PearDeck will be used to create vocabulary flash cards that students can use through the 3-day lesson in order understand the different vocabulary words (i.e. denominator, numerator, etc.) Pear Deck will be used on Day 1 of the three-day unit to give the students the opportunity to use the vocabulary throughout the lesson.
Pear Deck can be used to differentiate instruction and meet the needs of diverse learners, including English Language Learners (ELLs), through features like the Immersive Reader and language filters.
Pear Deck’s interactive slides, timers, and diverse response formats encourage student engagement and participation, fostering a more inclusive and interactive learning environment.
Students will be monitored by walking around the classroom engaging through learners to correct, redirection, and questioning to ensure students understand that student understand the vocabulary term.
Students use those technology as teaching tool to work on the literacy as well as other many other subjects like math while at school and at home (Moody & Morrow, 2017). Pear Deck while primarily used as a literacy or Reading tool can easily be used in other content areas such as math to help build students’ vocabulary.
Gimkit will be used to review the vocabulary flashcards in a fun, exciting game-like way. Students gain “money” by answering questions to demonstrate their understanding of math vocabulary.
Students are more likely to participate actively in Gimkit games than in traditional review methods, leading to greater engagement and knowledge retention. Not all students work at the same level, but teachers don’t always have a lot of time to prepare on these digital platforms, this is where educational technology tools really help (Restifo, 2024). to ensure appropriate use I will establish clear guidelines for student behavior and appropriate use of technology during Gimkit games.
Teachers can tailor Gimkit quizzes and challenges to align with their curriculum, including topics related to different cultures, historical events, global issues, and world geography.
Kahoot! will be used as a way to review the concept of adding and subtracting fractions with unlike denominators from the previous two days. Kahoot! uses quiz show type learning environment in order to engage students. You can either have students work in teams or as individuals. This allows flexibility in deciding if you want students to collaborate together or work as individuals.
To ensure that students are using Kahoot! appropriately I would ensure that Kahoot! is only used for reviewing of materials. Technology should be used in ways that encourage collaboration, creativity, and higher-order thinking. Kahoot! is the perfect game to encourage collaboration, creativity and higher-order thinking. You can create Kahoot!’s that are tailored to the needs to individual students and what is being taught at the time.
Kahoot! can be used to collaborate with others outside of the classroom as students don’t have to be right in the classroom. It can easily be used to connect to another classroom from other places around the globe. Also, Kahoot! has many ways to connect to any culture around the world. It is fun for students in rural area, as well as though students who may within the city. The Kahoot! community is literally all over the world. Teachers and students could collaborate on Kahoot!’s through fun interactive quiz-like games. According Bernadette Dwyer, teachers need to “employ instructional practices to teach students to use technology effectively to become more skillful in accessing, analyzing, critiquing, and synthesizing information and communicating with a diverse audience (Dwyer, 2016). In other words teacher’s need to make sure that the technology being used reaches a diverse student population while also allowing students think critically which is exactly what Kahoot! does to help ion their platform.
References
Dwyer, B. (2016). Teaching and Learning in the Global Village: Connect, Create, Collaborate, and Communicate. Reading Teacher, 70(1), 131–136. https://doi.org/10.1002/trtr.1500
Moody, L., & Morrow, J. (2017). DIFFERENTIATED AND MEANINGFUL INSTRUCTION: Turning around districtwide performance by immersing students in an engaging, literacy-rich environment. Literacy Today (2411-7862), 35(1), 18–19.
Restifo, D. (2024, November 21). Top Sites for Differentiated Instruction. Retrieved from Tech & Learning: https://www.techlearning.com/news/top-sites-for-differentiated-instruction
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