Innovative Learning Experience Plan

Innovative Learning Experience Plan
Description: Students will use the Makey Makey piano to demonstratetheir

understanding of number quantities. For each number,they will press
the “piano key” as many times as that number represents (for example:
if the number is 6, they will press the key 6 times).
Grade Level: Kindergarten
Subject: Math - I chose this subject because students willbe used to using
manipulatives to demonstrate their understanding in math, so while
the use of the Makey Makey is new, they will be doingsomething
familiar with it to get accustomed.
Standards: CCSS.MATH.CONTENT.K.CC.B.4 Understand the relationship between

numbers and quantities; connect counting to cardinality.
CCSS.MATH.CONTENT.K.CC.B.4.A
When counting objects, say the number names in the standard order,
pairing each object with one and only one number name and each
number name with one and only one object.
Learning Goals: ● Students will be able to attach the alligator clips from the Makey
Makey to an object of choice.
● Students will be able to press on the object/piano key as many
times as the given number.
● Students will be able to demonstrate their knowledge of
numbers and quantities.
Innovative Makey Makey. This technology connects to the instructionalstrategy

Technology: because the students are getting to play with the Makey Makey while
demonstrating their understanding of number quantities.
Student Students will get the chance to explore the MakeyMakey and play with
Interaction with it using the piano. The teacher will choose 4 different sets of objects
the Technology: from the classroom for the activity. Students will get the choice in
selecting what object(s) they want to use for their “keys” and learn how
to attach the alligator clips to them. They will then get to gain
experience by playing with it before being asked to demonstrate their
understanding of number quantities using it. In theexploring stage, 2-3
students will use the Makey Makey at a time so theteacher can monitor
and assist students as needed.
Student As students get comfortable and gain experience with the Makey
Engagement: Makey piano, we can use it as a center activity. There, students can
work with partners (chosen by students) and ask each other to show
them certain numbers using the Makey Makey piano.
Assessment: Once students have gained experience with the MakeyMakey piano
and have practiced using it to demonstrate numbers, they will show
me. I will give them specific numbers 1-10 and studentswill show me
that they understand number quantities by pressing the key as many
times as the given number. I will record the results.
I will note which students seem ready to move on and which students
need more practice. The students that are ready to move on will work
with a partner to demonstrate addition using the MakeyMakey. The
students that need more practice will be pulled for a small group in
which we will practice number quantities with and without the Makey
Makey. After practice with the teacher and with a partner, these
students will get the opportunity to do the assessment again.
Research: I constructed this Innovative Learning Experiencebased on Dr.

Stephen Yelon’s (2001) components for instructional design:
● Problem or need: students need more opportunities to

demonstrate learning through play.
● Real-world performance: students are building a foundational
understanding of numbers by understanding their quantities.
They will also build a foundational understanding of circuits
and STEM. This is experience they can refer to in future
schooling and when understanding how things work in the
world.
● Instructional objective based on the final outcome: the
objectives are based on what they will need to succeed in the
assessment as well as the skills they will use in the real world.
● Essential content: the students will have to know how to choose
an object, attach the alligator clips, operate the piano, and
understand that numbers have quantities.
● Evaluation consisting of a test or observation: the students will
demonstrate their understanding of number quantities using
the Makey Makey piano.
● Method to help participants learn: I will demonstrate how to
choose an object, attach alligator clips, and use the Makey
Makey piano to demonstrate a number. Students will practice
while I watch, then they will get to play and exploreon their own.
I chose to use the Makey Makey in this lesson becausestudents are

working with technology in a hands-on way. Thuneberg et al. (2018)
shared that, “informal short-term hands-on modules produce cognitive
learning with a substantial contribution by creativity.” By using a
hands-on activity in math, I am encouraging my studentsto think
creatively which is an element traditional math practices often leave
out.
Carlsen et al. (2016) described three roles kindergarten teachers play

when orchestrating a lesson that combines math and technology:
● Assistant Role:“the teachers assist the children with relatively

minor issues such as starting and running the software. They
organise the activity so that one or more children interact with
the digital tools at a time, they give instructions and/or point to
places to touch the screen or keyboard and to answer software
inherent questions and tasks.”
○ I model how to use the technology and monitor the
students as they explore. I will also be availableto help
students with technical difficulties. There will be 2-3
students working with the Makey Makey at a time asthey
explore.
● Mediator Role:“active in interpreting the digital tools the
children engaged with. The Mediator role is further
characterised by [the kindergarten teacher] reading text within
the applications and supporting the children in interpreting the
screen. The [kindergarten teacher] helped the children to
become aware of crucial elements and aware of parts of the
screen.”
○ When modeling how to use the Makey Makey, I will
explain the different parts. As students use the Makey
Makey, I will ask them about the different parts andhow
they know which parts go where.
● Teacher Role:“the application engaged with is used as a
mediational means in order to attain mathematical learning
goals related to the teacher’s objective that go beyond the
mathematics unveiled in the application. This is further
characterised by how the implicit mathematical concepts and
ideas are made explicit by the KTs through use ofquestions and
comments.”
○ Once students are comfortable with the Makey Makey,I
will introduce mathematical concepts such as number
quantities. For example, I will ask a student to pressa
“key” 3 times and ask them how they knew how many
times to press it. We will continue to practice with more
numbers and discuss how that went before students
work with partners.
References:
J. (2016). Kindergarten teachers’

Carlsen, M., Erfjord, I., Hundeland, P. S., & Monaghan,
orchestration of mathematical activities afforded by technology: agency and
mediation. Springer Link.
https://link-springer-com.proxy2.cl.msu.edu/article/10.1007/s10649-016-9692-9
How creativity, autonomy, and visual

Thuneberg, H. M., Salmi, H. S., & Bogner, F. X. (2018)
reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based
module. Science Direct.
https://www-sciencedirect-com.proxy2.cl.msu.edu/science/article/pii/S187118711830
1159
Yelon, S. L. (2001).Goal-directed instructional design: A practical guide to instructional

planning for teachers and trainers [Video]. MichiganState University Media Space.
https://mediaspace.msu.edu/media/Secret+of+Instructional+design/1_0cbt3v51

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Innovative Learning Experience Plan

Description: Students will use the Makey Makey piano to demonstratetheir

Grade Level: Kindergarten

Standards: CCSS.MATH.CONTENT.K.CC.B.4 Understand the relationship between

Innovative Makey Makey. This technology connects to the instructionalstrategy

Research: I constructed this Innovative Learning Experiencebased on Dr.

● Problem or need: students need more opportunities to

I chose to use the Makey Makey in this lesson becausestudents are

Carlsen et al. (2016) described three roles kindergarten teachers play

● Assistant Role:“the teachers assist the children with relatively

J. (2016). Kindergarten teachers’

How creativity, autonomy, and visual

Yelon, S. L. (2001).Goal-directed instructional design: A practical guide to instructional

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