Thank you for taking the time to read through my presentation. It has been quite an adventure working on this Interact Powerpoint. I am very sorry that I couldn’t add audio to this presentation. Please enjoy it otherwise.
Like it says on the slide I am Julie. I am pretty new to this program and to PowerPoint in general. This was the first time I was asked to make a learning resource such as an Interactive Powerpoint, Webquest or online lesson. I was watching some of the students working on powerpoint in my school and I thought it would be interesting to get to know it for myself as well. Since I’ve taught 4th grade for the past 4 ½ years I thought it would be appropriate to find something they needed to enhance on. The following slides describe how I used the ADDIE process to design my stand- alone project.
We’ve been recently looking at a lot of data in my school since the MEAP results came out. There was a gap in perimeter and area in grades 3 and 4. These students would be around 8-10 years of age. I knew the learning tool I would need to create would have to start with the basics. These students will be learning about perimeter and area for the first time. I assumed they knew what a quadrilateral was, however just in case I gave them a link to help them. It indicated on the MEAP test that they struggle in the subject matter and that is what I analyzed to come to my conclusion.
The learning objectives were that after completing the interactive power point students will be able to describe that to find the perimeter of a quadrilateral they have add up all the sides. They will also be able to describe that to find the area they will have to multiply length and width. They will be able to identify missing length or width when the area is given. Student finally should be able to analyze the differences between perimeter and area. During this time I also thought about how I would assess and figured out that I should assess after each learning point and if they didn’t get it, I should create a way for them to go back and learn more. I mapped out keeping in mind that perimeter is easier than area. Most students come in knowing how to add, however the struggle lines in multiplication. I wanted the students to feel successful from the beginning. I made sure to use a lot of visuals and give examples after each learning point.
This phase was the most tedious, but fun, for me I must say. Since I didn’t have much background in PowerPoint it took a long time for me to get the hang of it. I mapped out what I wanted, I just wasn’t sure how to accomplish it. I carefully followed my map always asking myself if I am meeting the learning objectives. I continuously had my 4th grade daughter try it out after every so many slides to see if it was working. Finally I created a really neat interactive PowerPoint on perimeter and area.
I personally did a lot of evaluation throughout my process because I was nervous about how it would all work out. I asked a lot of questions of my peers, especially our computer teacher. He helped me when I was stuck on something. My 4th grade daughter also helped me because she would tell me if she didn’t understand something or if she didn’t like another thing. My first formative assessment of the project will be when students start using it and if they are actively engaged that is the first step. If I hear applauds when the get questions right that is another indication they are learning. My summative will come when they take their quiz.
Here is a slide for the learning objectives I’ve already discussed at the beginning of the slide show.
Now let me show you what I did…..
Quadrilateral has a link connected just in case they don’t know what it means. I have a home button and they just need to click on the blue rectangle to move on after they read.
This is what they see when they are correct, along with an applaud noise.
This has a beep..it’s annoying so hopefully they won’t hear it too many times
This is only one example of when they can try. I gave them multiple trys.
Area also has a link that takes them to other forms of area with other quadrilaterals. Our project only focused on the area of a rectangle and a square.
This is the same right and wrong as in perimeter
Here is their turn to try area. As you can see there are lots of examples.
This page has links to games, objectives and a survey.
I just wanted to show what they looked like.
Besides the tests I think I will give a survey and a small quiz after my students have taken it to see if they not only enjoyed the project but also what they have learned.
As I said I already tried this on my 4th grader and she seemed to have learned, however she is pretty good at school. I am very excited to encourage the fourth grade teachers next year to use it before MEAP.
I did get on evaluation back from a co-worker and she really enjoyed my project rating everything a 5. She did give me one feedback which was the fact that there is a lot of reading. This may cause students to just skip through. I guess I could combat that by allowing students that are low to work with a partner who learns at a higher level or have a reader for them.
Thank you for taking your time and reading this. I have learned a ton and I hope you enjoyed my presentation. Take care and have a safe summer!
Project Presentation EDU 643Julie Bingaman<br />Welcome to the World of Quadrilaterals<br />
Introduction<br /> Hello, my name is Julie Bingaman. I created, for the very first time, an interactive Power point called “Welcome to the World of Quadrilaterals.”<br /> This Power point was designed to be a stand-alone project used to teach 4th graders how to find the perimeter of a quadrilateral and the area of a rectangle or square.<br />
A<br />Analyze phase of the ADDIE model :<br /> Since I have been teaching 4th grade for the past four years I determined this was the grade level I was going to analyze. Recently I’ve been assigned to analyze data for my school with the School Improvement Team. This led me to discover the significant gap in learning of Perimeter and Area. Clearly 3rd and 4th graders are lacking in this area.<br />
D<br />Design phase of the ADDIE model:<br /> During this phase I laid out the learning objectives. I decided what I wanted this power point to teach. <br /> Then I sat down and drew out how I wanted my power point . Since an interactive power point is non-linear, I sort of drew out a map of what slides would need to be connected to what. This helped me before I started actually creating my project<br />
D<br />Development phase of the ADDIE Model:<br /> Even though I had mapped out a path, I truly didn’t know the capabilities of creating an interactive power point until this phase. <br /> Developing the interactive power point was probably the most fun I’ve had in a long time because it was neat what I could do and how I could challenge differently using technology.<br /> In this phase I used all the information I collected up to then and created slides.<br />
I<br />Implement phase of the ADDIE model:<br />My thoughts to implement are listed on the slide titled “Plans of Implementation” on this power point presentation<br />
E<br />Evaluation phase of the ADDIE model<br /> I honestly feel that this was the hardest part of the ADDIE model. Sure it is easy to assess, however I am still having a hard time wrapping my brain around the way to evaluate the effectiveness of this project. Here are a few of my ideas:<br /><ul><li>Use my survey
Create centers having the objectives in mind to see if students understood and learned
Have students in small groups to teach a lesson based off of what they learned from the power point.
If the MEAP scores have increased this coming MEAP vs. last years MEAP
Have students take an evaluation after they go through the power point and allow time for them to give their feedback.</li></li></ul><li>Learning Objectives<br />After completing the interactive power point called “Welcome to the World of Quadrilaterals,” students will be able to: <br /><ul><li>describe that to find the perimeter of a quadrilateral they have to add up all the sides.
They will also be able to describe that to find the area of a rectangle or a square they will have to multiply length and width.
They will be able to identify missing length or width when the area is given.
Finally student should be able to analyze the differences between perimeter and area</li></li></ul><li>Demonstration of Final Project<br />
I first began explaining how to find the perimeter of a quadrilateral. If students do not know what a quadrilateral is, there is a hyperlink to help them.<br />
After they read on perimeter they have a chance to try it on their own. If they click on the correct button it will take them to a slide with a smiley face on it and a sound of congrats.<br />
If they got their question wrong, there is an explanation of what may have happened on the slide and they will have to try again.<br />
Here is an example of what it looks like when students attempt it on their own. <br />
Once they have completed all of their perimeter work, they move onto area. For area there is a slide with information and a link to a movie that explains more.<br />
The “try it on their own” assessments are set up the same as perimeter where if student gets it correct it will go to a good job slide and if it is wrong it will go to a try again slide<br />
Here is an example of what it looks like when students attempt it on their own. <br />
After students are done learning about area they are taken to a quiz. They also have a link with the option to study more through an online site.<br />
The quiz allows students to move straight into a game section that enhances their perimeter and area skills.<br />
I ended the power point with the chance for teachers to view the standards I used and to take a survey.<br />
Student Assessment<br />As stated above assessment s are given throughout the power point. After each section taught the student has a chance to try it on their own.<br />There is also a 10 question quiz given at the end with the ability to go to another site for more practice.<br />If this lesson is given at the beginning of the year I will be able to clearly assess how well students do when we revisit this objective. <br />
Plans of Implementation<br />I plan to implement this power point next year before the incoming 4th graders take the MEAP in October. <br />I will again reinforce it when perimeter and area arrive in the curriculum to teach.<br />If I do not teach 4th grade I will then give it to the math teacher to use.<br />However before I do this I plan to have my 4th grade daughter test it out this summer and improve it before next year.<br />
Results of Peer Evaluation<br />Since internet has been done at my current location I was unable to get my peer responses done on time. I have sent out emails and I am looking forward to seeing what their views are.<br />First Evaluation: Sent to John Phillips a colleague of mine<br />Second Evaluation: Sent to Emily Kane a fourth grade teacher at another school<br />