Lesson
Plan for TPACK integration
- Learners: 3rd grade learning group.
- Learning
outcomes: At the end of this activity
students should be able to understand different kinds of adjectives, and
how and where they function in a sentence.
- Assessment: Assessment will be done throughout the
activity. Multiple points for review and practice are given in the
presentation (distinguishing between nouns and adjectives, finding
adjectives and the nouns they modify in writing). And a final assessment
will be conducted informally when the student is finding adjectives on a
smartboard game. The number of correct adjectives identified on the game
will be recorded.
Break down of lesson:
- The lesson
will begin by asking students what they know about adjectives. We will
discuss as a class and come up with an overall definition of what we think
adjectives are. This should take about 3 minutes.
- For about
10 minutes as a class we will go through the presentation. New and old
information will be presented and connected. There will be points to stop
to have students come and answer questions on the board and some activities
will be done together. These activities will check for understanding and
will further reiterate concepts presented.
- Following
the presentation, students will come and play the adjective identification
game on the smartboard. This will help students practice quickly
identifying adjectives in a given sentence. Allow 2 minutes of play time
for each student.
Reflection
--Pedagogical-Content:
- The
strategies used in this lesson utilized all 3 modes of learning to help
further develop student’s understanding. Verbal examples were given of
adjectives that correlated with a specific picture. It gave examples of
the different ways that adjectives can modify nouns that were familiar to
the age group. There was also practice and examples for the placement of
adjectives in a sentence as well as differentiating between nouns and
adjectives. This activity also allowed students to share ideas with
others, contribute to the class discussion, and self-practice with teacher
guidance.
- I would go
into this lesson with the pre-conception that students in the 3rd
grade have at least heard the word “adjective” and know that it has to do
with writing. Some students who are more advanced may know that function
it has in a sentence or what it modifies. These students will help start
the lesson with discussion and help other students begin to develop an
understanding of the topic before formal instruction is given.
--Technological-Pedagogical:
- In this
activity technology serves to give a visual and auditory explanation of
the concept. A concept is presented with pictures, then students can make
inferences when seeing the two before the verbal answer or explanation is
given. Technology also allows the students to interact as a class and an
individual with the content. Students are able to mark and search for
important points while getting automatic feedback from the material.
- Students
would need to be kept actively thinking while others were coming up to the
board to answer questions. A method could be to ask students to have an
answer ready in their head if their classmate cannot answer the question,
they can be called on at any point. Students might also be asked to write
down answers on a piece of paper while others are answering. Or groups
could be made to discuss the answers and groups come up together to answer
on the board. These strategies would allow for all students to be active
with the content even though they may not be actually interacting with the
technology.
--Technological Pedagogical Content:
- Technology
enhances the way content is presented by utilizing all 3 modes of
learning. Students can hear the examples of adjectives and how they are
used in a sentence. There are also visual representations of examples (number,
descriptive, origin) given within the lesson. Many times, auditory support
is given along with the visual aids. Kinesthetic practice is given when
students are called to the board to identify adjectives as well as the
nouns they modify. The practice given gives instant feedback to students
when they choose the correct answer. The game app is a tool to support the
pedagogy because the difficulty constantly changes with how well a student
is doing with the identification. The game also uses a quick response method
to help students work on naturally recognizing an adjective in a sentence.
- Without
the technology component of this lesson, students would have less
interaction with the material and the modes of learning would be limited.
I could have the notes on a white board and still have visual and auditory
instruction, but I do not believe it would reach students in the same way.
The transition from concept to practice would also be less smooth,
students may grow inattentive if the same material was given on paper or
just on the board. Another element of the technology use that is not
available otherwise is the sound effects and feedback given from the
presentation. Students are accustomed to getting teacher feedback every
day, but being able to get a different source of feedback is very beneficial
and exciting to students. The practicing of the material would also be
less interactive and would need to be done on paper.
