Keystone Assignment

EDIT 624 – Summer 2019 Instructor: Dr. Uttendorfer

Author: Rebecca Hyman
Table of Contents

I. Web Resources ................................................................................................................................. 2

II. Professional Development Videos .................................................................................................... 5
III. Professional Development Workshop Outline ................................................................................. 6
IV. Evaluation Plan ............................................................................................................................. 10

EDIT 624 Math, Science & Technology I - Final Project Page 1

I. Web Resources for Teaching Mathematics

Site URL Description

Mathletics http://us. Mathletics is a digital learning tool that provides adaptive

mathletics. curriculum content that differentiates to meet each
com/ individual mathematician’s needs. Mathletics provides
opportunities for structures review of standards in an
engaging way that offers incentives along the way. It is
intended for use in elementary and secondary schools.

ST Math https://ww ST Math is a visual instruction tool that provides rigorous

w.stmath.c opportunities for teachers to enrich and extend students’
om/ learning. The program is intended to help K-8 scholars feel
motivated and engaged to succeed highly and develop
deeper understandings of learned concepts.

MobyMax https://ww MobyMax is a digital learning tool that helps provide

w.mobyma targeted instruction for grades K-8. MobyMax technology
x.com/ uses its data to inform learning gaps and provides further
intervention, direct teaching, and engaging practice to the
participants. MobyMax offers multiple languages so that it is
accessible to all. Additionally, teachers can assign specific
lessons, worksheets, whiteboard activities and more
through this platform.

Freckle https://ww Freckle offers engaging, interactive academic experiences

w.freckle.c that adapt to meet the needs of each individual child.
om/ Students earn coins as they work which serves as incentive
to apply effort! As students learn, the technology is able to
detect which learners have mastered standards, and
recommends struggling learners to meet with the “masters”
for more support! This in turn leads to metacognition and
reinforcement of learning. Freckle provides lesson plans,
educational articles, and assignments in reading, writing,
math, social studies, science and more!

BrainPOP https://ww BrainPOP is an instructional website that serves Pre-K

w.brainpop through grade 12 students. It is a digital platform that
.com/ contains over 1,000 videos that concisely teach about our
wonderful and mysterious world. BrainPOP offers videos
that can be searched for or navigated by through domain
specific categories or content specific categories. For
example, I can search through “Mathematics” category or I
can search for videos about “geometry.” This tool provides a
student-friendly way to inquire about the mysteries of life.

EDIT 624 Math, Science & Technology I - Final Project Page 2

 Topics within the domains of math, science and technology
are all accessible. Students can further their learning on this
site by engaging in instructional games and quizzes that
reinforce new understandings.

EngageNY http://ww The Math Collective EngageNY Modified resources are

Modified w.mathcoll cohesive tools that are aligned directly with mathematical
ective.org/ standards and Eureka Math EngageNY’s units for K-12
4th- learners. These tools provide adapted perspective on the
engage- initial units, pacing guide, and learning tools. Through this
supports website, teachers can access differentiated versions of the
problem sets as well as suggestions to make lessons more
inquiry based.

Common https://ww Common Core Sheets is an easy-to-use website that

Core w.common provides extensive worksheets that are aligned to common
Sheets coresheets. core standards. This site contains tools for K-8 students,
teachers and parents alike. Common Core Sheets is easy to
com/
navigate and is customizable for different learners!
Common Core Sheets offers resources across many domains
such as reading, writing, mathematics, languages, social
studies and more!

Share My https://sha Share My Lesson is a platform on which educators can share

Lesson remylesso and use one another’s’ resources. The lessons provided
n.com/ through this site are comprehensive, standard aligned, and
geared to meet the needs of all PreK-12 students. Share My
Lesson is a great tool as it offers similar subject matter
across vertical grade levels so that educators can follow a
progression on topics throughout students’ academic
careers.

Zearn https://ww Zearn is a highly renowned K-5 digital learning site that is
w.zearn.or directly aligned to common core standards as well as to
g/ EngageNY Eureka Math. Zearn is a fun and interactive tool
that helps scholars develop a deep understanding and love
of learning for math. On Zearn, teachers can create
personalized accounts for each student on the roster and
later assign specific work to ensure clear differentiation.
Teachers can also access PD opportunities and additional
resources to support learners. Zearn provides educators
with data reports to assist with progress monitoring and
further differentiation both in and out of the classroom.

EDIT 624 Math, Science & Technology I - Final Project Page 3

 Math https://ww Math Playground is an interactive website that provides
Playground w.mathplay engaging digital math games. Math Playground is geared
ground.com towards K-8 students. Features on this site include but are
not limited to logic games, word problems, teaching videos,
/
and more! Many games have various levels of difficulty so as
to offer a progression of learning and an opportunity for
differentiation.

EDIT 624 Math, Science & Technology I - Final Project Page 4

II. Professional Development Videos

[Insert the links to three of your professional development videos. Include a brief overview of the
content of each video.]

A. Video 1 - Content Description: In this professional development video, you will learn about what
project based learning is, and why it is imperative to student success. Additionally, you will learn
about PBL Works, a comprehensive website that provides useful resources and projects for all
learners.

Link to the video 1: https://screencast-o-matic.com/watch/cq1UFkOcj5

B. Video 2 - Content Description: In this professional development video, you will learn about how
to utilize the EngageNY digital platform. More specifically, you will learn about how to navigate
and access tools and lesson plans for ratio and proportions.

Link to the video 2: https://www.screencast.com/t/YIsz6OWuyHU

C. Video 3 - Content Description: In this professional development video, you will learn about how
to utilize Freckle Education, an adaptable learning site. More specifically, you will learn about
how to navigate and access tools and lesson plans for the number systems stand in
mathematics.

Link to the video 3: https://www.screencast.com/t/SxXa2jfltiD

EDIT 624 Math, Science & Technology I - Final Project Page 5

III. Professional Development Workshop Outline

1. Workshop Description

The purpose of this professional development workshop is to help teacher teams feel more
comfortable and confident to utilize and incorporate technology into their daily instruction for
mathematics, science and technology. Participants will be able to navigate and access multiple
lesson plans and resources digitally including but not limited to tools for project based learning.
Additionally, participants will learn how to collaboratively plan in teacher teams to lift the level of
learning with technology for all students.

2. Workshop Summary:

a. Anticipated length (days, total hours, etc.)

One day, 6 hours, additional hour for lunch break - 7 hours total

b. Description of the format:

Facilitator and participants will meet face-to-face in a computer lab setting. All participants will
have one-on-one access to a device that is connected to the internet. The facilitator will utilize a
device that is connected to a projector and/or a SMART board as a tool to help model and
demonstrate.

c. Target participant group:

The target participant group is kindergarten through grade 5 teachers within one school.

d. Anticipated size of the participant group:

The anticipated size of the participant group would be 15-30 educators. This professional
development workshop would be marketed to elementary school teachers from the same school
to register in grade teams so as to encourage collaboration grade-wide as well as to encourage
vertical alignment.

3. Learning Outcomes for Participants:

ISTE Standards for Educators: 1, Learner- Educators continually improve their

practice by learning from and with others and exploring proven and promising
practices that leverage technology to improve student learning.

a. Educators set professional learning goals to explore and apply pedagogical

approaches made possible by technology and reflect on their effectiveness.

b. Pursue professional interests by creating and actively participating in local and global
learning networks.

EDIT 624 Math, Science & Technology I - Final Project Page 6

 c. Stay current with research that supports improved student learning outcomes,
including findings from the learning sciences.

ISTE Standards for Educators: 2, Leader- Educators seek out opportunities for
leadership to support student empowerment and success and to improve
teaching and learning. Educators:

a. Shape, advance and accelerate a shared vision for empowered learning with
technology by engaging with education stakeholders.

b. Advocate for equitable access to educational technology, digital content and learning
opportunities to meet the diverse needs of all students.

c. Model for colleagues the identification, exploration, evaluation, curation and adoption
of new digital resources and tools for learning.

ISTE Standards for Educators: 6, Facilitator- Educators facilitate learning with

technology to support student achievement of the ISTE Standards for Students.
Educators:

a. Foster a culture where students take ownership of their learning goals and
outcomes in both independent and group settings.

b. Manage the use of technology and student learning strategies in digital platforms,
virtual environments, hands-on makerspaces or in the field.

c. Create learning opportunities that challenge students to use a design process and
computational thinking to innovate and solve problems.

d. Model and nurture creativity and creative expression to communicate ideas,

knowledge or connections.

4. List of resources used for workshop such as:

 Building access
 Access to computer lab and/or classroom with chromebooks
 SMART Board or Computer mirroring technology (i.e. projector, HDMI cord)
 Post-its
 Large chart paper (KWL Charts)
 Sharpies
 All participants will receive access to a shared Google Drive folder. The folder will
contain all resources including PDF’s, instructional videos, and more.

EDIT 624 Math, Science & Technology I - Final Project Page 7

5. Participant activities and Evaluation
Describe the activities your participants will take part in with estimated time frames. How will
you measure the “success” of the workshop (e.g., survey, knowledge test, activity for
participants to complete, etc.)

Professional Development Activity Roadmap

Activities Evaluation strategy Expected

Seat
Time
(6 Hours
Total)

Facilitator will provide an introduction. N/A 15

Facilitator will share the objectives and minutes
agenda.

Participants will meet in vertical planning During the share, facilitator will 45
teams and will engage in an icebreaker in use post-its to chart participants’ minutes
which each person will share one “rose” and strengths and areas of needs in
one “thorn” about using technology to regards to
access digital resources for mathematics,
science, and technology instruction.
Representatives from each team will share
out.

Facilitator will provide an overview regarding
the use of technology and digital learning
tools to align instruction to common core
standards. Facilitator will then guide
participants to sign up for break-out groups
based on preference. Groups include:
 Accessing digital math lesson plans
and resources
 Utilizing adaptable learning sites and
applications to meet the needs of all
learners
Facilitator will circulate between 1 hour
both break-out groups and will
collect formative feedback by
taking anecdotal notes. Facilitator
will confer with and provide
participants with feedback, helpful
next steps and clarify any
questions.

Jigsaw Share Out Facilitator will evaluate 30

participants’ understanding by minutes
collecting formative feedback
based on written responses to
prompts on chart paper and post
its.

Reflection Facilitator will administer Google 15

Form to all participants. minutes

Lunch Break 1 hour

EDIT 624 Math, Science & Technology I - Final Project Page 8

 Facilitator will provide an overview of project
based learning based on research.
Facilitator will play “How To - Project Based
Learning” video for participants to watch as
a tutorial. Then, the facilitator will allow
participants to apply the steps individually
and playa round with navigating PBL works.
Facilitator will explain expectations for
Project Based Learning grade team
planning time. All participants will be
expected to join together in grade teams to
collaboratively plan and pace a PBL
opportunity for their incoming class’ for
September. Projects should incorporate
math, science, and/or technology.
Share out: each grade team will have an
opportunity to share their plan and a
rationale behind it. Time will be dedicated to
feedback and Q&A so that vertical plans
and school-wide plans are cohesive.
Closing reflections: Where The Wind Blows
Participants will stand in a circle and take
turns sharing new “thorns” and “roses”
about using technology to access digital
resources for mathematics, science, and
technology instruction as well as
incorporating project based learning. When
a participant speaks, he/she steps into the
circle. If other participants agree with the
statement, they too will step in. Then all step
out. The process will then repeat.
EDIT 624 Math, Science & Technology I - Final Project
Facilitator will circulate around 30
participants and will collect minutes
formative feedback by taking
anecdotal notes. Facilitator will
confer with and provide
participants with feedback, helpful
next steps and clarify any
questions.
Facilitator will circulate around 1.5 hours
and will collect formative feedback
by taking anecdotal notes.
Facilitator will confer with and
provide grade teams with
feedback, helpful next steps and
clarify any questions.
Facilitator will collect a digital copy 1 hour
of each grade team’s plan for their
PBL experience. Facilitator can
assess or have participants self-
assess PBL plan on Project
Design Rubric.
Facilitator will note common new 15
understandings, growth from initial minutes
“thorns,” and any remaining
confusions, wonderings, etc.
Page 9
IV. Evaluation Plan

Please refer to the column highlighted in blue

Professional Development Activity Roadmap

Activities Evaluation strategy Expected

Seat
Time
(6 Hours
Total)

Facilitator will provide an introduction. N/A 15

Facilitator will share the objectives and minutes
agenda.

Participants will meet in vertical planning During the share, facilitator will 45
teams and will engage in an icebreaker in use post-its to chart participants’ minutes
which each person will share one “rose” and strengths and areas of needs in
one “thorn” about using technology to regards to
access digital resources for mathematics,
science, and technology instruction.
Representatives from each team will share
out.

Facilitator will provide an overview regarding
the use of technology and digital learning
tools to align instruction to common core
standards. Facilitator will then guide
participants to sign up for break-out groups
based on preference. Groups include:
 Accessing digital math lesson plans
and resources
 Utilizing adaptable learning sites and
applications to meet the needs of all
learners
Facilitator will circulate between 1 hour
both break-out groups and will
collect formative feedback by
taking anecdotal notes. Facilitator
will confer with and provide
participants with feedback, helpful
next steps and clarify any
questions.

Jigsaw Share Out Facilitator will evaluate 30

participants’ understanding by minutes
collecting formative feedback
based on written responses to
prompts on chart paper and post
its.

Reflection Facilitator will administer Google 15

Form to all participants. minutes

Lunch Break 1 hour

EDIT 624 Math, Science & Technology I - Final Project Page 10

 Facilitator will provide an overview of project
based learning based on research.
Facilitator will play “How To - Project Based
Learning” video for participants to watch as
a tutorial. Then, the facilitator will allow
participants to apply the steps individually
and playa round with navigating PBL works.
Facilitator will explain expectations for
Project Based Learning grade team
planning time. All participants will be
expected to join together in grade teams to
collaboratively plan and pace a PBL
opportunity for their incoming class’ for
September. Projects should incorporate
math, science, and/or technology.
Share out: each grade team will have an
opportunity to share their plan and a
rationale behind it. Time will be dedicated to
feedback and Q&A so that vertical plans
and school-wide plans are cohesive.
Closing reflections: Where The Wind Blows
Participants will stand in a circle and take
turns sharing new “thorns” and “roses”
about using technology to access digital
resources for mathematics, science, and
technology instruction as well as
incorporating project based learning. When
a participant speaks, he/she steps into the
circle. If other participants agree with the
statement, they too will step in. Then all step
out. The process will then repeat.
EDIT 624 Math, Science & Technology I - Final Project
Facilitator will circulate around 30
participants and will collect minutes
formative feedback by taking
anecdotal notes. Facilitator will
confer with and provide
participants with feedback, helpful
next steps and clarify any
questions.
Facilitator will circulate around 1.5 hours
and will collect formative feedback
by taking anecdotal notes.
Facilitator will confer with and
provide grade teams with
feedback, helpful next steps and
clarify any questions.
Facilitator will collect a digital copy 1 hour
of each grade team’s plan for their
PBL experience. Facilitator can
assess or have participants self-
assess PBL plan on Project
Design Rubric.
Facilitator will note common new 15
understandings, growth from initial minutes
“thorns,” and any remaining
confusions, wonderings, etc.
Page 11