1.
Learners
– kindergarten
2.
Learning
Outcomes – students will be able to recognize and
identify specific shapes
3.
Assessment
– Students will be given a worksheet where
they will be required to identify specific shapes and color them.
Activity
1. I
will begin by asking the students to tell me some shapes that they know, and I
will draw and label them on the smartboard. Next, I will ask them where they
see these shapes during the day. I will then show The Shape Song
2. Next
I will demonstrate the differences of triangles, squares, circles, pentagons,
and an octagon. By using GeoBoard I can
efficiently demonstrate the sides and point of a shape. As I teach, the
students will follow along on pages with the shapes, and they will trace the
edges in one color and the points with another.
3. For
individual assessment, I will give each student the attached worksheet where
students will be required to recognize and identify a given shape.
4. Reflection
a. How well the use of this technology
may support your teaching strategies in this activity? By
using the “The Shape Song,” I can appeal to the student’s visual and auditory
needs through the fun pictures and catchy beat. Also, by using Geoboard.com,
students can take home a resource where they can practice their shapes.
Geoboard also gives an opening to appeal to kinesthetic learners.
b. How effectively the use of this technology
may enhance student’s understanding of and learning from your particular
content in this activity? I do think that the technology is
effective. However, I could have demonstrated the use of the Geoboard better to
the students.
c.
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? I think
the use of tracing the shapes as we learn about sides and corners is
appropriate for Kindergarten age students because they are so hands-on already.
With these young students, a teacher cannot expect them to sit still and listen
to a lecture, and that is why I had them come to the board and help me, along
with keeping their hands busy on the pages.
d.
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? While some students may be exposed to the
world of shapes, many children are not. During this lesson, I asked the
students to show me what shapes they already knew and if they knew what they
were called. Most of the students thought of circles, rectangles, and squares.
These are the most basic shapes that we see every day, and yet there could be
students who do not have a connection to those shapes to think back to.
e.
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. Because
the students are so young and have short attention spans, I needed something
that could bring their attention back to me every few minutes. Like with the
video, I would stop it and have the find shapes before playing it again. Also,
when drawing on the SmartBoard, I was using the students as helpers which would
also bring their attention back to me.
f.
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. Because the Geoboard could have
also been used on iPads, I could have given each student his or her own. If
this would have happened, then I would need to pay closer attention to the
students, and walked around the classroom more to monitor their activity. Also,
because we were using markers, I would need to be sure to monitor the students
to be sure they were only marking on the papers.
g.
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. By
using “The Shape Song” on YouTube, it gave real-life illustrations of where
certain shapes might be. This increased the real-world applications that
students could take out of the classroom and use. Also, by using the Smartboard
for drawing the shapes, students where gaining muscle memory for drawing
shapes.
h.
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? One
thing about using YouTube, is that there are hundreds of videos over one topic,
and that includes shapes. There are multiple “shape songs” that the students
can watch at home to get better acquainted with shapes. With YouTube, the
students can be exposed to many more different shapes than I can cover in one
class period. Also, because GeoBoard can be used in an app or on the web,
students can have access to shape practice wherever they go.
