Rachel Piland

9440 Jahnke

Collaborative Meaningful Learning with the Internet

School Store Online Assessment Performance Task

URL
https://trello.com/b/didS68bF/lu-5-project

Intended Users & Purpose

The purpose of this web-based, collaborative task is to apply concepts from whole
numbers, decimals, fractions and percent to establish a productive school store. 6th
and 7th grade students will be using problem solving and communication skills to
develop a proposal to present. Portions of this task will be teacher assessed, while
others may be student assessed.

Learning Outcomes/ Objectives/ Standards

Common Core State Standards
Grade 6

 Ratios and Proportional Relationships

o Understand ratio concepts and use ratio reasoning to solve problems.
 Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line diagrams,
or equations.
 (CCSS.Math.Content.6.RP.A.3c ) Find a percent of a
quantity as a rate per 100 (e.g., 30% of a quantity means
30/100 times the quantity); solve problems involving
finding the whole, given a part and the percent.

 Statistics and Probability

o Develop understanding of statistical variability.
 (CCSS.Math.Content.6.SP.A.2 ) Understand that a set of data
collected to answer a statistical question has a distribution
which can be described by its center, spread, and overall shape.

Grade 7

 Mathematical Practices
o (CCSS.Math.Practice.MP3 ) Construct viable arguments and critique
the reasoning of others.
o (CCSS.Math.Practice.MP6 ) Attend to precision.

 Ratios and Proportional Relationships

 o Analyze proportional relationships and use them to solve real-world
and mathematical problems.
 (CCSS.Math.Content.7.RP.A.1 ) Compute unit rates associated
with ratios of fractions, including ratios of lengths, areas and
other quantities measured in like or different units. For
example, if a person walks 1/2 mile in each 1/4 hour, compute
the unit rate as the complex fraction (1/2)/(1/4) miles per
hour, equivalently 2 miles per hour.

 The Number System

o Apply and extend previous understandings of operations with
fractions to add, subtract, multiply, and divide rational numbers.
 (CCSS.Math.Content.7.NS.A.3 ) Solve real-world and
mathematical problems involving the four operations with
rational numbers.

 Geometry
o Draw construct, and describe geometrical figures and describe the
relationships between them.
 (CCSS.Math.Content.7.G.A.1 ) Solve problems involving scale
drawings of geometric figures, including computing actual
lengths and areas from a scale drawing and reproducing a scale
drawing at a different scale.

ISTE Student Standards (2016)

• 1. Empowered Learner
o Students leverage technology to take an active role in choosing,
achieving and demonstrating competency in their learning goals,
informed by the learning sciences.
 1b. Students build networks and customize their learning
environments in ways that support the learning process.
 1c. Students use technology to seek feedback that informs and
improves their practice and to demonstrate their learning in a
variety of ways.
 Students understand the fundamental concepts of technology
operations, demonstrate the ability to choose, use and
troubleshoot current technologies and are able to transfer
their knowledge to explore emerging technologies.
• 2. Digital Citizen
o Students recognize the rights, responsibilities and opportunities of
living, learning and working in an interconnected digital world, and
they act and model in ways that are safe, legal and ethical.
 2a. Students cultivate and manage their digital identity and
reputation and are aware of the permanence of their actions in
the digital world.
  2b. Students engage in positive, safe, legal and ethical behavior
when using technology, including social interactions online or
when using networked devices.
 2c. Students demonstrate an understanding of and respect for
the rights and obligations of using and sharing intellectual
property.
 2d. Students manage their personal data to maintain digital
privacy and security and are aware of data-collection
technology used to track their navigation online.
• 3. Knowledge Constructor
o 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.
 3a. Students plan and employ effective research strategies to
locate information and other resources for their intellectual or
creative pursuits.
 3b.Students evaluate the accuracy, perspective, credibility and
relevance of information, media, data or other resources
 3c.Students curate information from digital resources using a
variety of tools and methods to create collections of artifacts
that demonstrate meaningful connections or conclusions.
 3d. Students build knowledge by actively exploring real-world
issues and problems, developing ideas and theories and
pursuing answers and solutions.
• 4. Innovative Designer
o Students use a variety of technologies within a design process to
identify and solve problems by creating new, useful or imaginative
solutions.
 4a.Students know and use a deliberate design process for
generating ideas, testing theories, creating innovative artifacts
or solving authentic problems.
 4b. Students select and use digital tools to plan and manage a
design process that considers design constraints and
calculated risks.
 4c.Students develop, test and refine prototypes as part of a
cyclical design process.
 4d.Students exhibit a tolerance for ambiguity, perseverance
and the capacity to work with open-ended problems.
• 5. Computational Thinker
o Students develop and employ strategies for understanding and
solving problems in ways that leverage the power of technological
methods to develop and test solutions.
 5a. Students formulate problem definitions suited for
technology-assisted methods such as data analysis, abstract
models and algorithmic thinking in exploring and finding
solutions.
  5b.Students collect data or identify relevant data sets, use
digital tools to analyze them, and represent data in various
ways to facilitate problem-solving and decision-making.
 5c. Students break problems into component parts, extract key
information, and develop descriptive models to understand
complex systems or facilitate problem solving.
 5d. Students understand how automation works and use
algorithmic thinking to develop a sequence of steps to create
and test automated solutions.
• 6. Creative Communicator
o Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and
digital media appropriate to their goals.
 6b. Students create original works or responsibly repurpose or
remix digital resources into new creations.
 6c. Students communicate complex ideas clearly and
effectively by creating or using a variety of digital objects such
as visualizations, models or simulations.
 6d. Students publish or present content that customizes the
message and medium for their intended audiences.
• 7. Global Collaborator
o Students use digital tools to broaden their perspectives and enrich
their learning by collaborating with others and working effectively in
teams locally and globally.
 7a. Students use digital tools to connect with learners from a
variety of backgrounds and cultures, engaging with them in
ways that broaden mutual understanding and learning.
 7b. Students use collaborative technologies to work with
others, including peers, experts or community members, to
examine issues and problems from multiple viewpoints.
 7c. Students contribute constructively to project teams,
assuming various roles and responsibilities to work effectively
toward a common goal.
 7d. Students explore local and global issues and use
collaborative technologies to work with others to investigate
solutions.

Method of Assessing Learning Outcomes

To determine if students have met the learning objectives and mastered the
standards, each of the 5 activities will have a rubric to assess learning. Each activity
will have to be completed collaboratively in a group with proof of documentation on
Google Docs. Some of the activities are teacher assessed and some are peer assessed.
Below is a table explaining the process of assessing the learning outcomes.
Step Activity Approx. Grouping Output
Duration
1 Introduce 5 minutes Small Groups
• Read through the task
Overview
2 Engage/ Hook 20-30 Whole class or a. Written notes/ answers to
• Preview Guiding minutes individual guiding questions
Questions for the responses to b. Group discussion around
CareerVideo guiding the answers to guiding
• Watch the CareerVideo question questions and thoughts/
• Individually record answers reactions to Career Video
answers to guiding c. Student notes on
questions additional questions they
Discuss answers to have about the topic,
guidingquestions content or career from the
video
3 Explore task themes 15 minutes Whole Class a. Group discussion around
• Review Big Ideas and or Small Group answers to Essential
Essential Questions Questions
• Write an answer to or
discuss Essential
Questions
4 Provide Context 20 minutes Small Group
• Read through Goal,
Role, Audience and
Situation
5 Review Product(s) 20 minutes Small Group
• Read through the
description of each
product that is assigned
• Watch the product
video(s)
6 Develop/Refine Research 45 minutes Whole Group a. A list of questions/
Questions Small Group thoughts that the
• Read through product Individual students will research
research questions answers to
• Review notes/questions
from the Career video
• Brainstorm any
additional questions that
will need to be answered
for product creation
7 Conduct Research 120 minutes Whole Class a. A list/spreadsheet/
• Students research Small Group notes of information
answers to their and evidence gathered
questions using the through the research
Research Resources process
section of the task, class
materials, books, the
internet or expert
 consults
8 Produce Product(s) 3 hours per Small Groups a. First version of each
• Review theGRAS activity product
• Watch Instructional (5 activities
Videos again total)
• Review any associated
productanchors
• Create the first version
of theproduct(s)
9 Feedback and/or Re- 30-45 Small groups
teaching minutes and Individual
• Check with your
teacher and ask
for feedback on
your firstversion
• Review any content that
may still be unclear
10 Revise Products 1-2 hours Small Groups a. Final Products
• Review rubrics and or individual
the needs of the
audience
• Review teacherfeedback
• Revise product(s)
asneeded
11 Present Product 15 minutes Small group a. Presentations
• Turn-in, display, or for
present the products presentations
12 Assess 20 minutes Individual and a. Scored rubric with
• Products from activities small group feedback
are evaluated on the
rubric and written
feedback is given to
explain the rubric scores

How does this activity meet “collaborative meaning learning” criteria

Today's students will enter a job market that values skills and abilities far different
from the traditional workplace talents that so ably served their parents and
grandparents. They must be able to crisply collect, synthesize, and analyze
information, then conduct targeted research and work with others to employ that
newfound knowledge. In essence, students must learn how to learn, while
responding to endlessly changing technologies and social, economic, and global
conditions.Problem-based-learning approaches are a close cousin of project
learning; in which students use complex problems and cases to actively build their
knowledge. This school store project is designed to teach students life long skills
while they are working collaboratively with each other in groups. Design-based
instruction is based on the premise that children learn deeply when they create
products that require understanding and application of knowledge. Design activity
involves stages of revisions as students create, assess, and redesign their products.
The work often requires collaboration and specific roles for individual students,
enabling them to become experts in a particular area.Inquiry-based learning often
involves students working in pairs or groups. Cooperative small-group learning --
that is, students working together in a group small enough that everyone can
participate on a collective task -- has been the subject of hundreds of studies. All the
research arrives at the same conclusion: There are significant benefits for students
who work together on learning activities. Cooperative group work benefits students
in social and behavioral areas as well, including improvement in student self-
concept, social interaction, time on task, and positive feelings toward peers.

Reflection

The web based learning activity planned on implementing a school store reflects the
characteristics mentioned in the readings in chapter 6 of Digital Didactical Designs.
The unit activates student engagement and student motivation through
CrossActionSpaces. Students are active participants seeking information using
technology and Internet access to solve a real world problem. Each step of the unit is
documented and students can express themselves in different formats by creating a
plan where many different solutions are possible. The learning process is connected
to a real audience where students will present their solution to the principal and
peers. The learning criterion is defined ahead of time to help learners to improve
their final product while making and reflecting on it simultaneously. Meaningful
learning requires learners who are active; actively engaged by a meaningful task in
which they manipulate objects and parameters of the environment they are working
in and observing the results of their manipulation. In this web-based learning
activity, students must play an active role to be successful. Learners will construct
their own mental models that explain what they observe and with experience,
support of their peers and teachers, and reflection of their work, the mental models
become more complex as their knowledge grows. The planned learning activity
utilizes many forms of technology to represent their actions and construction to
show their understanding. “When learners use computers to do skillful planning for
doing everyday tasks or constructing and executing a way to research a problem
they want to solve, they are intentional and are learning meaningfully” (Howland
2012). The tasks at hand are authentic because it is a real-world problem-based
activity where the learning goals are embedded in the real life context. The highly
collaborative web based learning activity requires conversation among group
participants. The learners become a part of a knowledge-building community both
in and out of the classroom through the use of technology. Conversation is
imperative for the project and is encouraged because it is the most natural way of
making meaning. Technology is not used as a delivery vehicle of information but
rather as a tool to support knowledge construction by representing a meaningful
real world situation through collaboration with peers.

Peer Review Feedback Remarks

I was lucky enough to have a team member, Emily Mayer give constructive criticism
on my web based learning activity. Emily believes this was a great example of a real-
life problem with an authentic audience. She expressed the notion that students
would be very excited to work on a project like this. Having students actively
engaged is a major factor in the student’s learning process so I’m pleased that she
thought the engagement level was satisfactory. Emily also suggested to list the
learning outcomes at the beginning of the project to inform students about my
expectations as well as what they should expect. However, I chose to keep the
students site simple but the expectations are explicitly mentioned in the chart of the
timetable. She also was a great eye because she caught a typo on my student’s site.
One of the cards said 10 items when it was 25 items everywhere else. I changed that
as well as some wording to clarify. I moved the video on surveys presented in
activity 3 to activity 1 to support the activity by creating a “just in time” resource in
the project. Emily thought the calculation of profit and loss is very real world
oriented. She mentions that the presentation brings it all together using a web tool.
She further explained that if I wanted to incorporate more technology, student could
set up an online store as well as the physical store in the school. This would give
even more opportunities to test different concepts with only the teacher’s creativity
and the school budget as the limit. I chose not to include that in this project plan,
however, when I get to implement it in a classroom, I will definitely keep it on mind
to utilize. Overall Emily thought the web based learning activity looks great and
teaches important math concepts. I appreciated Emily’s professional feedback to
better my project.