Video+Teaching+Assignment+-+Due+Oct.+25

__**Teaching with concrete and virtual manipulative on the Promethean Board – COMPLETED IN CLASS ON October 25 **__

You and a partner will write two lesson plans and teach the introduction including modeling/demonstration of how to perform a calculation algorithm and giving directions for pair/small group work as students practice solving this type of problem.

 In these lesson plans, you will teach an estimation and computational procedure for whole numbers from Chapter 9 in our text (i.e., addition, subtraction, multiplication, and division) that will be assigned in class. In the first lesson, you will use a concrete manipulative to teach the computational procedure. In the second lesson, you will use a virtual manipulative to teach/practice the SAME procedure. So you teach the same procedure using two different types of manipulatives!

You will videotape one partner demonstrating the procedure with the concrete manipulative and you will videotape the other partner demonstrating the procedure with the virtual manipulative. So you will only be videotaping the first part of the lesson! On October 25, you will turn in the two video clips and the two lesson plans.

**Hints to Help You in Writing your First Two lesson plans and Creating your Teaching Videos:**

 1. Read pp. 19-31 closely as you prepare your “script” for your modeling and demonstration using concrete manipulatives

 2. In your video “performance,” I will be looking closely at your ability to “**model and think aloud**” as you work your **ONE** sample problem and what you write/type for your written record (bridging algorithm) of the computation procedure. If your virtual manipulative does not allow you to record your steps in the procedure – feel free to go back and forth between Word and your math applet. OR to write your algorithm on a whiteboard next to the computer screen!

 3. For your lesson plans, you must include:

 a. Your lesson plans will include detailed, written procedures in for the solution algorithm you will model for your two sample problems. So for each lesson plan, you will model and think aloud ONE problem and I want you to attach sheets of paper with the step-by-step procedures for each problem written out for me to see. This really serves as your “script” for your video lesson

 b. The questions you will include in the Phase II/During and Phase III/After sections of your lesson plan - what you plan to have happen in the classroom AFTER your demonstrations.

 i. For Phase II/During, as you “turn the students loose” to practice individually or in pairs/groups, what  questions will you be asking as you monitoring this work? (look at p. 20) What will you have the students  “produce” to show their work and reasoning process

 ii. For Phase III/After – as the class gathers for discussion, how will you have students share their work?  What questions will you have your students respond to? How will you be assessing their skills and  knowledge? (look at pp. 30-31)