Online Math Module

Group Members: Kayla Angel, Ashlee Elliott, Stephanie Moore, and Terri Taylor

Video Explanation- Nearpod

Math Module Lesson Plan Template

Number Talk Lesson Plan Template

Integrated Arts Assignment

While quality, effective reading and math instruction for all students is vital for our students, we must not overlook the importance of arts integration, STEM, and physical education. These are all disciplines that when incorporated to their full potential can have a huge impact on teachers and students. They as well as reading and math instruction all play a significant part in our students lives. 

         STEM or the integration of science, technology, engineering, and mathematics, instruction is essential for our 21^st century learners. In the article, What Is STEM and Why Does It Matter? Judith Ramaley was quoted as saying, “students solve real-world problems and create opportunities.” (Watson, 2017) STEM allows students to create learning not simply memorize it. Instruction becomes child-centered instead of driven by content.  (National Association of Elementary School Principals, 2018) This type of instruction makes learning real for students. It motivates them and gives them the opportunity to be successful in the 21^st century. 

         Integrating the art across the curriculum is vital for our students. Allowing them to create their learning in their own way gives them ownership of their learning and makes it meaningful. Cheri Sterman states that arts integration is “an essential part of a well-rounded education” and that schools have seen “a profound impact on students and culture.” (Sterman, 2018) This is not surprising when students enjoy school and can show their learning in creative, unique ways school becomes a place students want to be and learning becomes something that they enjoy participating in. Arts integration across the curriculum has proven to increase teacher morale, impact student learning, and decrease student discipline problems. For these reasons and more, arts integration is crucial in our classrooms. 

         Physical Education class can be viewed by students and teachers as a place that gives students a break from learning and time to exert energy. And while that opinion is true, PE has the potential and necessity to be so much more. The Shake Up PE’s Status Quo article states that “when well done, the subject educates the whole child and helps students develop the knowledge and skills needed to be physically active throughout their lives.” (Foley, McDonald, and Breiman, 2018) This can be accomplished through purposeful activities and games aligned with state standards. When PE becomes more than just “go play” and becomes carefully planned activities with specific outcomes, students develop the confidence and acquire the knowledge needed to enjoy physical activities beyond school. (Foley, McDonald, and Breiman, 2018) 

         These articles have very directly and effectivity explained why these disciplines are so important to our students. In addition, they also provided teachers the how to implement. The arts, STEM, and physical education are not just something that we do. They must be something that we integrate meaningfully with purpose. These disciplines can and should have a direct and important impact on our students and their success. 

Quality Questioning- Module 3

Module 3 Part 1- Quality Questioning Responses

Chapter 1- From the chart on page 9, how will you commit to this cycle of questioning for your future classroom? Why? Justify your answer.

As a teacher I have experienced how impactful questioning can be for students. According to the text, “questioning, thinking, and understanding are actions that create energy and fuel learning.” (Walsh, J.A. & Sattes, B.D., 2005) Early in my career, I experienced this. As I began to shift from one-word responses to open-ended, student directed questions not only did I experience that “aha” moment but so did my students. When my question became, how do you know that is a triangle, explain how you figured that out, why is it not a correct answer. My students learning deepened and became more meaningful. Now they could explain, reason, and justify their thinking. They had ownership of their learning. The chart on page 9 of the text lays out the beliefs, behaviors, and student outcomes of effective, purposeful questioning of students and teachers. One behavior that jumps off the page at me is wait time. And not just wait time for student answers but wait time after a student response. This was new learning for me. Another “aha” moment. I had not considered the benefits of waiting after student responses for them to think through what was said and consider other learning or ideas from the response. I can absolutely see the benefit of implementing this procedure. Giving students this process time can have a huge impact on not only their learning but the learning of everyone in the room. I also want to be more open to divergent questions and conversations in the classroom. While they can lead you off the topic, they can also correct confusions, rich, meaningful conversations, and lead to deeper understanding. The chart on what quality questioning looks like in the classroom provides a wealth of information. It is also arranged in an easy to read format. This is one chart that I plan to come back to and use. 

Chapter 2- Explain how you might use this rubric in designing lessons and assessments in future work. 

I have discovered through successes and failures in the classroom that rubrics are immensely valuable to not only students but teachers as well. The Rubric for Formulating and Assessing Quality Questions in our text is a rubric that I plan to use to ensure my questions are purposeful, content focused, engages student thinking, and has appropriate wording. This rubric very clearly and precisely describes not only how to formulate but also gives teachers a measure in which to use to assess his/her questions. When assessing the purpose of questions, teachers need to ensure that the question ties back directly to the objective, challenges the student to think about the concept and construct a response, and that it has a clear purpose. I will use this rubric to also assess the focus on content of my questions. This will ensure that the questions ensure all students have had the opportunity to learn and that their learning is related to the topic. Quality questions must also ask students to answer high level questions. They must also be structured in a way that is precise and appropriate. (Walsh, J.A. & Sattes, B.D., 2005) As I develop units of study, I will use this rubric to evaluate and score my questions in all four of the domains covered by the rubric. Through the use of quality questions, students can make meaningful connections, extend their understanding of the topic, and synthesize what they have learned. (Walsh, J.A. & Sattes, B.D., 2005) Doing this is crucial to ensuring that I am supporting learning for all of my students. 

Chapter 3- As you review the Alternative Response section beginning on page 86, which response ideas most resonate with your teaching style? Describe how you will implement these in your future classroom. 

My understanding of questioning and how important planned, purposeful questions that are engaging and meaningful are to student learning has increased over my time in the classroom. Through my study of chapter 3 however, I realize that the response strategies I have used recently still promote a recitation response. These include choral responses, signaled answers, and work samples. And while these are not bad strategies to use, I now understand that these alone are not sufficient. As my learning and understanding has deepened, I also realize that my questions need to expand in depth and breadth to allow my students to formulate more meaningful responses, to provide all my students equal opportunities to respond, and to facilitate discussion. With all of that said, one alternate response strategy that I would like to implement with my students next year is the synectics response, specifically four-corner synectics. 

Because I teach in the lower elementary grades, four-corner synectic is a response strategy that I believe would be beneficial for my students and fit my teaching style. I like for my students to have opportunities to move during class. As young students, this is very important to keep them engaged. To implement this, I would put four responses in the room. One way I could use this response strategy at the beginning of a unit would be to post a picture of each season in a corner, ask the students to stand in the corner of their favorite season, have each group share why that season is their favorite. This same idea could also be used when learning about different landforms. The same corners could be used at the end of the unit as a way for students to choose a season and then share something they learned about that season. 

Chapter 4- As you look at the poster, think of classrooms you've been in or lessons you've taught. Consider how establishing these norms could impact student learning. Now bring your thinking to your future classroom. Explain how you might set these norms in your own teaching.

Wait time or “think time” as Robert Stahl suggest is a process that has the potential to have impactful benefits for students and teachers. I have in the past used wait time 1 but have never considered the benefits of a second wait time. One mistake I made with wait time 1 was not explicitly discussing the purpose of wait time with my students. This is why I am really glad the posters were included in the text. Not only do students benefit from visuals but so do teachers. The posters for the steps for wait time 1 and wait time 2 are posters that I would like to create with my students. After we discuss what wait time is and why it is important, I think actually creating these steps with my students would be very beneficial. One reason is because it gives students a voice and ownership in the process. It is not something that they are just told to do, but an expectation that they help develop. Creating these charts with my students will also allow for their words to be visible. It will be worded in a way that makes sense to them. This also gives me accountability. When the students know the expectation and the posters are visible. They can help ensure that wait times are provided. Because I teach younger students, I also think visual cues are needed. These visual cues are something that I would like to develop and use, but I also hope that they are something that the students could and would use as well as they collaborate and have conversations in their groups. I am excited to set this up in my classroom and give all of my students the opportunity to have a voice in the conversation. 

Chapter 5- Review the charts on page 150-151. Which of these responses do you think will prove more challenging in your classroom? Explain how you will purposefully implement this challenging approach. 

Asking purposeful, quality questions is vital to student learning. However, providing the appropriate feedback after asking the right question is just as critical. Teachers have many options when responding to student answers. One of those options is to provide a positive response. (Walsh, J.A. & Sattes, B.D., 2005) This is the response that is easiest for me. The next response type is a corrective response. (Walsh, J.A. & Sattes, B.D., 2005) This type of feedback can be difficult. When students’ answers do not correctly or completely answer the question, the teacher has several options. The teacher can ask a probing question to try and guide the student to understanding. This is where I usually go. I don’t like leaving the student. Sometimes I will stop and have students think about the response, especially if the student was on the right track, and then talk to a partner. After a discussion, I try to go back to the original student to see if he/she wants to add to his/her original response. This is when I will also open it up to the class to respond. I believe when students response reveals a gap in knowledge or understanding or a discrepancy in cognitive processing, teachers have a critical opportunity to respond and provide feedback that can effectively aid that student in gaining the understanding and knowledge needed to fully comprehend the concept being taught. (Walsh, J.A. & Sattes, B.D., 2005) This is an opportunity we must be ready for and take full advantage of. This is why purposeful planning even our questions and for potential struggles is critical. 

Walsh, J.A., & Sattes, B.D., (2005). Quality Questioning:Research-Based Practice to Engage Every Learner. Corwin Press

Module 3 Part 2- Word Cloud

Module 3 Part 3- Micro Board

The Micro Board web tool was a tool that I had not used before this assignment. I found this tool to be very easy to use. I found all the different way to respond, the ability to color code, and bringing able to link ideas and learning together very beneficial. I prefer this note taking tool over Evernote because it was easier for me to use. I can easily see Micro Board being beneficial in the upper elementary grades. I also like that students can share and collaborate with this tool. Micro Board allowed me to get all my ideas and important information in one spot and then allowed me to organize all that information very easily and effectively. 

Module 3 Part 4- 21st Century Tool Review

While searching for web tools that focused on quality questioning, I found two that caught my eye. The first one is Mentimeter. This tool allows teachers to ask questions, create polls, and see responses in real time. But that is just the start. Students can respond to other students’ responses or questions. Teachers can also use Mentimeter to have students create word clouds. Finally, students can submit questions as the teacher is teaching. This tool allows teachers and students to ask questions in a variety of ways and allows students to respond in varied methods. Mentimeter would require some technology knowledge on the teacher’s part but students could be successful with little technology knowledge. I found this resource through a web search. 

The second web tool I found was Flipgrid. Flipgrid allows teachers to pose questions and then students can respond after having time to think. Students can respond in many different ways which gives them the flexibility to respond in a way that they are comfortable with. For example, they can use text, video, and Giphy’s. Students can also respond more than one time. This allows students to comment or pose questions about other student’s responses or to read or hear another response and extend their learning. I really like the flexibility this tool provides to students. Teachers and students can use this tool successfully with little technology knowledge. I found this tool through a search on Twitter. 

Module 2

Essential Question- How does instructional design impact k-12 student learning?

Instructional design is a short term for a very long, intricate somewhat complex process. As teachers we are instructional designers. This means we take what we know about how students learn, use our knowledge of best practices and strategies, and our content knowledge to strategically plan and effectively facilitate learning to meet the needs of all of our students. This is a process that takes thoughtful and purposeful planning. It requires the teacher to consider learning styles, cognitive abilities, and available tools and resources. And it requires a repertoire of best practices and strategies. However, when teachers use instructional design in their classrooms, instruction is meaningful, effective, and engaging for all. 

         As a teacher who has taught for 14 years, I have seen and used many different methods during instructional design. One major improvement to best practice has been the attention to student engagement. Through numerous strategies, teachers have increased student engagement in their lessons. Some of the strategies I have seen and/or used include turn and talks, think-pair-share, and the use of non-verbal class responses like the “me too” hand movement. Another huge impact on instructional design over the past 14 years has been technology. The availability and use of technology as a resource and tool during instruction as removed the limitations that the walls of the school created. Teachers now can go on fields trips without leaving the classroom, connect with astronauts in space, and individualize learning in ways that were not possible before. Instructional design enables teachers to create a learning environment where all students has the chance to succeed.  

Module 2 Part 1- Instructional Module Presentation

Inquiry Instruction Model Presentation


Module 2 Part 2-  21st Century Tool

When looking for a tool to use with your students that supports the use of the inquiry instructional model, check out StudyJams! Students can use this tool during the investigating stage of the inquiry model of instruction. After posing a question and forming a hypothesis, students can use StudyJams! to find and watch engaging, fun videos on many topics in Math and Science. This is a great resource for students to use to gather and analyze data and information. After watching the videos students can also take a short quiz to check their learning. StudyJames! is a free web tool that is student friendly. Teachers and students can use this tool with little technology knowledge.  I found this tool through a Pinterest search.  

Module 1 Assignment

Module 1 Part 1- What is 21st Century Teaching and Learning?

As a student in public school many years ago, my learning was limited to the people and resources in my classrooms.  The depth of our learning was completely dependent on the instruction we received and the materials that were available to us while in our classrooms. My work was completed with paper and pencil and you better have your name on it. Today’s students communicate in ways I never imagined, acquire information instantly, and network with each other through social networking sites. Today’s 21^st century classrooms look and feel completely different and its learners require a different approach. As Bloom’s revised taxonomy displays, “the types of knowledge students must acquire and apply are not only more numerous but also more varied.” (Milman & Kilbane, 2014, p. 9) This requires teachers in 21^st century classrooms with diverse 21^stcentury learners to approach teaching with intention and innovative methods to ensure their students unique needs are meet. 

            As the text states, “today’s learners need teachers who…can design effective, high quality educational experiences based on their needs.” (Milman & Kilbane, 2014, p. 22). Our world is vast, yet small. We are connected more now than we have ever been, and this is the only world our students know. It is important that we take the time to self-reflect and assess the instructional practices and tools we use to ensure we are providing our 21^st century learners the skills they need to be successful in our technology driven world.  A resource we can use to help us accomplish this is the Partnership for 21st Century Skill’s (P21) framework. This resource helps teachers identify and integrate skills that students need to be successful in their future endeavors. According to the P21 framework Reading, Writing, and Arithmetic are still very much needed and important in our classrooms, but also suggests that our 21^st century learners need to collaborate, think critically, communicate in a variety of ways, and have the opportunity to be creative. (Milman & Kilbane, 2014) Though incorporating these new skills into instruction, students not only are learning content, but their learning is student driven in creative and collaborative ways. 

            Our 21^st century learners are more diverse than ever. Each student brings language and culture differences and our inclusive classrooms are made up of students with varying educational needs and support. (Milman & Kilbane, 2014) Thus, 21^st century learning requires innovation, collaboration, and real-life applications. Our technology-driven, global society is always changing. (Milman & Kilbane, 2014) Teachers must be innovative when designing lessons for students. Instead of only using textbooks, students can access information from their phones, iPads, and computers. This allows for current research to be utilized in our classrooms making learning more authentic. In order to be successful at the next level, whether that be at college or in their careers, students must collaborate. In the classroom, this is building relationships and learning from each other through figuring out and solving problems together and developing presentations and sharing them as groups. Learning is no longer “one-size fits all” or confined to the walls of the classroom. (Milman & Kilbane, 2014) 21^st century teaching and learning requires new knowledge, ideas, resources, and tools from teachers to support the education of all students so they can be successful in our ever changing, diverse world. 

Module 1 Part 2- Evernote

       While reading and studying about 21^st century teaching and learning, I used the Evernote digital tool. This tool is a web-based tool that allows you to digitally create and organize your notes in notebooks. I was able to take screen shots of diagrams and graphic organizers, add them to my notes, and then annotate my thinking and questions on the same notes. In addition to adding images to notes, I copied and pasted key ideas and impactful statements. Then, I was able to highlight and annotate on those notes. Without this tool, I would have had various pieces of paper and sticky notes everywhere making organizing my thoughts and synthesizing my learning very difficult. However, with Evernote my notes remained organized allowing me to make connections and synthesize my learning. Because of Evernote I was able to keep track of important information, organize my thinking, and note my questions. Using Evernote made such a positive impact on my learning experience that I will definitely use it again.  

      I believe Evernote is a tool that students in elementary classrooms would benefit from using. Students could use Evernote to create their own personal anchor charts as concepts are taught in Reading. The student could use pictures, lists, diagrams, or words when creating their chart. This is something they could revisit as needed to add to or review. This would be a powerful resource for our visual learners. Evernote could also be used when completing a writing assignment for an English class. After students have written their papers, they could share them with another student through Evernote, and that student could help edit his/her classmates’ paper. There are many other ways Evernote could be beneficial to teachers and students. I can’t wait to use these and other’s ideas with my students. 

Evernote Evidence Part 1
Evernote Evidence Part 2
Evernote Evidence Part 3
Evernote Evidence Part 4


Module 1 Part 3- Instructional Design:TPACK

      TPAK is a model that illustrates the importance of integrating the teacher’s content, pedagogy, and technology knowledge when planning and facilitating learning for 21^st century learners. Pedagogical knowledge is the teachers understand of what teaching is and what it takes to teach effectively. Content knowledge is the understanding the teacher has in specific subject areas. And technological knowledge is the skill teachers possess to set up and use technology, problem solve when there are issues with technology, and knowing what educational technology is available. These three pieces overlap and produce 4 different outcomes; Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPS), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPACK). (Kilbane & Milman, 2014)The figure below is a visual representation of the TPACK model. For educational designers, incorporating all three knowledges; pedagogical, content, and technological, is the ultimate goal. (Kilbane & Milman, 2014) This ensures the teacher is effectively facilitating lessons that meet all of the needs of 21^st century learners. 

Figure 1. This is a visual representation of the TPACK model. Reprinted from the Teaching Models: Designing Instruction for 21^st Century Learners (p. 49), by Pearson Education Inc., 2014

Module 1 Part 4- 21st Century Tool (TPACK)

While scrolling through Facebook, I saw a post about a web-based tool and it caught my eye. This was a tool I had not heard of before called HOMER Reading: Learn to Read. After some investigating and reading, this is a tool I am very interested in because it provides systematic phonics instruction. But what makes it better is that it is self-paced and engaging for our youngest students. HOMER would provide engaging, fun application and practice in early reading skills for our students. Because this tool embeds phonics instruction through songs, rhymes, and books, it is beneficial for our auditory and visual learners. Teachers and students could be successful within this platform with beginner technology knowledge. Another huge plus us that HOMER Reading is free for teachers!

Digital Tool Review: Seesaw: The Learning Journal

Seesaw: The Learning Journal is a FREE (with available paid upgrades) web-based tool that can be accessed through its website or app. This tool allows the teacher to assign activities from across the curriculum. Truly the sky is the limit. In addition, it also allows students to complete and submit work without an activity having to be assigned. Students also have numerous ways to complete their assignments. They can upload a picture, take a video, record themselves, draw a picture, or type a response. Another feature of Seesaw that I love is the ability to track student progress over time. As students submit their work through Seesaw a personal portfolio is developed for each child. This portfolio can be downloaded and saved or printed. At any time and for any reason, teachers can access and print the students submitted activities. Another really important feature of Seesaw is the ability to connect parents to each child's account. With this feature, parents can access their child's account and see his/her completed work at any time. Meaning they do not have to wait until papers come home to see what their child has done at school. Seesaw has so many other great features, but the last one I will discuss today is the ability to individual assignments. As the teacher, you can assign an activity to a student, a group of students, or the entire class. The ability to individualize assignments for students is critical for today's learners. Seesaw: The Learning Journal also received a privacy rate score of 82% from Common Sense Education. For me, Seesaw is a win-win and I cannot wait to use it in my classroom!

Competent technology skills will be required by the teacher to use the activity assigning piece of Seesaw. However, beginner technology knowledge is adequate to be successful as a student or parent.

I found this tool through searching the Common Sense Education website. Once on the website, I choose EdTech Ratings & Reviews and then searched by The Top Picks List. Seesaw: The Learning Journal was listed under Tools for Project-Based Learning.

This tool aligns with many of the kindergarten Alabama Digital Literacy Standards. Seesaw requires students to use a mouse, touch screen, or keyboard (Standards 2 and 7). It also provides the opportunity for them to practice keeping their password secure (Standard 3). Through completing actives, students will create products and problem solve (standard 13).