Math as a learning topic activity
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mATH AS A LEARNING Topic activity. Mertice Anders EDU 652 Dr. Wallis Stemm November 26, 2012 Revised On May 30 , 2012. Topics:.

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Math as a learning topic activity

mATH AS A LEARNING Topic activity

  • Mertice Anders

  • EDU 652

  • Dr. Wallis Stemm

  • November 26, 2012

  • Revised On May 30, 2012


Topics

Topics:

  • According to Horton (2012), topics are the lowest level learning object in a course or other knowledge product. Topics accomplishes individual learning objective and that is what makes them topic.

  • A topic requires a combination of Absorb, Do and Connect activities and includes a test to measure the accomplishment of the objective.


Learning objects

Learning Objects:

  • In e-learning, a learning object is a chunk of electronic content that can be accessed individually and completely accomplishes a single learning objective . A learning object contains everything necessary to ensure that the learner meets the learning objective (Horton, p285).


Types of topics

Types of topics

  • Simple topic

  • Typical topic

    Complex top


A simple topic

A simple topic

  • When using a simple topic, you would be accomplishing a simple objective. It would have a title that announces and labels the topic., a short paragraph introduces the topic and summarizes its content. Next follows a narrated animation that explains what dependency markers are and how to recognize them. After the animation is a short paragraph that emphasizes the key point and links to another topic.


Typical topic

Typical topic:

  • When using a typical topic, the learner would be required to make a difficult decision that requires them to research, analysis and judge. This topic is broken into sections:

  • Instructions: which welcomes learners to the main activity of the object and provides directions on how to complete the assignment.

  • Background: gives details about the situation learners must investigate and find a solution for (Absorb).

  • Policy: gives the most important constraints on a solution, namely regulations that govern the situation described in the background.

  • Resources: presents a list of links to documents.

  • Decide: lets learners choose a solution. These choices are all plausible, so learners must conduct research and carefully analyze the situation to pick the right answer (Do activity).


Complex topic

Complex topic:

  • The complex topic is a learning object that teaches how to set the material properties in a computer program call GALENA. This topic would have several tabs, each would reveal a different part of the topic>

  • Overview: presents a concise preview of what learners will learn about how to define material properties. Serves as the summary also.

  • Before tab: gives background information learners need before beginning the other activities.

  • Show me tab: Let the learners watch a demonstration of how to perform this step.

  • Coach me tab: Let learners practice performing the procedure.

  • Let me tab: gives learners instructions for an activity to be performed with the real software.

  • After tab: helps learners verify that the let me activity was performed correctly.


My topic as a learning activity

MY topic as a learning activity:

  • For this activity, I have selected to do a simple topic math learning activity. My reason for this topic is I know that preschooler should be able to count to 10 using one by one correspondence.

  • I want to know how many of the children can count use the one to one correspondence.

  • I would collect this information by giving the students a simple assessment and using a computer learning game assessment.

    With preschoolers, make every day activities and events a counting exercise, the best way to learn is when you don’t even realize you’re learning something at all. Whatever you are doing there is something to be counting, at dinner “how many people are eating; one, two, three, four, etc. So, how many cups do we need? Four. Then count the cups, plates spoons or forks, etc. The possibilities are endless, you can incorporate a counting exercise with everything you do (2011).


A simple topic1

A Simple Topic:

  • Title:Counting feathers

  • Introduction: Can you guess what I am holding in this bag?" Elicit responses from class. Open the bag and let a few feathers fly around the room. Let students blow the feathers and try to keep them in the air. Today the class is going to use feathers to learn to count to l0.

  • Content: Tell students to hold up 2 hands and proceed to sing "Ten Little Indians," holding up one finger for each Indian, putting up one finger at a time as the last verse of the song is sung from 10 backwards.

  • Choose 10 students to come and sit in a row in front of the class. They will sit with their arms crossed like Indians. The class will now sing "Ten Little Indians." One Indian at a time will rise as the class sings the song. As the verse in the song goes backward, the Indians will sit down, one Indian at a time.

  • We will also review using a you tube: http://youtu.be/dk9Yt1PqQiw 10 Little Numbers

  • Practice: Each child would make a hand band and put ten feathers on it. Monitor each student's progress and provide feedback as needed. Teacher will take pictures and use as a slide show, using the interactive white board. Ask students to return to group area, wearing Headbands, and sing "Ten Little Indians” as the review their work samples.


Math as a learning topic activity

  • The information for this topic as a learning activity would be collect and record as a assessment.

  • Students produce a Indian headband that has 10 feathers.Formatively assess the headband by: 1. Confer with students who do not have 10 feathers. 2. Provide corrective feedback in counting feathers.3. Give students opportunity to revise headband.

  • For Extra:(for the safety of the children, we have installed a cyber patrol program to protect them from going on other sites and the teacher assistant will also monitor the children.

  • Use Teach Smart to work on counting and identifying numbers


Math as a learning topic activity

To revised this activity, and implement Program Learning Outcome 6 “Technology Resource to facilitate effective assessment and Evaluation” and Program Learning Outcome 7 “ Utilize technology to collect and analyze data, interpret results, and communicate Findings. I include a computer base Program that would keep track of the student’s progress on counting and identifying the numbers 1-10. The children would be put into small groups according to the pre-observations and introduced to the Teach Smart program, which is on an interactive computer whiteboard. Because of the age of these students, this program has been revised to meet their understand and performance. Every child has a picture of themselves in order to enter the program, they find their picture and the information is set for that child to work in. All activities provide the right level of difficulty, tailored to each child so that they can progress through emergent, developing, developed, and extension levels at their own speed. Teach Smart supports ALL children-from those in an intervention to meet grade level to advanced, while reducing the teacher’s workload. At the end, I will get an print out of each child results, findings that has been collected.


Refences

Refences:

  • How(2011) teach your child how to count. Retrieved on November 20th from: http://www.teachkidshow.com/teach-your-child-how-to-count/

  • Horton, W. (2012). E-Learning by Design. 2nd Edition, Pfeiffer, San. Francisco

  • Jenkins, A.J (2009). 10 Little Numbers, Retreived on November 24th From: http://youtu.be/dk9Yt1PqQiw


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