Team negotiation of the solutions to Tangram puzzles in L2

ASSURE Model Instructional Plan

Team negotiation of the solutions to Tangram puzzles in L2

Lee Putnam            

Grade K-2
Mathematics (Geometry and Spatial Reasoning)

Lesson Length  50-Minutes

Analyze Learners

The number of available computers will limit the number of students accommodated by this lesson.  Ideally the ratio between the students and computers should be 2:1.  However, students can be grouped into teams that share a single computer. It may be necessary to implement accessibility features of the computers operating system in order to mitigate challenges for students who have physical disabilities that can be accommodated.  Not all physically disabled students will be able to be accommodated. Students are expected to have basic computer operating skills (mouse and keyboard).  This lesson plan is primarily visual and kinesthetic therefore it will be most beneficial to students who are visual or kinesthetic learners. This lesson can be easily adapted to accommodate classrooms that do not have computers.

 

State Objectives

The students will interact with one another and be monitored by the teacher a distance using computer video teleconferencing as the communication interface. The student will learn to identify the geometric shapes square, triangle, and parallelogram.   4.2 Investigating the Concept of Triangle and Properties of Polygons The student, by solving Tangram puzzles, will develop geospatial reasoning. 4.4 Developing Geometry Understandings and Spatial Skills through Puzzle like Problems with Tangrams The student will learn the names of the geometric shapes square, triangle, and parallelogram in L2. The student will learn the names of the colors red, pink, blue, green, and yellow in L2. The student will learn to negotiate the placement and orientation of the shapes using simple commands such as left, right, up, down, and rotate in L2.

Select Methods, Media, , and Materials

Methods The teacher will introduce the geometric shapes, square, triangle, and parallelogram. The teacher will introduce the names of the colors of the puzzle pieces: red, pink, blue, yellow, and green. The teacher will explain how the children will work in teams, communicating only in L2 to complete each puzzle. Media A computer with the ability to access the internet and run flash media or a tablet (Android or iPad) with an installed Tangram application. Materials The lesson can be taught without electronic media using purchased Tangram sets or by using paper cutout pieces.  http://ideas.gstboces.org/programs/tangrams/printables.cfm

 

Utilize Media, Materials, and Methods

Preview the materials Review the concept of the Tangram puzzle. http://en.wikipedia.org/wiki/Tangram Preview the online game that you will be using.  http://britton.disted.camosun.bc.ca/tangram.swf http://ideas.gstboces.org/programs/tangrams/ Prepare the materials If you will be using an online version of the game, ensure that each computer to be used can access the site and that the game run on each computer. If you will be using paper cutout Tangram pieces, then prepare them or alternately preprint the shapes on colored card stock so that the children can cut them out as a part of the lesson. Prepare the environment To facilitate the L2 communications and community learning components of this lesson the students will need to be grouped.  The minimum grouping size is two and the group size can be increased as driven by limitations imposed by the number of computers available. If computers are to be used, cluster seats so that while one student operates the computer the others will be able to watch that student.  The student that operates the computer can be rotated for each new Tangram puzzle.  If students are in pairs, then they should switch for each new Tangram puzzle. If you will not be using computers, then cluster the desks so that students in a group will share a common workspace in the center of the group. Prepare the learners Puzzles by their nature are engaging and it should take little effort to motivate the students toward solution of a Tangram puzzle.  Begin the lesson with a brief history of the origin of Tangrams and explain the component shapes. Point out the three shapes and the concept of similarity that exists between the three sizes of the triangles.  Demonstrate how a Tangram puzzle is solved.  While doing so use the commands: place, above, below, to the right, to the left, rotate, and flip in L2. If the students will be using a computer application, demonstrate the use of the interface for that application. If you will be using paper Tangram pieces, the learner preparation stage would be opportune for the students to cut out their pieces. Provide the learning experiences Having demonstrated how to complete a Tangram puzzle, now is the time to discuss with your students the community and L2 communication requirements of the lesson. Point out that one student is to instruct the second student in the placement of the Tangram pieces in order to solve the puzzle.  The solution of the puzzle is to be accomplished by using only L2.  If a student is unclear about how to communicate an instruction, then they should attempt to negotiate the communication without using L1. Each group is to complete as many puzzles as they can within the time allotted and record (draw) their solutions.

Require Learner Participation

Lesson duration 50-minutes Setup and student organization 10-minutes Form students into groups and settle them into their work positions.  Have them start the computers and open the application. If paper is being used, pass out the materials. Explanation and demonstration 10-minutes Provide a brief history of the origin of Tangram puzzles. Demonstrate a Tangram puzzle solution. Present the L2 vocabulary: square                         place                        red triangle                        above                       blue parallelogram              below                        yellow                                     right                          pink                                     left                            black                                     rotate                        green                                     flip Explain the rules that the students will use while completing the lesson: One student will give the instructions to solve the Tangram puzzle. One student will operate the computer application or construct the Tangram. All communication will be in L2.  Other students may help the instruction giver and the assembler negotiate the communications. The answer for each completed puzzle will be drawn. Student execution 20-minutes Once the students have begun, give them as much liberty to complete the lesson as is possible.  The goal is to foster as much community learning within the groups as possible. Monitor the progress of each group, noting group dynamics with and emphasis on L2 communication.  Coach as necessary to ensure that all groups are making progress. Review of the results and class discussion Review a sample of the problems that have been completed.  Have the groups share their drawings. Have the groups explain the strategy that they used to communicate construction instructions. Review the L2 vocabulary by having individual students demonstrate the vocabulary that they have learned. Solicit the students opinions on the lesson:  did they enjoy it, do they think that they learned about Tangrams, do they think that they learned about geometric shapes, and do they think that the lesson helped them to communicate instructions.

 

Evaluate & Revise

Evaluation methods for each of the following are included: Student Performance Create a rubric based on the objectives that you listed in the second part of this lesson plan as detailed as possible. Media Effectiveness How you evaluate the effective use of the media that you select for this lesson? Instructor Performance How your performance is assessed in this lesson? You can have students, co-workers, your supervisors and others to evaluate your performance. Provide detailed information. Student Performance Students should complete a minimum of 4 Tangram puzzles within the time allotted. Students should have documented all of the Tangram puzzles that they solved. The teacher should have needed to coach minimally, not more than once per student. Students should be able to recall and understand 70% of the vocabulary. Media Effectiveness Did the computers and application that you selected work for the lesson? Did the students have any problems with the application interface? Did the computer and application act as an adequate distractor that lead to facilitation of the community learning experience for the students? Instructor Performance The true measure of instructor performance and the effectiveness of the lesson is how well the students learned the objectives of the lesson. Compile document anything that the students pointed out during the review and class discussion that might improve the lesson.