Case Study #2: Mr. Gonzalez (3Rd Grade Math Teacher)

Case Study #2: Mr. Gonzalez (3rd grade math teacher)

Isabel Cabrera 6343.61 MTT Practicum March 24, 2013

Case Study 2: Mr. Gonzalez- 3rd grade Math Lesson

Task 1: Three Technologies

After speaking with Mr. Gonzalez and understanding his lesson objectives and goals for his 3rd grade lesson on algebraic terms, I recommended the following three technologies:

1. Portable audience response system for 30 students

2. Projection device

3. Word Processing

First Technology

As the MTT, I would suggest for Mr. Gonzalez to integrate the portable audience response system for 30 students because this is a great way to incorporate 21st century technology tools and to engage your students by having them all participate. It will also provide immediate feedback not only to the students, but for the teacher as well, so that he can review or reteach any concepts that may not be mastered yet. This will allow the students to each have their own clicker in their hand and respond without having the fear of being wrong, especially those students who are very shy or embarrassed to raise their hand in class. Mr. Gonzalez will find out that the audience response system will also Case Study #2: Mr. Gonzalez (3rd grade math teacher) increase student participation because he will not only get participation from the usual students, but all of his 22 students by knowing that all 22 have selected an answer. He will not have to spend too much time training the students on how to use the clickers because they are easy to use, thus making it an effective and efficient technology tool.

Students who are dyslexic or have an Attention Deficit Hyperactivity Disorder (ADHD) could easily use this response system. It will also help them to not blurt out the answers, provide them with a visual, and a structured lesson that encourages them to stay on task.

In addition, it is a kinesthetic way of learning for all of those students who are tactile learners. Using the portable audience response system will be a fun and interactive way for the students to learn the vocabulary terms, which will meet Mr. Gonzalez’ goals and objectives for his math lesson.

Second Technology

I would recommend the use the projection device to display the mathematical terms on the projector screen or the white board for all the students to clearly see. It will allow the students, especially the dyslexic and ADHD students enough time to answer the questions and vocabulary terms. All of the students can see their anonymous responses as the teacher displays the results. This will also provide feedback to the teacher and he can ask the students right there and then why they may have chosen a particular answer.

Sometimes the students do not understand the questions or they may have missed the clue words in the question that might have tricked them. The students can also see on their own, whether they responded to the questions correctly or not and can give them the opportunity to ask their teacher questions at that moment for clarification. It also reduces the stress level of those students who are very shy, easily embarrassed, and/or are very Case Study #2: Mr. Gonzalez (3rd grade math teacher) weak in the subject of math. It provides the students with immediate feedback and self- correction of the terms. It will also give the teacher time to reteach at that moment for any misunderstandings or misconceptions that students may have.

Third Technology

Mr. Gonzalez can also create his questions or vocabulary terms using the common word processing tool that will be displayed in front of the class using the projection device. Mr. Gonzalez can create his own questions using multiple-choice, in order to incorporate the portable audience respond system and clickers. He may choose to enlarge the font size and incorporate graphic images from the Internet to promote visual learning of his algebraic vocabulary terms. The visuals will also help meet the needs of his visual learners and his special populations, such as his dyslexic and ADHD students. This tool is easy for teachers to learn how to use and since he is a veteran teacher, he may already be familiar with this tool. He may not need to spend too much time learning how to use this technology, therefore giving him more time in preparing questions for his math lesson on algebraic terms and learning how to use the other technology tools.

All of the three technologies I recommended for Mr. Gonzalez are all used simultaneously: portable audience response system, projection device and word processing. The students will be engaged and it will provide immediate feedback to both the students and the teacher. The three technologies are also age-appropriate and student friendly which will help them to stay on task, thus meeting Mr. Gonzalez’ math objectives and goals in teaching algebraic vocabulary terms. Furthermore, integrating Case Study #2: Mr. Gonzalez (3rd grade math teacher) technology is a part of 21st century skills such as communicating, collaborating, critical thinking, and problem solving.

Task 2: Planning

The first thing I would do as the MTT, I would set up a pre-conference with Mr.

Gonzalez to discuss his math lesson by reviewing his objectives, his expected outcomes and his special populations such as his dyslexic and ADHD students. I would also ask

Mr. Gonzalez if he is comfortable with the three selections of technology that were proposed. If he were not familiar with the three technology tools, I would provide him with video tutorials or YouTube links that could help him ease his anxiety about using the portable audience response system, projection device, and/or word processing. I will also provide the proper training for Mr. Gonzalez and his students by providing a basic skills guide or handout on how to operate the clickers from the portable audience response system. The students will learn how to properly turn on/off their clickers so that the batteries do not run out and so that other students in the other classes will have the opportunity to utilize them and enjoy them as part of technology integration for student learning.

I would suggest that he try out the equipment before he presented it to the class as part of the preparation so that he could become familiar with its use and operation. I would also recommend for him to check to see if the clickers are all working and to have an extra package of batteries just in case one may need replacing. I would also encourage him to email or call me at any time if any troubleshooting problems should occur while he is setting up his technologies. Sometimes the teacher may be missing a certain Case Study #2: Mr. Gonzalez (3rd grade math teacher) cable(s) or the cable is inserted in the wrong place, thus making the technologies not work properly.

Because Mr. Gonzalez is a veteran teacher and has taught this lesson without technology, he should be able to continue teaching his lesson just in case the one of the technologies stops functioning properly. It will be very important to create a back up plan to ensure that learning continues and class time is not wasted.

I would also conduct a post-conference with Mr. Gonzalez to evaluate the student performance of all his 22 students including his special populations with the use of these three technologies. This feedback is important for the MTT and the teacher, so that we can make adjustments in future lessons so that the technology can be used effectively and efficiently in the classroom for all diverse learners. We could talk about how engaged the students were and if the students benefitted from the use of these technologies. In conclusion, we could discuss the final outcomes of his assessment of the 22 students including his students with diverse needs in learning the vocabulary terms for his math lesson.

Task 3: Implementation

First, I would stop by in the morning before class to make sure that all his technologies are all up and running. I will also remind Mr. Gonzalez that if he needs any technical support to go ahead and call or email me at any time. I would use encouraging words to ease his anxiety of integrating technology in his lesson and remind him that he always has Plan B just in case something happens to Plan A. Mr. Gonzalez will show his students on how to properly use the technology such as the clickers from the portable Case Study #2: Mr. Gonzalez (3rd grade math teacher) response system for his lesson. He may go over the handout or basic skills guide on how to properly turn on/off the clickers and how to properly use and store them back in the case.

Task 4: Evaluation

In order to evaluate the effectiveness of the technology, I would ask Mr. Gonzalez to evaluate the students learning throughout his lesson. I would have a post conference with Mr. Gonzalez so that he could provide the MTT with feedback on the three technologies that were suggested for this particular lesson. I would encourage Mr.

Gonzalez to be open and honest so that it would give me positive criticism on how his lesson went with his 22 students including his dyslexic and ADHD student.

During the post conference, I would have Mr. Gonzalez fill out a checklist or survey by checking if his objectives and goals were met. For example, did the technology enhance his lesson compared to previous years, were the students engaged and on task, did the students retain the information that was delivered, etc. In addition, I would also ask him how he felt about integrating these technologies in the classroom, what he liked/disliked about these technologies. The feedback could be beneficial to other teachers who may want their students to learn vocabulary terms by incorporating these technology tools in their classroom. This will also give the MTT an idea if there may be a need of additional technology training for teachers on how to use the audience response system, projection device and word processing. Case Study #2: Mr. Gonzalez (3rd grade math teacher)

In conclusion, I would ask Mr. Gonzalez to evaluate my effectiveness in helping him integrate technology into his math lessons, if I helped enough to help him meet his goals and if there was anything differently I could have done to improve his math lesson.

Task 5: Use of Technology for Another Subject

In using the portable audience response system, a teacher could easily incorporate it in the subject of Social Studies. For example, a teacher could use it to emphasize the vocabulary terms of voting such as ballot, appointed, veto, democracy, poll, and public officials. The vocabulary terms can be displayed for everyone to see and they could vote for the correct answer by using their own clickers. The students will be engaged and will benefit all diverse learners by increasing student participation in learning vocabulary.

The response system could also be used as an Student Council extension by anonymously voting for their class officials such as the Class President, Vice President, Treasurer, and

Secretary. Both the students and the teacher would receive immediate feedback by displaying the results. In conclusion, it would be a fun and interesting way for the students to remember the vocabulary terms and/or vote for their own class officials!