Taryn Nelson - TPACK Lesson Plan - PEMDAS

Lesson Plan for TPACK integration

Order of Operations PEMDAS

Application
Describe an instructional activity (e.g. part of a lesson plan) where you can incorporate this technology. Consider an activity that can be conducted in 15-20 minutes.

First, provide some details regarding:

• Learners: Who are your learners? What learner/age group should this activity be designed for? 
• This lesson is designated for my 6th grade class and the game can be played later on in the year when higher level of skills are taught.
• Learning outcomes: What will learners gain through this activity? Be specific regarding the focus of content. You should be able state something like: “At the end of this activity, students will be able to…”
•  At the end of this lesson students will be able to calculate the correct answer to a problem with multiple operations.
• Assessment: How would you know that students acquire the learning outcomes? How would you know that your activity is effective? 
• I would know that my activity was effective if the students are able to complete the game along with their homework assignment with a high accuracy.

Second, break down your activity into a timeline of planned events and procedures. Here you should describe what students and the teacher will be doing chronologically during the activity. Below is one of the good examples from previous reflections: 

• I would first state what the order of operations is and why it is used.
• Next I will divide the room into two groups and have one half calculate a given example by adding/subtracting first then the other group by multiplying/dividing first. 
• We will spend 5 minutes working on practice problems on the smart board together.
• Finally, we will end the lesson with playing an order of operations game online. Then on their own time they can play it on their own and print out a certificate of completion for extra credit.  

• Pedagogical- Content:
  
• What are your strategies and why do you think your strategies are appropriate to teaching this specific content?  What makes you believe it would help your students comprehend this particular content? Give specific examples from your described activity. 
•  I personally liked the example that I used, 5 + 8 x 2. When I had the class calculate the answer in two different ways I think it was an eye opener that something as simple as which operation is performed first could make a big difference in your outcome. Having the class go back to the same problem that we just had two different answers on, but solve it with PEMDAS in mind, was very beneficial. It showed the class very quick and simple the importance of the rules of operations.

• What would be some conceptions and pre-conceptions that students of different ages and backgrounds bring with them when learning this particular content? What would you be concerned about students' prior knowledge, experiences, motivation? Again focus on the content and your teaching strategy, not the technology!
• When starting to teach this some students may only know how to add, subtract, multiply, and divide whereas other students may know more in depth about parentheses and exponents. Before starting this class it would probably be beneficial to myself to do a quick inquiry of what their prior knowledge is about it. If they are already ahead of the content area I am teaching that is okay since it is a quick lesson. In fact, I might even teach them to where they understand it even further. However, if they are still struggling with any operations individually I would consider working on that and doing this order of operations lesson the next day. Since this is a very important step in not only one's current understanding in math, but as well as everything that they learn beyond that it is important for everyone the be up to par when learning this material. 

Technological-Pedagogical:

In the previous section, you talked about your instructional strategies. Keeping these strategies you stated in mind, now tell us how the technology is used in your activity.  Specifically:

• What main instructional strategies would this technology use serve in your activity? How would using the technology support the way you teach this activity? Please give examples and be specific to your described activity. Think about your main teaching strategies that this technology would support. 
• When teaching this lesson I used the website called Prezi. This website allows the user to create a power point type of instructional tool to use free by simply logging into your account from any computer. It is very user friendly and easy to learn even for those with just basic computer skills. In my PEMDAS lesson I used prezi to present the different points of my lesson and to keep it organized and easy to understand. 
• When I finished my lesson and we did a few practice problems together I opened up a game similar to the game show who wants to be a millionaire that test the skills of one's knowledge and speed of the order of operations. I was able to do this on the smart board and the class answered the problems together. The students can also play this game on their own.

• What different classroom management strategies you might need to consider when using this technology in the activity? Give examples and be specific to your described activity.
• When doing this lesson using the technology as I did the user would have to most likely have had prior practice with both the computer and smart board. If you have basic computer skills however, using the Prezi website is self explanatory. In fact Prezi even gives you a tutorial when you make an account.

Technological Pedagogical Content:

Now, let’s focus on the content you’re teaching in your activity. Think about your decisions to incorporate this technology and the teaching strategies in relation to your particular content area. Tell us specifically about: 

• How would using this technology enhance the way the content is represented in your activity (e.g. demonstrations, explanations, examples, illustrations, analogies, and etc.)? That is why you think the selection and the pedagogical use of this technology may enhance what you teach (the content in your activity). Give specific examples from your activity to support your answer and keep in mind the learning objectives that you stated previously.  
• When working problems on the smart board I am able to ask the class what the next step would be in solving the problem and write the answers. Then instead of spending time erasing and looking through the book for the next problem I can use the eraser shortcut by drawing a circle around everything that I just wrote then tapping in the middle to erase it all. 
• When you are able to work quickly on the board instead of spending time doing tedious things like you would have to on a traditional board it saves valuable classroom time that was used for playing a quick game. Also when doing the game I was able to see if the same few students were answering the questions and also pay attention to those that were quiet. This might give me incentive to see if they understood the lesson and remained quiet during the game, or if I need to work with them further. 

• In what different ways students practice or understand the content in your activity that would otherwise not be possible without the use of the technology? In addition to motivational benefits, what else can students do with this technology as they are learning the content? 
• The learning process ,as said about, is much quicker using technology. I am able to make the Prezi before class so that we are going through the lesson at a pace that does not seem to drag on and bore students. Without technology I would have to look in the book then transfer problems to the board then look in the answers section then repeat it all over again for each new example. I could also have students create their own problem as a new slide on Prezi and come to the board and work the problem with the rest of the class.