https://padlet.com/tbennard/lbvql3efxr32uo72 Fractions Unit using Nearpod en-us 2020-08-22 01:45:25 UTC 2026-01-22 16:53:06 UTC hello@padlet.com tbennard https://padlet.com/tbennard/lbvql3efxr32uo72/wish/693334076 -According to Eight Classroom Management Benefits when using Nearpod (2018), Nearpod allows teachers to "combine formative assessment and dynamic media to provide the feedback loop, provide real-world connections to academic content, and so much more".

-Additionally, delivering lessons through Nearpod increases hands-on, minds-on engagement and simplifies classroom management (The Nearpod Team, 2018).

-Through the use of Nearpod, I was able to provide two opportunities for formative assessment in selecting specific digital worksheet to utilize, in addition to being able to provide two videos that offered differentiated exposure to lesson content. Also, I was able to embed the use of my classroom blog at the end of the lesson to support student in writing about their thoughts and understanding of the lesson.

-This really provided students with different opportunities to display their understanding, and engage with content-based information.


https://nearpod.com/blog/classroom-management-benefits/#:~:text=In%20addition%20to%20being%20able,engagement%20and%20simplifies%20classroom%20management.]]> 2020-08-23 13:17:04 UTC https://padlet.com/tbennard/lbvql3efxr32uo72/wish/693334076 tbennard https://padlet.com/tbennard/lbvql3efxr32uo72/wish/693339492 -Students could either engage in this lesson independently at home if you are utilizing a hybrid model of learning, OR they could engage in the lesson collaboratively with you in Google Classroom.

-The teacher may choose to present their screen on Google Classroom and ask students to follow along.

-First, the vocabulary is presented for review. Then, students are asked to practice counting aloud with the group, then on slide three they are asked to use the writing tool that is accessible in Nearpod to write.

-Student writing during this activity can be used as assessment data as it is presented to the teacher through Nearpod once the student completes it.

-After, the students will watch the video, Intro to Fractions.

-Students will use what they've learned in the video in addition to instruction, to complete the questions on slide 6 which have been created on Edpuzzle.  

-Student work through Edpuzzle will also be sent to teachers and can be used as assessment data in determining how well a student understands the parts of a fraction. 

-Next,  on slide 7, students can use the drawing tool provided through Nearpod again, to complete a worksheet on identifying fractions. This will serve as another form of student assessment data!

-Finally, slide 8 prompts students to complete a quiz through Nearpod which encompasses questions centering around the major content presented on day 1 of the lesson. This will support teachers in making next instructional decisions and assessing individual and whole-class understanding. ]]> 2020-08-23 13:33:13 UTC https://padlet.com/tbennard/lbvql3efxr32uo72/wish/693339492 tbennard https://padlet.com/tbennard/lbvql3efxr32uo72/wish/693343752 -Students continue to practice working with fractions but different opportunities for engaging with the material is provided.

-Review of vocabulary remains consistent with the lesson provided on day 1.

-On slide 12, students are given the opportunity to use the simulator (provided through Nearpod), to create fractions independently using an interactive, digital technology tool.

-This provides students with a totally different way to engage with material. This is JUST used as a "warm up", and does not get sent to the teacher.

-On slide 14, Blendspace offers an opportunity for additional practice with content-based material, and additional resources.

-Depending on the teacher's instructional plan, students may use this during the lesson for independent practice and exploration, or this may be offered for additional support outside of direct instruction time.

-This really offers differentiated material to support different learners or learners that need additional practice.

-According to Edtech TIdbits (2014), Blendspace is an effective and important tool that complies a lot of electronic and digital resources together within one lesson".


-Finally, another worksheet is embedded into the lesson for independent practice through Nearpod, and completion of the worksheet will be collected and used as student assessment data.

-Questions about content are welcomed in the final slide on day 2 and can be used like an "exit slip".

https://www.youtube.com/watch?v=ICw-MlgPAlI&feature=emb_title]]> 2020-08-23 13:44:55 UTC https://padlet.com/tbennard/lbvql3efxr32uo72/wish/693343752 tbennard https://padlet.com/tbennard/lbvql3efxr32uo72/wish/693346798 -Students continue to practice working with fractions but different opportunities for engaging with material is provided again.

-Review of vocabulary remains consistent with the lesson provided on day 1 and 2 to encourage repetition and review.

-On slide 19, students have the opportunity to build equivalent fractions through the use of another simulator obtained through Nearpod. This opportunity is interactive, digital, and provides a different form of practice and engagement.

-On slide 20, a video is presented which provides instruction directly on equal fractions.

-Slide 21 enables students to practice material through a digital worksheet in Nearpod. 

-Completion of this worksheet again can be used as student assessment data, or observing students during this portion of the lesson could serve as guided practice.

-Slide 22 prompts students to independently create draw and label two equal fractions. This is definitely a form of assessment for students and presents a different opportunity for a student to display learning.

-FINALLY, the last slide prompts students to utilize the classroom blog called, "Thoughtful Third Graders".

-According to Angelania and Jimoyianis (2011), blogs can be used as collaborative tools to support students' learning within the classroom setting.

-Specifically, blogs can be used as discussion forums where students report and exchange information about instructional content.

 -This supports students in processing, reflecting, expressing on their learning. Also, it offers teachers and students the opportunity to interact with one another. 

https://www.researchgate.net/publication/236973354_Educational_Blogging_Developing_and_Investigating_a_Students%27_Community_of_Inquiry]]> 2020-08-23 13:53:32 UTC https://padlet.com/tbennard/lbvql3efxr32uo72/wish/693346798 tbennard https://padlet.com/tbennard/lbvql3efxr32uo72/wish/693755666 -The way in which the development of my module offers several different engaging and non-traditional opportunities for engagement with content and materials.

-The way in which my lessons involve a strong review of previous material and vocabulary through the "warm up" activities and simulators.

-The way in which materials can be differentiated easily based on student needs and based on assessment. ]]> 2020-08-24 01:30:10 UTC https://padlet.com/tbennard/lbvql3efxr32uo72/wish/693755666 tbennard https://padlet.com/tbennard/lbvql3efxr32uo72/wish/693761729 -The Module would benefit from embedding videos of myself directly teaching to better support the totally remote learning who is engaging with this learning material.

-The actual progression of content would likely be presented in a different sequence and would provide more review of each day's material.

-The embedding of all of the different sources can make access and navigation tricky or difficult at first.]]> 2020-08-24 01:36:00 UTC https://padlet.com/tbennard/lbvql3efxr32uo72/wish/693761729