Standard+2

=Standard 2=
 * Standard 1 *Standard 2 *Standard 3 *Standard 4 *Standard 5 *Standard 6 *Standard 7 *Standard 8 *Standard 9 *Standard 10

The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
=Evidence:= ==

=Rationale:= This grant was developed for my fifth grade science & reading classes. Because iPads allow for such great levels of differentiation and independent/group thinking I wrote a grant to acquire some for my classroom. I created some problem-based learning opportunities in science where students will utilize the iPad and their own thinking to address an overarching problem. The expectation is that they will come up with a way to alleviate the problem by creatively researching the given topic, working as a team to come up with alternative ideas, testing those ideas, and presenting their findings to the group. This lends itself to a plethora of real-world applications. The second purpose for the development of this grant is to allow 5th graders to utilize this tool while working on their reading comprehension and fluency. There are numerous studies that have proven iPads & iPods help improve both comprehension and fluency through the utilization of the recording feature, as well as the read aloud it can provide a given set of students. Because you can have more than one of these in your classroom multiple groups can be working with a device at 1 time, instead of the customary 1 small group working with the teacher. Weekly goals can be set, tracked, and achieved. Also, students can learn from their own reading what areas are improving what areas need to become a focus. This grant was developed for EDT-655 and is geared toward 5th grade learning standards. This grant was just recently reviewed by a coworker and my principal, and will be submitted in early April. I will find out if I was chosen for funding in June. This evidence was instrumental in my ability to see the bigger picture in learning. Through all the research I did regarding the iPad I was able to really read about problem-based learning and how the iPad is a tremendous tool to aid independent/group learning. For the sake of the grant I had to have a narrow focus for use, but if this grant gets funded the possibilities are endless! Because of this artifact I now present my science units in a much more complex and challenging way that requires a lot more from my students, but also yields a much richer learning experience. I have had them working within small groups due to our current access in the computer lab, but iPads could truly revolutionize my classroom. After completing a problem-based learning unit in science – Motion and Design – my students walked away with a much richer understanding of all the concepts associated with motion (push/pull, gravity, friction, aerodynamics, etc.) and what designs are beneficial for various tasks & needs. I was able to pull in a local car dealership and we presented a challenge to the students that they embraced. Our problem was that the rising price of fuel is crippling the average American’s ability to save, invest, etc. Also, this format provides students the flexibility they need to take the learning into their own hands. They can access & utilize tools that are helpful to them, and not just those that the teacher deems important.

=KSDs:=


 * 2.K.1 The teacher understands how learning occurs -- how students construct knowledge, acquire skills, and develop habits of mind – and how to use instructional strategies that promote student learning for a wide range of student abilities. **

I show that I understand how learning occurs because all students construct, acquire, and develop habits & learning tools differently. No person in the world embraces exactly the same set of tools, nor do they always find the same things beneficial for learning. Because of this PBL (problem-based learning) puts each group or individual student in the driver’s seat with one overarching problem or issue. How they arrive at their answer is up to them! This transfers to real-world very well because a boss will never care how a problem is solved just as long as it IS solved.


 * 2.S.3 The teacher assesses students’ thinking and experiences as a basis for instructional activities (i.e., encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing). **

Student thinking and experiences are the sole basis for PBL instruction. Through the use of familiar items (cars, gas, etc.) students take off running with their own ideas. They must discuss, prove/disprove theories through research, and test these theories. What they are thinking is constantly on display through discussion and the creation of prototypes once they feel their research has led them down a clear path to a clever & efficient vehicle creation. Throughout this entire process the teacher is free to listen and assess student thinking, experiences, other group variables, and eventually have a huge sampling of a student’s oral thought process as well as their written thoughts. Those thoughts and theories come together in a culminating presentation where those thoughts and ideas are assessed for accuracy.

Students are put into groups so that various talents can shine through. I purposely set these groups up so individual talents differ and can shine through. As for errors, the best part about the PBL is that these errors can be corrected by the small group of learners, or even the individual learner that holds an inaccuracy true through their extensive team research. By the end of this unit students have learned all the standards for motion & design, but most impressively is that they are able to visualize and attach understanding to these learning experiences. = =
 * 2.D.2 The teacher is disposed to use students’ strengths as a basis for growth, and their errors as an opportunity for learning. **