Nearpod - Probability
Introduction
The focus of this lesson was day two of the probability unit. The entire unit was taught with a Nearpod. Students worked in a teacher led setting, as evidenced by the video, on day one. On day two, students worked in a self paced setting and some students worked with me. Having the entire unit in a Nearpod gave students several different learning strategies and offered differentiated and tailored instruction for each individual.
Learning Outcomes
At the completion of this session, students will be able to:
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Common Core State Standards of Mathematics
Investigate chance processes and develop, use, and evaluate probability models.
CCSS.MATH.CONTENT.7.SP.C.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
CCSS.MATH.CONTENT.7.SP.C.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
CCSS.MATH.CONTENT.7.SP.C.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
CCSS.MATH.CONTENT.7.SP.C.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
National Educational Techonolgy Standards - Students
The following ISTE developed standards are evidenced throughout this lesson:
1. Creativity and innovation – demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
2. Communication and collaboration – use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
4. Critical thinking, problem solving, and decision making – use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
b. Plan and manage activities to develop a solution or complete a project
d. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship – understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
6. Technology operations and concepts – Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
1. Creativity and innovation – demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
2. Communication and collaboration – use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
4. Critical thinking, problem solving, and decision making – use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
b. Plan and manage activities to develop a solution or complete a project
d. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship – understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
6. Technology operations and concepts – Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
Instructional Design
I chose to deliver the content with Nearpod for this lesson to make sure that all students were on pace with the class. Probability is a unit that this group showed great gains on in MAP testing, but pre-assessment showed that their were a lot of misconceptions. With ACT Aspire testing around the corner, I wanted to give my students some time to process strategies for answering questions and this content offered a perfect opportunity. Using the Nearpod I was able to pace students to questions that would lead to common errors so that we could analyze the errors, and discuss possible solutions. Had I delivered this in a traditional classroom setting I may have had to call on individual and allow them to make errors perhaps embarrassing themselves. However, with this program I can put an example on everyone's screen, I can move on when the discussion is complete, or I can add another example making the conversation persist. I am able to skip past questions, or require students to stop working by pushing something new to their screens. I am also able to keep submitted work for data purposes, or to show parents during conferences. For one of my students, this opportunity offers valuable collaboration and participation that is difficult due to her disability in a traditional setting.
Analysis of Instruction
I use Nearpod to deliver instruction on a regular basis. I have started to incorporate "drills" throughout the Nearpod, scattering pop quizzes and vocabulary challenges throughout the Nearpod. This has been a great change to the delivery of the instruction. It offers students the ability to disconnect from the class for a moment, reflect or process, and then the class can regroup. I usually make these challenges last two or three minutes, and then there is some kind of reward at the end, candy or bonus points. In the future, I think it would be a good idea to assign Nearpods for homework. This would give me the opportunity to have an idea of problem areas to target at the beginning of class. I could print the Nearpods for students that do not have digital access at home and there would be immediate feedback as to how students understood the classroom content.
Summary of Significance
This lesson showcases my ability to utilize specific learning strategies to deliver relevant content to the students. Because I use Nearpod so often in my classroom, I understand the different ways that it can be utilized and am able to design the lesson to meet the needs of the students. Reflecting on MAP RIT data, classroom pre-assessment, and observation I am able to adjust the delivery of instruction based on student needs. Nearpod, in particular, allows me to monitor some students, while allowing others to self pace, complete the intended assignment, and then move on to a digital content lesson for further exploration.
Also demonstrated in this lesson is my ability to plan, design, and implement developmentally appropriate activities. As my students transition from concrete to abstract learners, the need to analyze the work of peers becomes an integral part of their learning and understanding. Utilizing this technology and the specific instructional delivery, I am able to facilitate respectful critique of student work by peers. This gives all students the opportunity to teach and learn from each other, showcasing my ability to use technology to enhance student learning and monitor their progress, all while allowing them to teach and learn from each other.
In regards to instructional technology, this showcases my desire to integrate technology into my classroom. I am able to support learning and teaching with technology as well as design technological instruction that promotes student learning and success. Also, because I am guiding their verbal discussions, I am giving them the opportunity to practice critiquing respectfully. This will be an important skill when I ask them to respond to each other on Edmodo, or other classroom collaboration sites, such as Google Classroom. Foundations in respectful collaboration are imperative before expecting students to collaborate digitally with less monitoring.
Also demonstrated in this lesson is my ability to plan, design, and implement developmentally appropriate activities. As my students transition from concrete to abstract learners, the need to analyze the work of peers becomes an integral part of their learning and understanding. Utilizing this technology and the specific instructional delivery, I am able to facilitate respectful critique of student work by peers. This gives all students the opportunity to teach and learn from each other, showcasing my ability to use technology to enhance student learning and monitor their progress, all while allowing them to teach and learn from each other.
In regards to instructional technology, this showcases my desire to integrate technology into my classroom. I am able to support learning and teaching with technology as well as design technological instruction that promotes student learning and success. Also, because I am guiding their verbal discussions, I am giving them the opportunity to practice critiquing respectfully. This will be an important skill when I ask them to respond to each other on Edmodo, or other classroom collaboration sites, such as Google Classroom. Foundations in respectful collaboration are imperative before expecting students to collaborate digitally with less monitoring.