Learning Goals

Instructional Strategies

Instructional Actions

Student Actions

Student Goals

1. Estimate the weight and measure the circumference of an object using non-standard units.

2. Enter estimated & observed data in a spreadsheet and create a graph to use during interpretation.

Direct Instruction

Demonstration/Modeling

• Introduce the lesson and explain what the
  students will be learning about and what they
  will be doing.
• Teacher explains estimation using objects
  the students are familiar with and letting the students
  hold each objects as estimation is discussed.
• Teacher demonstrates/explains measuring circumference using
  non-standard units (chain of rings.)

• Watching the teacher and listening.
• Students hold the objects being passed around to become familiar with their weight and size.

• Explain group roles (1.leader/mouse, 2.recorder/keyboard, 3.reporter/measurer - rotate roles between activities)
• Assign student groups (3 to a group)

• Students move to the assigned wireless laptops.

• Demonstrate entering data in the spreadsheet using
• Demonstrate saving weight file
• Demonstrate opening circumference file
• TV connected to a computer.
• Explain what to do if wrong number is
  entered (review of
  backspacing/deleting keys)
• Teacher helps students as needed

• Students observe, then try practice each step in their groups (entering data, saving file, then opening file)

• Teacher facilitates as needed, walks around room

• Students estimate weight, enter data, weigh object, enter data into weight spreadsheet. Save file. Leader enters group data in class spreadsheet.
• Students open other file, estimate circumference of object, measure, enter data into circumference spreadsheet. Save file. Leader enters group data in class sreadsheet.

(Since this is the first time students will use a spreadsheet, spreadsheet & graph template will be used so that graphs automatically created as students enter data.)

Discussion

• Questioning by teacher
  • Did students over/underestimate?
  • By how much? (a lot, a little) Teacher listens for comparison words from students.
• Direct students to observe class graph.
  • Make comparisons to group graphs.
• Closure
  • Teacher reviews what students have done in this lesson
  • Teacher asks students to name one thing they've learned from the lesson.

• Students share group answers & experience
• Talk about observations of graph comparison, what they've learned today.

Learning Goals

Instructional Strategies

Instructional Actions

Student Actions

• Mentor demonstrates use of wireless laptops.
• Teacher practices creating a template for use in class with guidance from Mentor.

• Teacher creates templates for students to use during lesson.
• Teacher practices setting up, turning on, returning laptops to cart with the goal of developing comfort in using the wireless lab.

• Mentor gives examples of possible learner-centered, technology enhanced instruction, and classroom-management strategies. Through discussion/questioning, teacher chooses what she feels will work best in the class.
• Questioning
  • What instructional objectives do you have for this unit?
  • What technology applications/new technology might work best to reach those objectives?
  • How will you give each student the opportunity to participate in using the technology?
  • How will you manage student behavior during the activity?
  • What student behaviors will you look for to determine whether the student has mastered the objectives?
  • What are the learner abilities in this class?
  • What assistive technology is needed in this class to help all students be successful?

• Teacher becomes familiar with steps/process of creating technology-enhanced instruction
• Teacher identifies management strategies for use with technology
• Teacher & Mentor ask questions to clarify during discussions

• Teacher creates spreadsheet & graph templates

Learning Goals

Instructional Strategies

Instructional Actions

Student Actions

• Practice active listening
• Ask open-ended questions

• Determine available assistive technology for use in elementary
• Consider the needs of the students

Students will be cooperating as they take on group roles to complete the measuring activities and enter the data. It will require communication using technology terms and possibly, help from each other as needed. Students will share the group data and discuss their group's experience compared to the class data and findings.

The instructor will present information and guide the students using demonstration/modeling. She will facilitate as needed while students do group work. She will guide the students in discussion to help students summarize learning.

• Face-to-face meetings, email, phone calls between teacher/mentor
• Campus wireless lab
• Projection device (TV, w/scan converter)
• Assitive Technology
  • Computer monitor at eye level
  • Change display settings on computer or use screen magnification program
  • Allow student to set close to presenter
  • Use large keyboard
  • Set color settings for higher contrast