Poole


 * Technology Facilitator Lesson Collaboration Form **

Teacher will have taught skills necessary to write and shade fractions. She will already have groups and rotations in place. Students will rotate through according to their schedule in place. || In this lesson we are using multimedia to communicate written content in a variety of forms by using the Story Line app. This is a valuable information and media literacy skills. We will monitor our own work as we play the game in order to work timely and efficiently. We are communicating with others as we share the tools, and we are using technology to attain the 21st century skills and the common core objectives below.
 * ** Teacher Role in Lesson **
 * ** Technology Facilitator Role **
 * Before ** : Mrs. H will ensure iPads have proper apps needed to make the lesson successful. She will have cut apart fraction cards to use with Story Lines and will have recording sheets ready for the students.
 * During **
 * 1) Mrs. H will ask EQ: Why is it important to know how to use fractions? What is a fraction? How can we use technology to build fractions?
 * 2) Mrs. H will then show a fraction on the iPad and ask students to identify the numerator, the denominator, and to write the fraction. This will be done with the group.
 * 3) Mrs. H will then demonstrate the game Pizza Fractions so that students can work in smaller groups to “play and pass” the game. This will help review identify fractional parts. The game will continue from 3-4 minutes.
 * 4) The students will then choose a card from the fraction card pile. We will use Story Lines to write and illustrate the fraction, passing it down the group line to ensure each person can either draw or identify the fraction. At the end of the line, we will share our “story” and we will record our fractions on our fraction page**. **After first day we discovered the tool Doodle Buddy would be much more suitable for this game so we modified the game. See reflection.**
 * 5) At the end of the group, the students will share their “story lines” and add the other groups’ fraction examples to their pages if time allows. Students also emailed one example to their teacher and to Mrs. Hollingsworth.
 * After **
 * 1) Mrs. H will follow up with the teachers to see if the activity helped further student understanding of fractions.
 * 2) Mrs. H will get feedback from students in computer lab time via a Google Form to see if they liked the co-teaching module and enjoyed the activity using the iPad. ||
 * ** 21st Century Content: **

Math CC STANDARD 2.G.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc….
 * Common Core Content Area Standards: **

Information and Technology Essential Standard: 2.TT.1.2 & 2.TT.1.3: Use a variety of tools to organize data and information; Use technology to tools to present data and information.

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new products b. Create original works as a means of personal expression 2. Communication and Collaboration: Students use digital media to communicate and work collaboratively a. Interact, collaborate, and publish with peers 6. Technology Operations and Concepts: Students demonstrate understanding of technology concepts, systems, and operations c. Troubleshoot systems and applications || Students were very open to using the iPad to create and model fractions. The first small group stated the Story Line App was awkward for this kind of pass and play, and they suggested Draw Something. We changed to that tool. This allowed students to choose and draw the fraction, write their initials, then pass to a friend. The friend wrote their fraction, then we passed the fraction card to see if their guess matched the drawing/actual fraction. This student suggestion was very effective and we adopted it for the entire lesson. I did not use the Google form to gather feedback but rather talked with the students to get a more personal feel for the activity. The other teachers were anxious to collaborate and use the same activity or to plan a similar one using iPads. ||
 * ISTE Standards: **
 * ** Reflection **