MultiMedia Tools

Lesson Idea Name: Fractions and the missing idea

Content Area: Math
Grade Level(s): fourth grade
Content Standard Addressed: MGSE4.NF.3 Understand a fraction with a numerator >1 as a sum
of unit fractions. a. Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole

Technology Standard Addressed: 3. Knowledge Constructor Students critically curate a variety of

resources using digital tools to construct knowledge, produce creative artifacts and make meaningful
learning experiences for themselves and others. Students: a. plan and employ effective research
strategies to locate information and other resources for their intellectual or creative pursuits. b.
evaluate the accuracy, perspective, credibility and relevance of information, media, data or other
resources. c. curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions. d. build knowledge
by actively exploring real-world issues and problems, developing ideas and theories and pursuing
answers and solutions.

Selected Technology Tool:

Movie (list application): IMovie
Audio (list application): Audacity
Other: (list) Remind

URL(s) to support the lesson (if applicable):

Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement

Lesson idea implementation:

My lesson will employ the research-based pedagogical strategy of student directed learning.
(Gibbons, 2002) (Gibson, 2011) This is where the teacher gives minimal direction and support and
allows the students to work together to solve a problem. In this case, the problem is how many
students accomplished the goal of understanding adding and subtracting fractions.

Students will be directed to collect the homework through the podcast then directed to the iMovie that
instructs the students through a flipped classroom. The students will collect the homework, and using
Excel, quantify which problems were missed. After determining consistent errors, students will then
collaborate and determine what are the missing mathematical concepts that are missing in the classes
understanding.

After determining that, for example, the class is misunderstanding that you must only add and subtract
fractions with like denominators, the students will create an audio file using audacity as a flipped

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classroom. Studnets that are lower level will help to write the script, and will choose a narrator. Using
a video camera, one student will demonstrate how to perform the action correctly. Then using iMovie,
with teacher support, students will create a movie with all students input for use the following night
for homework. The paper based assessment will be included as an addendum to their lesson plan. This
differentiates the lesson to include studnts who cannot use a computer due to behavior issues. It also
incorporates and encompasses all students needs, as some learning by reading and reflecting.

The resulting audio and video recording will be uploaded onto the classroom website. This will
trigger a reminder to parents to check the podcast for homework.

A text using Remind will go out to parents who do not regularly check their email. Remind lets
parents receive notification and provides a written transcript of parents who received the notice. This
is an important consideration in the field of Special Education.

Assessment on the content will be by exit ticket. Assessment for the group work will be using a
rubric. These are at the conclusion of this lesson.

Importance of technology: As Laura McMullen of US News and World Reports writes technology
is increasing being used in the classroom as a means of engagement, and to ready our students for job
opportunities in the coming years. (McGibbons, 2012). Engagement is an increasingly challenging
problem to overcome in schools, as students are used to faster paced, more interactive and colorful
presentations from the internet and social media. This content could be taught without multimedia.
But engaging students to write their own lesson, evaluate and create a new idea and approach to
teaching the content, and evaluate their effectiveness engages their higher order thinking skills in
ways that would be challenging, if not time consuming for the teacher. Other technology used would
be the use of Remind, an education based app used by teachers to keep parents informed of what is
happening in the classroom. It allows parents to forward positive pictures of their students performing
appropriately in class.

Inspiration (optional):

https://iteachwithipads.net I was inspired by; the website; as she started with kindergarteners and taught them
to create. I especially liked how she used kids to teach kids using Book Creator.

http://www.educatorstechnology.com I was inspired by the creating how-to using iMovie. Many special
education students struggle with sequencing events, and consequently that makes reading comprehension
challenging. A standard that appears often is writing a how to essay and this is frustrating for them every
year. Using the iMovie creates a level of engagement for them that can help them be successful in the activity.
https://theteachingfactor.wordpress.com/2014/07/10/lights-imovie-action-10-video-project-ideas-students-can-
create-in-any-content-area/
This website has lots of ideas for creating iMovie that relate to a standard and can make learning engaging.

Internet Safety and Student Privacy: Audacity and imovie do not need to be used while using the internet.
But students can alt/tab to quickly switch to an inappropriate website and appear to be working when they are
not. Using a group together will cut down on this possibility. Students will need to use google images to gain
images for their product but devices can be positioned so that the teacher can see the screen. Some school
districts allow teachers to see what students are viewing from their own computer. But the most important thing

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to do is to educate students, using the focus of their own creation. They will be creating something and posting
it. How would they feel if someone downloaded it, and called it their own. Posters can be displayed outlining
the parameters and teachers can reinforce their lessons on privacy, appropriate images and copyright laws and
the responsibilities of the user. During open house, and in paperwork sent home in the first days of schools, I
will highlight the safety features that are put in place district wide.

Other comments about your proposed student multimedia authoring activity:

Rubric

The assessment process for the Teamwork is composed of two parts. The first will be peer evaluation where
every member in a team will evaluate his peers in the same team. The second will be done by the course
instructor or the assessment committee which will depend mainly on the final report and log book submitted by
each group. These rubrics are designed for evaluating the role of individuals in acquiring this skill.

Category 4 points 3 points 2 points 1 point

Contributions Routinely provides Usually provides Sometimes provides Rarely provides useful
useful ideas when useful ideas when useful ideas when ideas when
participating in the participating in the participating in the participating in the
group and in group and in group and in classroom group and in
classroom classroom discussion. A classroom discussion.
discussion. A leader discussion. A strong satisfactory group May refuse to
who contributes a lot group member who member who does participate.
of effort. tries hard! what is required.

Problem- Actively looks for and Refines solutions Does not suggest or Does not try to solve
solving suggests solutions to suggested by others. refine solutions, but is problems or help
problems. willing to try out others solve
solutions suggested by problems.
others.
Lets others do the
work.

Attitude Is never publicly Is rarely publicly Is occasionally publicly Is often publicly

critical of the project critical of the project critical of the project or critical of the project
or the work of or the work of the work of other or the work of other
others. Always has a others. Often has a members of the group. members of the
positive attitude positive attitude Usually has a positive group. Is often
about the task(s). about the task(s). attitude about the negative about the
task(s). task(s).

Focus on the Consistently stays Focuses on the task Focuses on the task Rarely focuses on the
focused on the task and what needs to and what needs to be task and what needs
task and what needs to be done most of the done some of the time. to be done. Lets
be done. Very self- time. Other group Other group members others do the work.
directed. members can count must sometimes nag,
on this person. prod, and remind to

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keep this person on
task.

Working with Almost always listens Usually listens to, Often listens to, shares Rarely listens to,
to, shares with, and shares, with, and with, and supports the shares with, and
Others supports the efforts of supports the efforts of efforts of others, but supports the efforts of
others. Tries to keep others. Does not sometimes is not a good others. Often is not a
people working well cause "waves" in the team member. good team player.
together. group.

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PART-II: Project-Based Teamwork Assessment Rubrics:

4 points 3 points 2 points 1 point

1. The project was 1. The project was 1. The project was 1. The project was
carried out by carried out by carried out by carried out by
more than TWO more than TWO more than TWO more than
members members members TWO members

2. The work load 2. The work load 2. The work load 2. The work load
and variety on and variety on and variety on and variety on
each member each member each member each member
seems fair seem fair does not seem does not seem
to be fair or at to be fair or at
3. Leadership role 3. Leadership role
least one least one
being assumed being assumed
member has member has
by each member by each member
been assigned been assigned
for different for different
trivial non- trivial non-
Teamwork tasks is evident tasks is NOT
technical tasks technical tasks
apparent
4. scheduled (e.g. writing the (e.g. writing
meetings 4. scheduled report) the report)
minutes are meetings
3. Scheduled 3. Scheduled
Always recorded minutes are
meetings meetings
and the Usually recorded
minutes are minutes are
contribution of and the
Often recorded Rarely
each team contribution of
and the recorded and
members are each team
contribution of the efforts are
identified members are
each team scattered.
identified
members are
NOT identified

From www.qu.edu.qa/casplo/documents/CAS...Rubrics/Outcome_d_TeamworkRubrics.doc

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Exit ticket/assessment tool

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Bibliography
Gibbons, M. (2002). The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel.
San Francisco: The Jossey-Bass Education Series.
Gibson, L. (2011). Student-Directed Learning: an Exercise in Student Engagement. College Teaching,
95-101.
McGibbons. (2012). Three Tips on Including TEchnology in the Classroom. US News and World
Report.

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