My instructional challenge is to solve the problem successfully incorporating science and social studies into our instructional day. At our building and grade/level, we are not given a science and social studies block. Instead, we are told to imbed the science and social studies content into literacy and math. In years past, as I have tried this, I have not found this to be a successful way to teach social studies and science. At times, it can easily be integrated, but at other times the focus is not on SS or Sci but rather the other content area learning target. I intend to solve this problem by attempting to flip social studies and science using PowerPoint Mix and Science and SS curriculum. The goal is for students to watch SS or Sci content via technology, have a learning goal in place, and be able to execute tasks during their rotation times. Tasks will be followed up whole group and small group and designated times throughout the week.
Step 1: Create the Class in Canvas
Step 2: Teach the students the components of Canvas
Step 3: Plan out the curriculum/lessons that will be pushed out to the class
Step 4: Create videos of the lessons for each of the content areas (Add to a YouTube Channel) Step 5: Create activities/assignments that are engaging and tied to technology
Step 6: Open the lessons up to the students, so they can complete the tasks at their own pace.
Step 7: Analyze the data (student grades) and determine what students I need to pull students for individualized instruction
1. Finding SS and Sci curriculum that will help support a flipped classroom (working with Science adoption team and finding resources on PPT Office Mix and Teach TCI for SS).
2. Creating a schedule using my current rotation schedule that will outline the days/times groups will be engaging in the flipped content.
3. Creating a schedule that outlines the sequence of how the flipped model will look (for example, GRR, first have explicit content on Monday, Tuesday, engage in activity, Wednesday, write… etc.)
4. Have time given to implement creating a schedule, flipped content, and looking through curriculum.
Reflection & Findings:
Map Data for math is showing that a majority of students are low in Geometry and Measurement and Data. 10/19 students are Low in Geometry and 9/19 students are Low in Measurement and Data. 6/19 Students are Low/Avg in Geometry and 4/19 students are Low/Avg in Measurement and Data. This means that 68% of my class is low in Measurement and Data and 85% of my class is low with Geometry.
I created a roster on Moby Max and was able to assign students lessons that support them in the areas they are lacking. In addition to grade level assignments, I have also assigned K-1 Geometry and Measurement and Data lessons. I feel this will help learn any concepts they may have forgotten and help them practice more with grade level material in these areas. Students may be lacking in these two areas because they are not taught these standards until second semester.
My roadblocks are ensuring students are critically thinking about the content they are engaging in on Moby Max. To overcome this roadblock, it is important for me continually talk to students Whole Group and Small Group on their progress on Moby Max. I envision having students do an exit ticket on what they learned that day for Geometry and/or Measurement and Data.