Creating a Topic as a Learning Activity

Introduction to Topics as a Learning Activity

William Horton identifies a topic as a way to accomplish specific objectives. Horton also explains that topic learning is a low-level learning object in a course or knowledge product. A learning object, as defined in e-learning by Demitru states that it, "enriches a traditional teaching resource with computer services, enabling a certain degree of interactivity" (Demitru, P., 2005).

These types of learning objects help to motivate and increase student interest. According to Horton, topics consist of the following components: objective, title, introduction, test, activities, summary and links.  Furthermore, according to Newby, Stepich, Leham, Ottenbreit-Leftwichn & Russell, each of these components is important, but to know whether or not there is evidence of what learners know and can do their must also be an assessment or test.

Topics can vary in length. Topics can include text, graphics, voice, animation, video and more. William Horton, states that topics accomplish individual learning objectives. They may consist of a single page or many. They may center on a single activity or may span multiple complex activities (Horton, W., 2012).

They may mix text, graphics, voice, music, animation, and video. They may take minutes or hours to complete. But each topic accomplishes one learning objective and achieves it entirely. That’s what makes them issues. This chapter will show you how to design e-learning questions to achieve your learning objectives. (Horton, W., 2011)

In this assignment, I will demonstrate different ways to explain the concept of solving both the subtraction and addition two digit numbers. Learning is a valuable tool that we encounter in our lives, and we learn something new almost every day of our lives.  In this topic activity, I want the students to realize that there are different ways to learn things. All students learn differently and sometimes using different techniques allows the student to learn the material.

What do you know:

Over the course of the past three weeks, we have been learning about different numbers and how they can be added and subtracted from other numbers to create a new number.  We have learned about what an addition and subtraction sign looks like and what they are used for.  We also watched a video about the different words that we might see in an addition or subtraction number sentence (+, -, and =).

What do you want to know:

Teach the concept of subtraction and addition in different formulas where the student can understand the main notion of the two digit numbers.  We will do this by using some form of technology such as an IPAD or a computer. All students should have access to one or both of these devices where the students could use the different applications to download the information.  The use of technology will help students advance to the next level academically.

What are you trying to measure, determine, or define:

Students need to know what each number represents in a problem. By knowing what each number represents will allow the students to determine when they should add or subtract.

Teach students the regrouping method so that they know when to group and when not to group their problems. The students will see that by using the regrouping method, it will be much easier for them to determine the solution of a problem.

Teach the tens and one's value of the numbers where the students learn when to carry numbers in an addition problem. The students would know when he or she need to borrow, take or takeaway from a series in the subtraction process which is also call regrouping.

Will the learners be able to use the information they have learned so far and the information given to promote the use of addition and subtraction in real life situations?

How will you collect and record information:

A test will be administered to students on both subtraction and addition two-digit problems. After reviewing all the material the students should understand the material. There are different assignments to prepare the students on how to understand the concepts.  There are two tests; one is on subtraction, and the other one is also. These tests were designed base on the material that was taught to these students. After administering the test, each student should have some knowledge of the content that they’re being tested on.   There will be some students who are still having little problems with the material, but additional help will be given to them until.

How will you report the information you collect:

The teacher will keep a log of student’s responses and how they perform on the test and investigate if they understand the process of adding and subtracting numbers.

Are all interested groups included in planning and conducting the needs assessment:

The following teachers and staff will be incorporated in the planning and conducting of the needs assessment for the students:

• 1st First Grade Teachers
• Special Education teachers
• Para Educators

References:

Dumitru, P. (2015, June 20). Learning objects make learning easier.

Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.

Zhu, D., Fukazawa, Y., Karapetsas, E., & Ota, J. (2014). Activity-based topic discovery. Web 

          Intelligence & Agent Systems, 12(2), 193-209. doi:10.3233/WIA-140292

Creating a Needs Assessment and Connect Activity

What is a connect type activity?

 William Horton describes connect type activities as those that prepare learners to close the gap between learning and the rest of their lives. Horton encourages learners to integrate what they are learning with what they know. Connect activities bridge the gaps (Horton, w., pg. 164, 2012).

There are six types of Connect Activities:

            1.     Ponder Activities

            2.   Original Work

            3.   Job Aids

            4.   Questioning Activities

            5.   Stories by learners

            6.   Research Activities

Math is a challenging subject for many students as they enter the pre-algebra stage of the curriculum.  The introduction of longer problems and joint operations can sometimes be confusing and overwhelming for upper elementary students.  Using an acronym, paired with a structured routine for problem solving can help build confidence in problem solving and teach mastery of the skill.  For this topic, fifth-grade students will learn the order of operations by using the acronym PEMDAS.

What is the current state of the learner’s knowledge and attitude?

Students at the fifth-grade level have learned how to perform the basic operations including addition, subtraction, multiplication and division.  They know how to operate and manipulate math scenarios when using one operation, and they can manipulate numbers to suit the place appropriate value.  Students know basic vocabulary for each of these operations including addends, sum, difference, product, divisor and quotient.  Students are eager to and willing to learn but are slightly apprehensive about the complicated nature of completing a math problem with more than one operation.  

What is the learner’s desired state?

 The learners want to know how to complete Order of Operations tasks with ease and with few complications. They want to be confident in their ability and understand the basic principles and concepts.  They want to score successfully on a final summative assessment and be able to explain concepts to other students and teachers.

What are the gaps?

 Students have the necessary foundation for understanding math concepts.  Addition and subtraction are concrete concepts.  Some students are still building on the notion of multiplication and division but understand the basic principles.  Students have been introduced to exponents but have not had the full practice with it, as the skill is not a listed objective for teaching individually.  Students will have to learn to work in sequence and order their math problems based on the acronym being taught, not the common left to the right procedure that they have always done. Students will have to be reintroduced to mathematical concepts from an algebraic perspective as opposed to the previously taught arithmetic perspective.  This is an important and critical skills.  Lehner states that these foundational pre-algebra skills are critical for mathematical development in high school (Lehner, 2008)

What are the desired outcomes?

The topic or individual learning objective being taught is the order of operations.  This lesson includes the absorb, do and connect the portion of the lesson in one unified plan (Horton, 2012). The desired outcome of this activity is to introduce the concept of solving pre-algebra, order of operations math activities to fifth-grade students. At the end of the lesson, students should understand that the acronym PEMDAS stands for parenthesis, exponents, multiplication and division, and addition and subtraction.  Students will learn how to solve a problem using the order of operations. In short, At the end of the lesson, students will be able to identify and solve a problem using the order of operations.  

What are the instructional interventions?

According to Horton, a topic is a lesson designed to be fully completed and identify one objective only (2012). A properly designed topic activity will be able to prove mastery. Therefore instructional interventions must be implemented to ensure that students grasp concepts and can reproduce the skills when prompted (Horton, 2012).  This lesson will incorporate prerequisite skills, problem-based learning and computer-based instruction for remedial assistance and practice (Instructional Design, 2014).  Through a screencast introduction of competencies for the absorb activity, supplemental computer-based learning to connect concepts that students already know what they are learning and a hand written summative assessment to determine content mastery, students will receive guidance and structure to master the skills.

How will you measure?

Measurement will be obtained by reviewing the scores of the do activity or formative assessment that I had created.  A score of 80% or higher will determine proficiency. Also, positive reinforcement techniques will be used to encourage hard work and implement a new culture of usefulness and readiness to achieve new goals (Daniels, 2014).   Positive reinforcement methods include verbal praise and recognition, and good grades to ensure that students are recognized for their hard work, despite challenging circumstances.  Fluency will be determined using the following criteria.  Each student will be able to:

•    Identify the acronym PEMDAS and what it stands for.

•    Carryout the order of operations with 80% accuracy.

References

Daniels, A. (2014). Positive Reinforcement. Leadership Excellence, 31(3), 9.

Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' Technological 

Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed. Journal Of Research On Technology In Education (International Society For Technology In Education), 41(4), 393.

Horton, W. (2012). E-Learning by design (2nd edition.). San Francisco, CA: Wiley

Jeong, Y., Young, L., Sung, P., Wong- Ratcliff, M., Ahangar, R., & Mundy, M. (2015). Discovering the Needs Assessment of Qualified STEM Teachers for the High-Need Schools in South Texas. Journal Of STEM Education: Innovations & Research, 16(4), 55-60.

Lehner, P.  (2008). What is the relationship between fluency and automaticity through systematic teaching with technology (FASTT Math) and improved student computational skills?  Virginia Beach Public Schools. Retrieved from www.vbschools.com/accountability/action_research/

Do-Type Learning Activity

Creating a Do-Type Activity 

Every child has a hard time memorizing their multiplication math facts.  In class, every child must know their math facts.  They may even be required to know all the multiplication facts without using a calculator. This activity is designed to reinforce two objectives 1) that students will demonstrate knowledge of multiplication math facts and 2) that students will demonstrate knowledge of reciprocal math facts. Do-type activities "transform...information into knowledge and skills" (Horton, 2012, p. 129).  The ability to learn all 144 math facts and then to match those up with their reciprocal is an enormous task.  The idea is to break the task into small sections and incorporate a building block approach.
  

What do you know?

Students in third grade are learning the multiplication math facts.  Also, to knowing the math facts, they must also memorize and use the commutative property to help them learn the facts quicker.

What do you want to know?

This activity will be used to reinforce learning and memorizing multiplication facts and using the commutative property for the facts. 

What are you trying to measure, determine, or define?

This activity will evaluate the proficiency of the student to memorize the math facts from 0-12 correctly.  The best activity to instill this information is by using a drill and practice method through games.  It is important that "the use of games in education...be driven by the pedagogic goals and needs of the learners..." (Whitton & Moseley, 2012, p. 2). 

For the game, the student will be given cards to match the math fact to its correct answer. The game will be broken up into small sets to ensure a "failure of memory retention is not caused by memory overload" (Fisher, 2005, p. 97).  Once the student completes the set with 100% accuracy they will be allowed to move to the next set. Each set is broken up into 12 facts.  Finally, the students will be given a final drill and practice exercise that will give them all 144 math facts, and they must select the correct answer from the quilt application.

How will you collect and record information?

The student will be given a series of short matching games that will require them to pair the math fact correctly with its correct answer.  Each student will log on quizlet to complete his assignment and practice skills.  Before the student can progress to the next set, they must complete the previous set with a 100% accuracy.  The student will take a final drill and practice exercise that will test the student’s knowledge retention of all the math facts. For this portion, the student must receive at least a 90%.

How will you report the information you collect?

The student will receive a satisfactory or unsatisfactory rating. A satisfactory score for the matching game is 100% and for the drill and practice is 90%. If the student receives an unsatisfactory grade, they will be given additional information to review and then be allowed to restart the exercises.  The matching game, as well as the drill and practice, gives each student a percentage of items that they got correct.

Are all interested groups included in planning and conducting the needs assessment?

Yes, After completing a needs assessment It was determined that a game and drill and practice do-type activities would be best suited. I have

Below are some screenshots of quizlet and the cards and test.  This will show you what the students will see during working on quizlet.

References:

Fisher, R. (2005). Teaching children to think (2nd ed.). Cheltenham: Stanley Thornes.  

Horton, W. K. (2012). E-learning by design (2nd ed.). San Francisco, CA: Pfeiffer. 

Whitton, N., & Moseley, A. (2012). Using games to enhance learning and teaching: a beginner's 

     guide. New York: Routledge.

Creating a Cause and Effect Game!

Did you love card games?  Well I have created a great indoor classroom game for middle school students.  The engaging cause and effect activity quizzes your child on casue and effect reationships, and chellenges him/her to use creative thinking skills too!

What You Will Need:

• Construction paper or other sturdy paper
• Pens or pencils
• Scissors

What You Do: 

Step 1: Begin by refreshing your child’s memory on cause-and-effect. Students need to understand this relationship in order to make logical story connections. Cause-and-effect is a relationship that writers use to show how facts, events, or concepts happen or come into being because of other facts, events or concepts. Why did your child ace his spelling exam (the effect)? Because he studied for it (the cause). 

Step 2: Both you and your child should take a sheet of construction paper or other sturdy paper and set up two columns with a line down the middle. One side will be for a list of causes and the other, a list of effects. You will be cutting the causes and effects into cards, so make sure to leave enough space. Each of you should come up with 15 cause-and-effect relationships, keeping them secret from the other person. For example:  

Effect	Cause
Paul was not able to practice lacrosse today	because he had the flu.
John spent all day in the kitchen	because all of his friends wanted him to make dinner for them.

Step 3: Cut up your papers so that each cause and each effect is on its own card. Mix all the cards up, position them face down, and draw 7 cards each. Hold these cards in your hand like playing cards, and pile the rest, keeping them face down, on the table or floor between you and your opponent. Take the top card from the pile and place it face up next to the pile so that both people can read it.

Step 4:  Play continues like the card game “Gin,” but with a twist. Here are the rules:

• Players may match a cause or effect in their hand with an effect or cause on the upturned middle card, or draw a hidden card from the pile.
• After each turn, players must discard one card into the face-up pile.
• If a match is made, the player takes the two matching cards and places them on the ground in front of him, but only after his opponent approves the match! This means that your match must make sense when read, and eliminates the possibility of matching any old pair of cards together.
• Play ends when one player has no cards left, and the winner is the player with the most matches by game's end!

Wondering what makes a match? As long as the cause and effect in the match make sense, it counts!

Examples:

• Paul was not able to practice lacrosse today/because all of his friends expected him to make dinner for them. Makes sense! This counts as a match, even though it's not the original cause and effect pair.

• John spent all day in the kitchen/because he had the flu. This doesn't really make sense, so it doesn't count as a match.

This game will give students a newfound clarity in their reading and classroom analysis of literature. They will understand and absorb so much more with this skill mastered!

Let me know what you think!