Running head: TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE Technological Pedagogical Content Knowledge (TPACK) Joseph Zokaitis Ashford University EDU673: INSTRUCTIONAL STRATEGIES FOR DIFFERENTIATED Dr. Angela Dallas
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE 2 Math Geometry In my third-grade classroom I have 22 students within the age groups of 8-10. The class has 50/50 boy to girl ratio. The majority of the students come from middle to low-class families, and span from military families to families with no connection to the military. The class has four students who have Individual Education Plans (IEP) and or accommodations in place. I have one teacher aid in the classroom from time to time to assist with struggling kids. Five students are in reading intervention and two students are pulled for speech and reading. Students will be expected to show a measurable accuracy for the unit, which aligns with the Common Core State Standards. First, the students will identify shapes by labeling them with their proper names and shape category with (90% of accuracy). Second, the students will be able to connect the shapes to real life examples (85% of accuracy). Each day students will demonstrate their understanding with exit tickets that ask for identification of shapes. The students will be required to show their retention on the shapes and their names and shape category. Students will draw and label the different types of shapes and give each shape all the possible names attached to the shape. Then students will have the ability to touch the shapes using the manipulatives available in the classroom. The students will have the opportunity to talk to each other about the different shapes and practice with each other with labeling and identifying all characteristics for the shapes. Students will have work sheet to complete containing matching, multiple choice and a section to draw the shapes. While students are working with each other I will walk around and take notes to see which students will need some differentiated instruction in small groups. Students are assessed on the same scale for grading and with a 95% and 85% expected
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE 3 proficiency. Students in the class with IEP will have the expected class work shorten and the material will be read to them. The Common Core Standard I will be focusing on is the third-grade geometry standard CCSS.MATH.CONTENT.3.G.A.1. Students understand the shapes in different categories such as rhombuses, rectangles, and others. The shapes may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
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- Fall '14
- Educational Psychology, Formative assessment, Summative assessment, Technological Pedagogical Content Knowledge