Dyad+1+page

You all have done an excellent job with your PBI Project Process. I look forward to reading your paper and seeing your video. Let me know if you have any questions. Hiller
**Jen Rausch & Laura Williams** **& Alison Mehler** PBI Project Plan Your Compelling Question Proposed resources you will use. Possible lesson ideas. Think about TPACK. What content will you focus on? What pedagogical approaches will you use? What technologies will you use? Where will the PBI be implemented? Provide some information about the context in which you will conduct the project. What is your target age group?
 * ** Compelling Question: ** How does blogging affect and enhance student's critical thinking and problem solving skills in mathematics?
 * Kidblog.org
 * Resources listed on wiki (websites for math problems to post on blogs)
 * Article on math blogging, writing about math thinking, math talk
 * Introduce students to kidblog.org by demonstrating how to use the website and giving students individual log-in information. We started small with book recommendations and small conversations. Our goal is to integrate math, writing, technology, and a new way to explore and develop critical thinking skills. We will focus on logic/critical thinking math problems. The pedagogical approach we are using is having students lead discussions about math problems and their thinking. Students are encouraged to confirm and challenge each other’s responses as well as reflect upon their own ideas. We will use a blog through kidblog.org and students are given the choice to use it as a center, fast finisher activity, and home activity.
 * Students will participate in blogging in the context of our own classrooms and they are given the option to participate at home. This is an independent activity, meant to get students to think about and explain their thinking behind problems. We want to evaluate the effectiveness of blogging or writing about mathematical thinking specifically by evaluating answer length and depth, clear expression of thinking, and math independence. The 2 students of mine (Alison's) have been given the choice of doing the activity at home or school, or both if they choose to do so. I do give my student with visual impairments that is participating in this activity some guidance with posting messages on the blog when I work with him weekly on his computer skills.
 * Laura teaches third grade and I teach second grade. Since a good portion of our students are working above grade level, we are working on how to enrich these learners. Critical thinking/problem solving type problems seem to be quite challenging to our students, especially when they need to explain their thinking. Explaining how they got their answer and their thought processes is difficult for so many who may have an “easy” time in school but never really had to put their thought processes into writing. We are trying to get students to think about the “why” and “how” behind problem solving and learn to expand, challenge, and discuss their thinking with other students.
 * Since I (Alison) am a traveling teacher, I am focusing this project on 2 fourth-graders at one of the elementary schools I travel to during my teaching job. One student has visual impairments, and the other one does not. These students have a good rapport with each other when it comes to working on mathematics.

What NCSCOS learning objectives will your PBI address? __Language Arts:__ __Math:__ __Technology:__ 2.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).
 * Second Grade Objectives covered:**
 * 4.04** Use oral communication to identify, organize, and analyze information.
 * 4.05** Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose.
 * 1.03** Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form).
 * 1.04** Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies.
 * 1) Strategies for adding and subtracting numbers.
 * 2) Estimation of sums and differences in appropriate situations.
 * 3) Relationships between operations
 * 1.05** Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds**5.02** Write addition and subtraction number sentences to represent a problem; use symbols to represent unknown quantities

__Math__ (very similar to 2nd grade, extending digits into the thousands) __Language Arts__ __Technology__ 3.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). __ Technology __ 4.SI.1.2 Use relevant sources of information for an assigned task. 4.SI.1.3 Use reliable sources of information. 4.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). __ Math __ __ Language Arts __ (similar to third grade)
 * Third Grade Objectives covered:**
 * 1.02** Develop fluency with multi-digit addition and subtraction through 9,999 using:
 * 1) Strategies for adding and subtracting numbers.
 * 2) Estimation of sums and differences in appropriate situations.
 * 3) Relationships between operations
 * 1.06** Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
 * 4.02** Use oral and written language to:
 * present information in a sequenced, logical manner.
 * discuss.
 * sustain conversation on a topic.
 * share information and ideas.
 * recount or narrate.
 * answer open-ended questions.
 * report information on a topic.
 * explain own learning.
 * Fourth Grade Objectives covered: **
 * 1.02 ** Develop fluency with multiplication and division:
 * Two-digit by two-digit multiplication (larger numbers with calculator).
 * Up to three-digit by two-digit division (larger numbers with calculator).
 * Strategies for multiplying and dividing numbers.
 * Estimation of products and quotients in appropriate situations.
 * Relationships between operations.
 * 1.05 ** Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
 * 4.02 ** Use oral and written language to:
 * present information in a clear, concise manner.
 * discuss.
 * interview.
 * solve problems.
 * make decisions.

In addition to the standard course of study objectives and due to the level of our questioning, we are incorporating many of the higher level thinking objectives of the new core curriculum. We are also adhering to the higher levels of Bloom’s Taxonomy (applying, analyzing, evaluating). They are applying the basic skills and concepts in class to answer more logical thinking questions. [] Our blogs are also incorporating many of the standards or ideas in the 21st century thinking skills. That stresses the importance of students using technology and using critical thinking skills. According to the 21st century thinking skills it is no longer important that students learn the basic concepts and skills but they must be able to apply them. []

What is your timeline for implementing and completing your PBI?
 * We began by introducing our blog to our classrooms and getting them used to how to use kid blog and posting their favorite books. Now classes are working on math blogs during centers/free time during the month of October. Questions will change weekly.
 * My 2 fourth-grade students have started using math websites to enrich their critical thinking skills. They have started and will continue posting messages to each other about how this activity is helping their critical thinking skills. They will be doing this activity at least through the month of October.

What materials and resources do you need to be successful?
 * Computers
 * Brain teasers/logical thinking questions (see websites below)
 * Bloom’s Taxonomy []
 * 21st Century Thinking Skills[]
 * Articles and lessons on improving students ability to talk and write about their thought processes in math.[]

[]

Importance of Math Talk [] [] [] []

[]

[]

[|http://school.discoveryeducation.com/brainboosters/#logic]

=Math Websites:=

http://www.coolmath4kids.com/index.html [|http://mathplayground.com] [] (other subjects included) []

Jen's Blog []

PBI Paper:
[]#

Story Board:

 * 1. Title Page

Title- Blogging in Math Our names || 2. Why Blog? One of us can be on film talking about why we chose our topic Math talk-benefits || 3. TPACK and Blooms Voiceover Images of TPACK model and Blooms orange || Computer on website Images of website Voiceover: Setting up blog, when it Is used, how it is used || 5. Connections to SCOS Student interview (explain how this relates to what we teach/what they learn. Explain what they learned, how this helped them Student outcomes, how it is impacting learning || 6. Successes and areas for improvement, what we’ll do from here (expand to other subjects)
 * 4. Video kids blogging (sitting at

We will be on film ||
 * 7. Resources ||  ||   ||