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:
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/
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