Difference between revisions of "Caley Maida"

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'''4. Instructional Content'''
'''4. Instructional Content'''
This mini-course will consist of four units.
'''5. Explore instructional problem/solution'''
'''5. Explore instructional problem/solution'''

Revision as of 23:36, 11 March 2019

Return to: ETAP 623 Spring 2019 Section 5933 (Byrne) | Blended Learning

About Me

Profile caleymaida.JPG

Hello everyone! My name is Caley and I graduated from SUNY Cortland with a BS in Adolescence Education: Mathematics. I have been teaching high school math in Ossining, NY ever since and am in love with the profession! I have had the pleasure of working with two different coteachers so am always looking for ways to implement effective strategies as a team, while also meeting the needs of our many students with IEPs. Working in a school with over a 60% Hispanic population has also encouraged me to devise ways of differentiating lessons or modifying my teaching to help my ELL students. I just began pursuing my Graduate Degree in Curriculum Development and Instructional Technology (CDIT) at University of Albany, and am very excited to continue furthering my education!

My Topic and Purpose

Do you think math is boring? Does the monotonous task of writing and solving questions over and over on paper make you yawn? It's time to spice up your idea of how math instruction can be executed in a classroom! Today, there are many tools that exist in the world that were not there many years ago. As the times change, it is important for educators to do the same. Many schools provide their teachers with some type of technology, whether it be SMART Boards, Chromebooks, personal laptops for students, etc. Using these tools, this course will introduce new programs that can educate students in a more engaging and updated fashion. There's an incredible toolbox available on the internet with programs such as Kahoot!, Quizlet, PearDeck, DeltaMath, Desmos, and Plickers that provide teachers with a different way to instruct and assess students. These online programs may be molded to the needs of the class, differentiated between students, and assessed by the teacher. It is also possible with a lot of these programs for the teacher to view and compare student answers, then identifying common misconceptions and addressing them as a class. This course will teach educators how to implement these tools in their own classrooms so that they may engage their learners and promote intellectual growth.

Learning Outcomes

By the end of this course, learners will be able to...

  • Identify online programs that may be implemented into mathematics classrooms
  • Compare/contrast these online programs
  • Argue which online programs are most beneficial for students
  • Create an online game/activity using one of these programs
  • Complete an online questionnaire testing their knowledge about each of the discussed programs

Needs Assessment

1. Instructional problem

Nowadays, many schools provide teachers with technological resources and it has become an expectation for teachers to use these resources. Some of them may not have been properly trained, or may be struggling to find programs that fully engage and assess their students.

2. The nature of what is to be learned

Learners will be introduced to specific game or activity-based websites that they may incorporate into their own classrooms. They will practice using these websites and will be able to compare/contrast the pros and cons of each.

3. About the Learners

Learners in this course will include educators across disciplines who are interested in incorporating math games into their classrooms. If the educator does not teach any math, they may modify the course content to meet their specific needs.

4. Instructional Content

This mini-course will consist of four units.

5. Explore instructional problem/solution

There are so many free resources available on the Internet. Unfortunately, many educators are unaware of a lot of these resources or choose not to use them. Math classes become monotonous and there is not an element of creativity or differentiation. When teachers incorporate online math games into their classrooms, it increases the student engagement level and reduces the negative stigma around the subject. Teachers can also use these online tools to differentiate between students, or be provided with a detailed assessment.

6. Generate Goals

The goals of this course are for educators to not only become aware of the online resources available to them, but also to become familiar with these resources and feel comfortable using them in their own classrooms. Educators also will learn about ways they may assess their students using these online games and activities.

Analysis of the Learner and Context

Participants in this course will include educators across a variety of disciplines. These will be educators who have technological resources available in their schools and wish to learn about creative and effective ways of using this technology. Some may already have experience using some of these tools and wish to further develop their understanding, while others may be new to this online experience and need to start from scratch. While this course is geared primarily toward math teachers, most of the games may be modified to be incorporated in any type of classroom.

Performance-Based Objectives

Define course-level target objectives

Task Analysis

Elaborate and analyze the objectives to identify more specific enabling and supporting objectives.

Curriculum Map

Map out the sequence of learning units and activities to achieve the defined objectives.

References and Resources