stanford university school of education educ 124 collaborative design and research of...

Stanford UniversitySchool of Education

EDUC 124 Collaborative Design and Research of Technology-Integrated Curriculum

PresentationPresentation

Measurement MeadowMeasurement Meadowhttp://www.trails-project.org/webapps/gorp/http://www.trails-project.org/webapps/gorp/ViewCurriculetAttachments.do?id=302ViewCurriculetAttachments.do?id=302



Learning ObjectivesLearning ObjectivesEnduring Understanding

Length can be represented by different symbols and is communicated using common standards.

Objectives1. Students will be able to measure using non-standard units (blocks).2. Students will be able to explain why measuring with two different nonstandard units (2 sizes of blocks) can be confusing.



Educational Context AlignmentEducational Context AlignmentCorresponding NCTM K-2 Standard:

Understand measurable attributes of objects and the units, systems, and processes of measurement: understand how to measure using nonstandard and standard units.

Corresponding California First Grade Standard:

Measurement and Geometry: 1.0 - Students use direct comparison and nonstandard units to describe the measurement of objects.



Summary of SchoolSummary of School•School (Don Callejon Elementary)

•1st graders

•Previous knowledge

•Why measurement?

•Content to be covered



Physical/Social SettingsPhysical/Social SettingsPhysical

• Computer Lab in school

• One PC per student

Social

• Lesson structure

• Student demographics

• Animals!



Pedagogical ApproachPedagogical ApproachGuided Exploration

• Explore concept using a storybook with audio

• Learner gets to make decision (learner control)

• Questions at appropriate stage

• Builds on previous knowledge (counting)

• Clear focus on concept and thinking



Pedagogical ApproachPedagogical ApproachModeling

• Make thinking (Owl’s explanation) explicit to support development of learners’ reasoning skills



Pedagogical ApproachPedagogical Approach• Reflection

• Worksheet after game

• Transfer of concept

• Sharing (in groups of four) on learners’ thinking



DevelopmentDevelopment• Initial classroom observation

• Interview with teacher

• Prototyping

• Feedback from class

• Feedback from teacher



CurriculumCurriculum

•Pre-Activities

•Applet Instructions and Assessment

•Post-Activity



TechnologyTechnology• Microsoft Powerpoint

• Easy and fast to develop

• Teachers may easily modify the software to suit their needs

• Flash

• Compatible with all Flash-enabled computers

• Smaller file size



Walk-Thru’Walk-Thru’



AssessmentAssessment

•Within the Applet

•Feedback to learner

•Feedback for teacher

•Discussion

•Worksheet



Next StepsNext Steps•More explicit directions on how to match ruler or blocks with the bottom of the feet

• Improve feedback when child incorrectly identifies how tall/long an animal is.

• Have instructional audio automatically replay if child has not done anything for a length of time.



Next StepsNext Steps• Emphasize that the child needs to stack ALL of the blocks, and include this in the instructional audio that replays

• Add extra fun things to find on the screen if the child plays through the game a second time.

• Include several end screens where child can measure with a ruler with feedback mechanism



Next StepsNext Steps• Show an animation of how to count up on a ruler

•Add in extra animals to measure at the end.

•Include initial explicit directions on how to move to the next screen.

• Do in Flash.

stanford university school of education educ 124 collaborative design and research of...

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