3.  Who are my learners?  What do they need to learn?  What are my options?  What constraints do I have?  What will my assessment be?  What is the timeline for activities/instruction?  Other

4.  My learners are 30 students in Mr. Johnsen’s ‘regular’ math class. Inclusion/Team Teach  8 Title One Math students  Variety of learning styles and various math backgrounds  Rearrange room for instruction

5.  Students need to know the definition of perimeter and how to find (calculate) perimeter of a regular polygon.  Computer lab, Internet, Graph paper, string, workbook, textbook, math journal for notes, overhead, board, (????)  It needs to be delivered in a 40 min. time period.  Assessments will be observation, overhead work, game, homework

6.  I did a ‘pretest’ with my students a few days before we were beginning Perimeter to see what they knew about perimeter from last year and also to help me figure out if we needed an extensive review or just some basic review with activities for supplemental purposes/review.

7.  Aligned with State/District/Grade level standards  (Technology Standards) Identify ways information can be presented. (overhead, computer) (pictures, charts, games)  ISTE- Design & Develop Digital Age Learning Experience & Assessments (design learning activities to address students’ diverse learning styles & abilities

8.  Lesson Plan is located on the wikispace http://finalpresentationit.wikispaces.com

9.  During this phase, I collected and created the materials needed for this lesson.  I did a draft (lesson plan) and once I felt like things were ready to go I started collecting things I would need:  Laptop, Projector, cords galore, Internet access, recreated a Perimeter Practice sheet for HW, browsed the Internet for fun activities and clip art, created the easy access Wikispace for my lesson and students, overhead & transparencies for examples,

10.  http://perimeterlesson.wikispaces.com http://perimeterlesson.wikispaces.com

11.  Gathering information during the early stages of the design process.  Fine-tune implementation, gather reactions, identify what is working/not working  OBSERVATIONS  PRETESTS  QUESTIONING- Thumbs up/Thumbs down  Game/Activity  No grade  Collecting data after implementation.  Allows for complete analysis and feedback.  Carried out after the lesson (homework- Perimeter Practice)  Grade

12.  Overall the lesson went smoothly. Students were able to transition from one activity to another. Students were excited to use the computer for viewing information/notes/game.  The technology used was appropriate for all activities and the students’ homework proved the objective of the lesson was met. (3-intevention)  Observation completed by principal -Learning activities supported goals -Detailed plan w/ variety of activities -Materials well-managed -Teacher communicates clearly -Students engaged in learning

16. Mrs. Lower Title One-Math & Reading Stinson Elementary Perimeter Lesson Integrating & Implementing Technology using the ADDIE process Created October 2009 University of Akron Graduate School