students to interact with activities verbally.
High-Contrast Visuals: Use large, bold text and high-contrast backgrounds for easy readability.