DIFFERENTIATION WITH TECHNOLOGY

    

    The remedial instructional lesson plan that I created for my visual learners: Dame and Harp; and kinesthetic learner: Komi, reviewed multi-digit numbers by two-digit numbers multiplication. The lesson was designed to help students develop mastery of using the standard algorithm to multiply multi-digit whole numbers by first, using the area model and partial products strategy, and relating them to the standard algorithm. Aside from the use of math manipulatives to help deepen students understanding, no technology was incorporated into the lesson. If I had to incorporate technology into each day’s lesson, I would use Pear Deck to enhance students’ learning. “Enhancing students learning with the use of technology helps students develop a refined understanding of the content and allows students to demonstrate their understanding of what they learned aside from using non-traditional tools” (Keren-Kolb, 2013).

    Pear Deck is a Google Slides presentation that students can interact with by drawing and typing on the slides prepared by the teacher (Edwards, 2021). Students can also add audio to the slides. For my lesson, I would create slides on Pear Deck to present my lesson to my students and have them work on Pear Deck rather than use dry-erase boards. While teaching the lesson, students would be able to see how I use the area model, partial products, and the standard algorithm to solve a multi-digit by two-digit multiplication expression. Rather than worrying about the work on the dry-erase board accidentally getting erased, I can save the slides and upload them to students slides in the case they need to refer to them later. Next, as students are solving their problems using a different strategy each day, I can give students written feedback on their slides and give students the option to draw a picture or diagram to help support their answers to questions with reasoning. Students would also have access to comment on their peers boards and give them immediate feedback; thus, learn additional strategies that their peers may have used to help with computation of numbers. Lastly, my students would also have access to recording audio for their slides. With audio, my students would be able to verbally explain their work rather than explain in writing. I could also use audio feature to provide my students with immediate feedback on their work during error analysis. “Audio recordings provide an opportunity to speak directly to students by delivering feedback without an ink-to-paper “mask” translating thoughts, which is inherent with traditional grading methodologies” (Weld, 2014).

REFERENCES

Edwards, L. (2021, March 18). What is Pear Deck and How Does It Work?

    TechLearningMagazine. https://www.techlearning.com/how-to/what-is-pear-deck-and-how-does-it-        work

Keren-Kolb, L. (2013). Engage, Enhance, and Extend Learning! Learning & Leading with Technology,     40(7), 20–27.

Weld, C. (2014). Listen to This! Utilizing Audio Recordings to Improve Instructor Feedback on

    Writing in Mathematics. Primus: Problems, Resources & Issues in Mathematics Undergraduate               Studies, 24(6), 513–528. https://doi-org.lopes.idm.oclc.org/10.1080/10511970.2013.876474