Dyad+25

an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || Teacher will use an xtranormal video to introduce how students often have misconceptions of PEMDAS. Students will use a blog to reflect and communicate their new understanding of the rules of order of operations. Students will create an audio/video product reflecting their new understanding of the rules of order of operations. || =**PUBLISHING:** xtranormal, weebly blog, audacity= =**SHARING:** class webpages, NLI wiki=
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || Why are rules necessary? ||
 * II. How are new literacies featured in your compelling question? || Citizen literacy, digital literacy, writing, informational literacy ||
 * III. How will you organize or group your students for the PBI? || We will use superteachertools.com/instantclassroom/group-maker.php to generate groups of 4 within our class. ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || Prior Knowledge of the rules for Order of Operations ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || Teacher will circulate during the investigation phase and model the questioning techniques being used by the students during the investigation to ensure understanding of concept. ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || Teacher will circulate and listen to student ideas for final product prior to creation to eliminate any areas of misunderstanding or misconception of the overall concept. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Rubric for final video/audio product. Formative assessment will occur with the use of a KWL google form and google spreadsheet comparing results from investigative questions and wolframalpha.com. ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it


 * Compelling Question: **

Why are rules necessary?


 * Standards: **
 * 6.sl.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 * 6.sl.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
 * 6.w.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * 6.ee.1 Apply and extend previous understandings of arithmetic to algebraic expressions. Write and evaluate numerical expressions involving whole-number exponents.

> They will share the conclusion they determined, the process that brought them to their conclusion, and how might their conclusion regarding the rules for the order of operations be applied to other rules we are expected to follow? **(critically evaluate, revise)**
 * Strategies: **
 * Pose the **compelling question** “Why are rules necessary?”. Students will use [|www.polleverywhere.com] to submit open ended answers. Teacher will create a Wordle of responses to share and discuss.
 * Teacher will show video to open the discussion of the rules of Order of Operations. media type="youtube" key="naOhsb3uR0Y" height="315" width="560"
 * Independently, students will complete the “K” of the KWL: Order of Operations chart. As a whole class share the K responses. (It is assumed that students are familiar with PEMDAS)
 *  [[file:KWL Order of Operations_ME_YJ_EM.doc]]
 * Groups of four will be randomly selected using [|superteachertools.com/instantclassroom/group-maker.php] . Groups will be provided an investigative handout of the Q-Matrix. Using the areas of probability, prediction, and imagination students will create 3 investigative questions regarding the rule for order of operations for the "W" of the KWL chart and record on the KWL: Order of Operations chart.
 * [[file:Investigation_ME_YJ_EM.doc]]
 * Groups will create 3 expressions for each question of the "W" and use the expressions to **investigate the answer** of each question. Groups will then input each expression into [|www.wolframalpha.com] for the correct answer. Both answers will be recorded on the Order of Operations Investigation handout for comparison.
 * Groups will **analyze informatio**n gathered from the investigation and complete the "L" in the KWL: Order of Operations handout.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">Groups will **synthesize information** and write a poem/song/rap that redefines PEMDAS and offers an explanation of the new rule. They will then create a video with the IPAD or flip camera or create an audio recording using audacity**, publish, and share**.
 * <span style="font-family: Cambria,serif; font-size: 12pt;"> media type="custom" key="20313640"
 * <span style="font-family: Cambria,serif; font-size: 12pt;"><span style="font-family: Cambria,serif; font-size: 12pt;">Independently, students will respond to a Blog on "why rules are necessary." []
 * <span style="font-family: Cambria,serif; font-size: 12pt;"><span style="font-family: Cambria,serif; font-size: 12pt;">Independently, students will respond to a Blog on "why rules are necessary." []
 * <span style="font-family: Cambria,serif; font-size: 12pt;">ClassScapes assessment using either IPAD or SMART response pads.

<span style="font-family: Cambria,serif; line-height: 19.200000762939453px;">Annotation: <span style="font-family: Cambria,serif; line-height: 19.200000762939453px;">All three group members worked collaboratively on the entire plan including the student learning activities, instructional model, and technology products. Once the plan was created and finalized, we each selected one of the technology components to create with the assistance of the other group members. <span style="font-family: Cambria,serif; line-height: 19.200000762939453px;">-The xtranormal video was created by Yvette Jobe and used as a tool to support the instruction. Michelle Edwards and Emily Miller assisted in this process by exploring how to add the title and credit slide as well as adding my own voice to an xtranormal video and serving as assistants. <span style="font-family: Cambria,serif; line-height: 19.200000762939453px;">-After we discussed the content of what we wanted in the student product defining the rules of Order of Operations, the podcast was created by Emily Miller as an example of a student publication. Michelle Edwards and Yvette Jobe researched ways to take this podcast and upload it using podbean.com <span style="font-family: Cambria,serif; line-height: 19.200000762939453px;">-After discussing ways to connect the lesson to the essential question and giving an opportunity for students to reflect, the blog on weebly.com was created by Michelle Edwards. Emily Miller and Yvette Jobe were responsible for proofreading the content.