Running head: ISTE OUTLINE AND REFLECTION ASSIGNMENT 1

ISTE Outline and Reflection Assignment

Pia L. Bowes

Grand Canyon University: TEC 516

Ruby Willey-Rendon, PhD

8/16/17
 ISTE OUTLINE AND REFLECTION ASSIGNMENT 2

ISTE Outline and Reflection

The International Society for Technology in Education has standards for both students

and teachers to help support excellence in technology education. This week we investigated ways

to improve instruction through including ISTE standards and the appropriate technology support

in lesson plans. The following paper contains the original and enhanced lesson plans, as well as

the accompanying reflection.

Lesson Plans

I found a lesson plan from the internet to enhance with technology. Though the lesson

plan was found under the preschool category, it seemed like kindergarten lesson. I ended up

choosing a mathematics lesson about number recognition (White, 2015). Last year, I taught

students who were four and five years old, so I both adapted the lesson to fit them and enhanced

it with technology. When doing so, I ended up changing the lesson’s objective, but including

some of the same components.

Original Lesson Plan

Number Recognition 1-10

Learning Objectives
Students will be able to identify and write numbers one to ten.
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Materials and Preparation Key Terms:

 Assorted buttons, beads, foam shapes  one
(55 per student)  two
 Glue  three
 Construction paper  four
 Pencils  five
 Whiteboard  six
 Markers  seven
 55 Magnetic shapes  eight
 Know Your Numbers 1 to 10  nine
worksheet set  ten
 Number 1 Tracing worksheet

Lesson
Introduction (10 minutes)
 Have the students come together as a group.
 To motivate the students, begin by saying, "Today, we will be learning about numbers.
 Raise your hand if you know a number."
 Randomly select students to share the number they know. This taps into their prior
knowledge.
 Write down the numbers that are shared on the board.
 Say, "I will share with you a poem by Mother Goose that uses all the numbers from one
to ten."
 Read the poem One, Two, Buckle My Shoe.
 Have the students recite the poem after you.

Explicit Instruction/Teacher Modeling (10 minutes)

 Draw a large circle on your board.
 Place 10 magnetic shapes to the right of the circle.
 Explain to the students that there are no items in the circle. Nothing there represents the
number zero. Zero represents nothing at all.
 Move one magnetic shape into the circle, then write the number 1 above the circle. Have
the students repeat, "one."
 Add another magnetic shape into the circle. Count one, two. Erase the 1 and write 2.
Have the students repeat, "one, two."
 Repeat until all 10 magnetic shapes are in the circle, changing the number at the top of to
reflect the number of items in the circle.
 Use your index finger to count all 10 magnetic shapes in the circle.
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Guided Practice/Interactive Modeling (10 minutes)

 Have the students return to their desks.
 Each student should have a piece of construction paper and glue.
 Each student should have 55 beads, buttons, or foam shapes.
 Model the upcoming activity on the whiteboard using magnetic shapes.
 Make a list on the board: 1-10. Have the students copy you as you place the correct
amount of items next to each number.
 Below is an example how the students' work should look. Each asterisk represents a bead,
button, or foam shape.
1*
2 **
3 ***
4 ****
5 *****
6 ******
7 *******
8 ********
9 *********
10 **********

Independent Working Time (10 minutes)

 Provide each student with one of the Know Your Numbers 1 to 10 worksheets and a
pencil.
 Read the instructions for section one.
 Allow the students a few minutes to complete section one.
 Read the instructions for section two.
 Allow the students a few minutes to complete section two.
 Read the instructions for section three.
 Allow the students a few minutes to complete section three.
 Collect the worksheets for grading.

Extend
Differentiation
 Enrichment: Give above level students the entire set of ten worksheets from Know Your
 Numbers 1 to 10. Allow them to complete these at their own pace.
 Support: Have struggling students complete the Number 1 Tracing worksheet during
 Independent Working Time for extra practice.

Review
Assessment (10 minutes)
 Conduct mini-conferences with the students individually at your desk.
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 Give them each a random amount of objects and ask them to use their index finger to
count the items aloud.
Review and Closing (10 minutes)
 Have the students come together on the floor in a circle in groups of 10.
 Assign a student to start and assign another student to end.
 Have the students count off 1 to 10 in each group.

Enhanced Lesson Plan

Number Recognition 1-10

Learning Objectives
Students will use one-to-one correspondence to count up to ten objects.

Materials and Preparation Key Terms:

 Assorted buttons, beads, foam shapes (55 per student)  one
 Glue  two
 Construction paper  three
 Pencils  four
 Pointer  five
 SmartBoard (with Notebook Sheets)  six
o 1 Blank slide;  seven
o 1 slide with “One, Two, Buckle My Shoe;  eight
o 1 slide with numbers 0 – 10 written from left to write  nine
o 11 slides with a line down the middle, 11 shapes/objects on one
 ten
side, a circle with the numbers (0 -10) underneath it on the other
side  zero

Lesson
Introduction (5 minutes)
 Have the students come together as a group.
 To motivate the students, begin by saying, "Today, we will be learning about numbers.
 Raise your hand if you know a number."
 Randomly select students to share the number they know. This taps into their prior
knowledge.
 Write the numbers that are shared on the SmartBoard’s blank notebook sheet.
 ISTE OUTLINE AND REFLECTION ASSIGNMENT 6

 Say, "I will share with you a poem by Mother Goose that uses all the numbers from one
to ten."
 Read the poem One, Two, Buckle My Shoe from the SmartBoard and use the pointer to
point to each word as you read.
 Have the students recite the poem after you. Pick a child to come up and point to the
words as you read.

Explicit Instruction/Teacher Modeling (10 minutes)

 Start with the “zero” page of the Pre-prepared Smart Notebook.
 Start on the page with the number zero.
 Explain to the students that there are no items in the circle. Nothing there represents the
number zero. Zero represents nothing at all. Move to the next slide.
 Move one shape or object into the circle, count “one.” “Let’s make sure that we put one
object inside the circle.” Count and write the number 1 below the object inside the circle.
Have the students repeat, "one." Move to the next slide.
 Move (or have a student move) two shapes or objects into the circle. “Did I move two
shapes? Let’s check.” Have the students count “one, two” with you, as you write 1, 2
underneath the respective objects. Move to the next slide.
 Repeat until you have reached the last slide with 10 shapes in the circle. (STOP at 5
objects if breaking lesson into two days).
 “Today we said that we were going to learn about numbers. Did we learn about numbers?
What did you learn about numbers?”
 Have the students tell one thing (or point to and name one of the numbers or count a
specified number of objects, on the screen) before picking a center.

Guided Practice/Interactive Modeling (20 minutes- Math Centers)

 Use the same SmartBoard activity, but have the students change the page, move the
objects, and use hand over hand to write any numbers on each page. Each student should
get a chance to move and count objects (Four students at most in the group).
 0-5 first day, 6 – 10 second day.
 Model Independent Practice on SmartBoard: Demonstrate how to pick which game and
versions, based on their skill levels, and take turns to complete “Number Match” activity
on abcya.com. Also explain that “Tries Left” and “Matches” can be used to see how
much they are learning.

Independent Working Time (10 minutes-During centers)

 (ART Center) Each student should have a piece of construction paper (with numbers
written for students who need it) and glue. (Four students at most in the group)
 There should be one container of objects (from supplies with at least 55 beads, buttons, or
foam shapes per student).
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 Students should glue objects next to a number. (Some students may need circles on the
paper with numbers next to them).
 (Computers) Students have multiple options at computers (1) use Paintbrush with same
template as SmartBoard Lesson, (2) use “Birthday Candle Counting” activity on
abcya.com, (3) use “Number Match” activity on abcya.com.

Extend
Differentiation
 Enrichment: Give above level students construction paper without numbers and guiding
lines; have them complete “memory” option of Objects & Numbers “Number Match.”
 Support: Work one-on-one struggling students to complete guided practice activity. Use
fingers for One-to-One correspondence after gluing each object. They complete “show”
option of Objects “Number Match”
 Independent Centers for extra practice.

Review
Assessment (5 minutes-During centers)
 Conduct mini-conferences with the students at the (Art) centers by asking them to
describe what they made. They should be able to correctly count the highest level they
completed.
 Give them each a random number and 11 objects. Ask them to give me or move that
number of objects (0 – 5 if Day 1, 6 -10 on day 2).
Review and Closing (5 minutes-During Centers)
 Have the students say “one, two, buckle my shoe,” but this time use their fingers when
saying the numbers.
 “Who can help me count to 10?” Count with the students.
 Have the students count off 1 to 10 with the tenth person getting up to transition to the
next activity.

Reflection

Adapting and enhancing the lesson plan to include technology corresponding with two

ISTE-Student standards, was more difficult than I expected. I had ideas about how to change the

lesson plan; however, I had to make sure that the technology changes aligned with a standard.

After reviewing my completed lesson, the teacher that I asked gave me a couple of comments,

which will be included below.

ISTE OUTLINE AND REFLECTION ASSIGNMENT 8

ISTE-Student Technology Standards

Both standards which I chose to utilize in order to enhance my lesson plan came from the

first domain, “Empowered Learner” (Standards for Students, 2017). With the availability of a

SmartBoard, students could use the interactive technology to demonstrate their understanding of

one-to-one correspondence, counting, and number identification. This would be standard 1c

because they are, seeking feedback, improving their practice, and demonstrating their learning

(Standards for Students, 2017). The teacher that reviewed my enhancements said that the

standard was evident in the lesson because I had students moving shapes, into the circles, and

counting, so I could see which students were having difficulties (Harrell, personal

communication, August 16, 2017). The second standard that I included was 1d, which is when

students demonstrate that they understand technology operations, make choices, can troubleshoot

difficulties, and can transfer their knowledge (Standards for Students, 2017). The students did

this when I explained how to access and play “Number Match” on ABCya.com (2017). The

teacher did think that I did not cover the “troubleshooting” part of the standard, but when I

explained that it could be as simple as pressing the back button, she understood (Harrell,

personal communication, August 16, 2017).

ISTE-Teacher Technology Standards

The two teacher standards that will help me to create and deliver this enhanced lesson

plan come from different domains. The first is 2c, “customize and personalize learning activities

to address students learning styles, working strategies, and abilities using digital tools and

resources” (Standards for Teachers, 2017). I did this when I chose the “Number Match” and

“Birthday Candle Count” activities because they can be changed to increase difficulty or target

skills (ABCya.com, 2017). My second standard was 4c, “promote and model digital etiquette and
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responsible social interactions,” which do every time I introduce digital activities to students.

(Standards for Teachers, 2017). Though there are other standards that can also be included, I feel

as though I would target these the most.

Conclusion

After incorporating technology into the mathematics lesson plan, I realized it gave the

students more engaging opportunities to practice this skill independently and target student

needs. In the future, I plan on focusing on ISTE student and teacher standards, just as I do with

curriculum standards.
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References

ABCya.com, L. L. C. (2107). Birthday candle counting. [Computer Game]. Retrieved from

http://www.abcya.com/kindergarten_counting.htm

ABCya.com, L. L. C. (2107). Number match. [Computer Game]. Retrieved from

http://www.abcya.com/number_match.htm

International Society for Technology in Education. (2017). ISTE Standards for Students.

Retrieved from http://www.iste.org/standards/standards/for-students

International Society for Technology in Education. (2017). ISTE Standards for Teachers.

Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

White, D’Vonne. (2015). Lesson Plan: Number Recognition 1 – 10. Retrieved from

https://www.education.com/lesson-plan/number-recognition-1-10/