Below is the grant that we wrote and won from the CPS Office of Information Technology Services to receive 32 iPads for the classroom!
Project Title: Everyday
Math with Everyday Technology
(& iPad
integration in other subjects too!)
Project Leaders: Jennifer
Cho Magiera
Project Grade Levels:
4th and 5th Grades
Project Subject
Matter: Math (as well as Literacy, Social Science and Science)
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1. Project
Description
a. Goals:
The teacher will more efficiently collect and utilize data in lesson planning
and execution. The rigor of the curriculum will be enhanced
through higher order thinking skills, problem solving and group work. Collegial collaboration will be
increased through shared use of the iPads and e-portfolios.
b. Proposed
Grade Levels: 4th and 5th grades (Including
special education resource students)
c. Activities:
We will follow the CPS Office of Math and Science curriculum, Everyday Mathematics and follow the CMSI disseminated Guide to Pacing
and Standardized Assessment (GPSA) as our timeline. Each day, we will teach
math in a 75 minute block, following the outline below:
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Everyday Math Block Segment
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Group Size
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Part I
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Mental Math
& Reflexes
Students will use the iPad as a mini whiteboard /
slate to record their answers to quick math problems solved mentally. The
teacher can either get their answers emailed to him/her or can use a
projector to display work (their answers will be used as formative
assessment). In both cases, the iPad PenUltimate
Application will be utilized.
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Whole class
(30-32 – math will be taught on a staggered
schedule so that Part I will not happen at the same time in each room. This
way all of the school’s iPads can be used at once during this session.)
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Math Message
(Activating Prior Knowledge)
Students will use the iPad PenUltimate Application to respond to math problems
designed to activate prior knowledge related to the upcoming lesson. The Math
Messages are already uploaded electronically onto the Everyday Math website on CMSI, so teacher will simply send the
students’ iPads the message and all they need to do is respond with text and
drawings. Students work can then be shared electronically or using a
projector. All student responses can be saved throughout the year for future
reference and to maintain as part of the e-Portfolio.
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Whole class
(30-32 – math will be taught on a staggered
schedule so that Part I will not happen at the same time in each room. This
way all of the school’s iPads can be used at once during this session.)
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Lesson
In some lessons, the iPad can be utilized as a
math tool:
Ø Geometer’s Sketchpad Application
Ø Maps of the US Application and National Geographic World Atlas HD Application for the
World Tour-4th grade/American Tour-5th grade lessons
Ø National Library of Virtual
Manipulatives from Utah State University
Ø Numbers Application for Data in 4th
Grade Unit 2/5th Grade Unit 6
In all lessons, the iPad will be used as a tool to
take formative data using Everyday
Math’s daily “Recognizing Student Achievement” problem. We will use the E-Clicker Application to poll
the class on the RSA problem, then discuss the results as a class (also
reinforcing data usage – discussing student responses in terms of maximum,
minimum, mode, median, range as well as viewing bar graphs, line graphs, etc
of their answers).
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Whole class / small groups
(30-32 – math will be taught on a staggered
schedule so that Part I will not happen at the same time in each room. This
way all of the school’s iPads can be used at once during this session.)
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Part II
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Math Boxes
(Spiraling Review of covered material)
Students can use the E-Clicker Application to inform the teacher of what
problems they need more help with.
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Small group centers: 10 students
(Flexible grouping based on the RSA from the
lesson)
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Games
(Spiraling Review of covered material)
Students can play online math games (that do not
require Adobe Flash Player) correlated with Everyday Math games and IL State, as well as Common Core
Standards.
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Small group centers: 10 students
(Flexible grouping based on the RSA from the
lesson)
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Part III
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Differentiation
Students will visit differentiated centers in
which they can engage in problem solving activities utilizing the iPads such
as: interacting on an
Extended Response Math Blog, Mind Institute games, Unit
Math Projects from the Everyday Math program, Study Island standardized test
preparation website
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Small
group centers: 10 students
(Flexible
grouping based on the RSA from the lesson)
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Additional
plans of how the iPad will be integrated daily, in addition to the Everyday
Math with Everyday Technology block:
- Morning
Meeting:
Students will engage in a short lesson reflecting on
social-emotional objectives (anti-bullying, self-confidence, decision making,
etc.) and take turns posting comments on a blog to which students can reply
during anchor activity time (at the end of other subjects). Students who have
problems in the classroom can also use the blog to get support anonymously from
their classmates.
- Literacy /
Social Science Integration:
Students will read high interest novels integrated
with the Social Science, Science and Social Emotional curricula and engage in
online virtual Literature Circles to discuss, analyze and interact with the
texts. Students will also use the Library of Congress website to read
historical documents and practice interacting with primary source documents (to
not only improve Literacy but Social Science skills as well). Students will
also use the EPals in2books© Penpal Program to further explore and discuss
their books.
- Science
Integration: Students can use the FOSS website as well as the BrainPOP Application to further
their science skills. They can also collect and analyze data using the Numbers Application.
2. Alignment to Standards
With the use of the iPads,
all Illinois Learning Standards for Math
and several for English Language Arts and Social Sciences will all be
addressed. This is possible
through the various ways the iPad will be routinely used to enhance each of the
three parts of the Everyday Math Curriculum as outlined above. As part of an everyday routine, the
teacher is able to change the content while still engaging students in problem
solving and collaboration.
To ensure alignment to
Illinois Learning Standards for Math, we will follow the CMSI disseminated Guide to Pacing and Standardized Assessment
(GPSA) which is designed to help teachers
plan and pace instruction. It outlines the Illinois Learning Standards for
Mathematics that are addressed in each lesson, and it includes notes to help
you prepare students for testing. (See http://cmsi.cps.k12.il.us/ViewNewsDetails.aspx?pid=1000&id=13758 for further details.)
In addition to the ILS for Math, we will also
address the following Reading and Social Science standards through integration
of reading the electronic Student Reference Book (in PDF) for mathematics in
shared reading as well as the iPad Maps Apps for the EM Tour lessons:
>>English Language Arts:
1.B.2a Establish purposes for reading; survey
materials; ask questions; make predictions; connect, clarify and extend ideas.
1.B.2c Continuously check and clarify for
understanding (e.g., in addition to
previous skills, clarify terminology, seek additional information).
1.B.2d Read age-appropriate material aloud
with fluency and accuracy.
1.C.2c Compare and contrast the content and
organization of selections.
1.C.2f Connect information presented in
tables, maps and charts to printed or electronic text.
>>Social Science:
17.A.2b Use maps and other geographic
representations and instruments to gather information about people, places and
environments.
In addition to addressing
these Illinois Learning Standards, the everyday use of the iPads allows the teacher to
use routines that meet the Illinois
Applications of Learning Standards:
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Communicating
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Express and interpret information and ideas.
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Using Technology
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Use appropriate instruments, electronic equipment,
computers and networks to access information, process ideas and communicate
results.
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Working on Teams
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Learn and contribute productively as individuals
and as members of groups.
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Making Connections
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Recognize and apply connections of important
information and ideas within and among learning areas.
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Below is a description of how the daily use of the iPads
would demonstrate the Illinois Applications of Learning Standards.
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Everyday Math Block Segment
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Application of Learning
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Part I
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Mental Math & Reflexes
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Communicating
– Students are communicating their answers through the PenUltimate Application.
Using
Technology – Students are using the iPad to communicate their answers and
share their work w/ class.
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Math Message
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Making
Connections – Students are connecting their prior knowledge to the new
information that will be learned in the day’s lesson.
Communicating
– Students are communicating their answers in text and/or drawings through
the PenUltimate Application.
Using
Technology - Students are using the iPad to communicate their answers and
share their work with the class.
Students are also using the iPad to save their work to an e-portfolio.
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Lesson
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Communicating
- Students will use the E-Clicker
Application to communicate their RSA problem. Then the results are
discussed in class.
Using
Technology – Students are using the iPad to communicate their answers and
share their work with the class.
Students are also using applications to enhance the day’s lesson.
Working
on Teams – Students have opportunities to work in small groups or in
partnerships to complete assignments and use iPad applications.
Making
Connections – Students are able to use iPad applications that connect content
areas such as Maps of the US Application
and National Geographic World Atlas
HD Application.
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Part II
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Math Boxes
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Communication
– Students use the E-Clicker
Application to communicate to the teacher the problems that are
difficult.
Using
Technology – Students are using the iPad to communicate with the teacher and
get feedback.
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Games
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Using Technology – Students play Everyday Math
Games on their iPads.
Making Connections – Students play Everyday Math
Games to practice their skills from the lesson. Students are making connections between the content
presented by the teacher and a different way to apply this knowledge in a
game or activity.
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Part III
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Differentiation
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Using Technology – Students use the iPads during
problem solving activities like interacting on an Extended Response Math
Blog, Mind Institute games, Unit Math Projects from the Everyday Math
program, and Study Island standardized test preparation website.
Communicating
– Students use the class math blog to communicate their ideas about an
extended response problem. They
are also able to comment on their classmates’ ideas.
Working
on Teams – Students collaborate through the Extended Response Math Blog, Unit
Math Projects, and Teacher Table.
Making
Connections – Students make connections by applying their math knowledge
through the Math Blog, Mind Institute games, and Study Island Website. Students make cross-curricular
connections through the Unit Math Projects.
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3. Assessment/Evaluation
Plan
Assessment of Student Progress
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Student Assessment
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Frequency
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Objective
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Use of iPad
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NWEA - NWEA Measures of Academic Progress®
(MAP®) tests present students with engaging,
age-appropriate content. As a student responds to questions, the test
responds to the student, adjusting up or down in difficulty. This test is
given at our school in place of the CPS Benchmark Assessments.
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Fall,
Winter,
Spring
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Summative and Formative -
Data
will be used to determine whole class groupings in a departmental setting
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Students can take the NWEA on the iPad.
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Teachers can collect, store and analyze data on the iPad and have student
conferences regarding their progress.
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Recognizing Student Achievement (RSA) – A daily
check written into the Everyday Math
curriculum designed to test student knowledge of the day’s goals.
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Daily
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Formative -
Data
will be used to determine in class groupings for differentiated centers
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Students can use the E-Clicker
Application to respond to RSA prompts and the teacher will display
response data on the projector.
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Unit Assessments – An end-of-unit test designed to
assess student master of unit goals.
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Every
2-3 weeks
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Summative and Formative -
Data
will be used to determine mastery of the content and whether re-teaching is
required
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Teacher will collect, store and analyze student data on the iPad and have
student conference regarding their progress.
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Study Island – An online study tool used to engage
students in IL State standardized test preparation through quizzes and games.
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Weekly
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Formative -
Data
will be used to determine students’ retention of the material
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Students can log on to Study Island using the iPads.
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Teacher can track students’ Study Island scores per topic.
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ISAT
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Yearly
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Summative -
Data
will be used to determine students’ mastery of Illinois State Standards
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Students will maintain e-Portfolios and the ISAT scores can be uploaded into
this document file.
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Math Extended Response
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Weekly
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Formative -
Data
will be used to identify students’ problem solving abilities
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Students can keep an e-portfolio of all Extended Responses completed
throughout the year.
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The teacher can score the responses and send back electronic feedback.
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Mental Math – A quick routine designed as part of
the Everyday Math curriculum, in
which students quickly write down answers to problems without writing their
work.
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Daily
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Formative -
Data
will be used to assess students’ recall and automaticity of math facts
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Students will self-assess based on their responses to the prompt given (using
the iPad as a digital slate).
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Professional Assessment of Technology Integration
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CATEGORY
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Poor - 1 pt
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Fair - 2 pts
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Good - 3 pts
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Excellent - 4 pts
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Frequency of use
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iPads
are used less than 2 times a week in math, as well as other subjects.
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iPads
are used 2-4 times a week in math, as well as other subjects.
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iPads
are used daily in math only.
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iPads
are used daily in math, as well as other subjects.
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Collaboration
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Teachers
do not meet to discuss use of the iPads and student work surround their use.
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Teachers
meet bi-weekly to discuss use of the iPads and student work surround their
use.
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Only
classroom teachers meet weekly to discuss use of the iPads and student work
surround their use.
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Classroom,
special education and Arts and Sciences teachers (Music, Gym, Library) meet
weekly to discuss use of the iPads and student work surround their use.
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Feedback to Students
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Students
do not receive feedback.
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Students
receive feedback (conferencing, digital feedback/comments, online
self-assessments, etc.) less than once a week.
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Students
receive feedback (conferencing, digital feedback/comments, online
self-assessments, etc.) only once a week.
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Students
receive feedback (conferencing, digital feedback/comments, online
self-assessments, etc.) at least twice a week
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Student Progress
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Students
make less than a 5% gain on their NWEA RIT Score.
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Students
make a 5% gain on their NWEA RIT Score.
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Students
make a 6-9% gain on their NWEA RIT Score.
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Students
make at least a 10% gain on their NWEA RIT Score.
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4. Collaboration & Dissemination
of Project to Colleagues
National Teachers Academy is a professional development
school as well as a teacher-training academy in the Academy for Urban School
Leadership (AUSL) Network. As a dual mission school, we aim to not only serve
the neighborhood’s children but also disseminate best practice strategies,
curriculum and reflective teaching practices to practicing and future teachers.
If we were to receive the iPad technology grant, we would not only be able to
share the technology learning and our experience with our school’s onsite
faculty and staff, but also with the teacher-residents who learn at in out
classrooms all year and additionally the teachers at the 17 other AUSL network
schools through network meetings and curriculum work.
Currently, we meet weekly as a grade level team to discuss
student work and teaching strategies. If we were to receive this grant, we
would meet 2-3 times a week to continue the above, but also discuss our
technology integration and schedules for sharing the materials (ie, how to pass
them from room to room, how and when to charge the iPads, use of the projector,
student assignments for each iPad, student expectations and routines for
handling the iPads).
Each meeting will have a specified agenda and meeting notes
with “next steps.” The meetings agendas will include not only “bookkeeping”
items (such as the material routines listed above), but also identify points on
the rubric above to evaluate our technology integration. Additionally, we will
analyze student assessments from the assessment chart above to reflect on our
use of the technology and our instruction and consider if anything needs to be
adjusted to better serve the students and utilize the iPads.
Additionally, we will request a slot during a PD day towards
the end of the year to present our work and findings with the school. At this
point, we will describe our experience, successes and failures utilizing
anecdotal records, student work samples and data. Additionally we will be
constantly sharing our practices with our in-room residents and their cohort of
teacher-learners to pass on as they enter turn-around schools next year. All
rubrics created, assessment templates, graphic organizers, routine protocols,
etc will be shared and evaluated in whole and small groups with our cycles,
residents, school and network.
Finally, both teachers working on this project are Office of
Math and Science / CMSI Everyday Mathematics Professional Development Leaders
as well as participants in writing work groups with the University of Chicago’s
Everyday Math authors. We plan to also share our work with both of those
offices and discuss our ways of implementing iPad technology in an Everyday
Math classroom.
Our grade
level, school and network all put a high priority and emphatic focus on our
professional learning community. We are constantly discussing, reflecting on
and evaluating our practices and students’ progress. The iPad grant will give
our community another branch on which to grow and help us to become better
educators in the 21st century.
