WRITING ACROSS THE CURRICULUM

PROJECT

Shaikha Al Ali

Productivity tool:

Interactive Productivity Tools Help Students Plan and Complete Assignments and Develop 21st Century Information Literacy Skills. Every student has access to a suite of personal learning tools in my classroom to set goals; synthesize, organize, and cite information; build essential skills, and to build 21st Century Skills

 Grade level:

Fifth grade and sixth grade (5-7).

 Subject area:

Mathematics (Comparing Volumes lesson).

Description of productivity tool:

Padlet is a free, online "virtual wall" tool where users can express thoughts on topics of their choice. It's like a piece of paper, but on the Web. It works like an online sheet of paper where educators can put any content (e.g. images, videos, documents, text) anywhere on the page, together with anyone from any device. Also, this platform allows educators to easily share and embed their walls in a blog, wiki or website for collaborative learning.

Google Chrome Apps - Padlet

How the productivity tool impacts learning?

  • In this new era of collaborative teaching, it’s a great way of recording a lesson for other members of the team to view.
  • As a leader/mentor, it’s a useful way of modeling a lesson for teams to discuss.
  • For students, it gives them access to previous learning that they can revisit at different times of the year to review/revise and support their learning
  • For assessment purposes, it can provide a record of the different stages of learning that took place during a lesson or series of lessons.
  • The use of Padlet itself opens up personalized access for students to work at their own pace (it was more of a guided lesson rather than an independent task)

NYS Common Core Learning Standards met:

Measurement & Data PK.MD

Describe and compare measurable attributes.

1. Identify measurable attributes of objects, such as length, and weight. Describe them using correct vocabulary (e.g., small, big, short, tall, empty, full, heavy, and light).

Sort objects and count the number of objects in each category.

1. Sort objects into categories; count the numbers of objects in each category. 1 (limit category counts to be less than or equal to 10)

ISTE Standards (S, T, C):

ISTE Standards for Students:

· 1b. Students build networks and customize their learning environments in ways that support the learning process.

· 1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

· 2b. Students engage in a positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.


ISTE Standards for Teachers:

· 1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources

· 2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.


STE Standards for Coaches:

· 2a. Coach Teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.

· 3g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community.

Below is the whole Padlet wall for the Writing task using Padlet in my class:

Detailed description of the instructional activity, or a detailed lesson plan format:

  • I post the outline of Tasks to be attempted during the lesson.
  • I add the initial image resources and models/examples that are needed for the task.
  • Students scan the Padlet-created QR Code to quickly open up the Padlet on their iPads.
  • The students start working on the task as outlined by the instructions on the Padlet and begin recording their responses. With the online Padlet wall visible to everyone in the class, students can start responding to what others are recording and as a teacher I can monitor from anywhere in the room or on my iPad and identify students to support or extend.
  • I pause during and after each task and invite students to share their responses. As they are already recorded on the shared Padlet, no time is wasted waiting for them to rewrite their work. As a class we can utilize all the time on collaborating, sharing, discussing and questioning.
  • If tasks involve using physical or digital resources, the students can quickly post screenshots, photos or images straight onto the Padlet wall on their iPads or laptops. Using a range of familiar iPad apps, children can record and/or annotate their working out and post it straight to the wall.
  • At this time during the lesson, with constant access to all of the work being done by the students through the visible workspace, I can reconnect with the students and offer feedback, teaching support or ask questions to call on children to explain their learning.
  • When the students leave me, I can immediately post the Padlet wall with all of the students’ learning documented onto their class blogs for their teachers and parents to view.

Summary:

Integrating technology in the classroom is becoming more and more prevalent in many schools and colleges across the world. Teachers need to think of creative ways to incorporate technology into the classroom. In a traditional classroom setting, a teacher may call on 3-4 students to share their opinions and move on without having a true indication of the other students’ understanding.

In using Padlet, I have an easily accessible, permanent record of all of the students’ understanding of volume concepts.

References:

Educational Technology and Mobile Learning team. (2014, July 12). teachers guide to using padlet in class. Retrieved from educators technology: http://www.educatorstechnology.com/2014/07/teachers-guide-to-using-padlet-in-class.html

International Society for Technology in Education (ISTE). (2016, January 1). ISTE STANDARDS. Retrieved from iste: http://www.iste.org/standards/standards/iste-standards

IXL Learning. (2016, January 1). New York fifth-grade math standards. Retrieved from IXL: https://www.ixl.com/standards/new-york/math/grade-5

New York State Education Department. (2014, November 17). Prekindergarten Mathematics. New York, Albany, United States.