INSTRUCTIONAL SOFTWARE

Choose one Instructional Software title. Complete all fields in the following template to describe the
software and how you would use this product in your future classroom to help students achieve required
learning standards.
Note: This template uses the forms feature in MS Word. Select the highlighted text boxes and type over
the sample text. Simply click on the boxes to check them.
Name: Kevin Ellery
Software Title: Gizmos
URL:https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceI
D=1013
Function(s) of Instructional Software (check all that apply):
Drill and Practice

Tutorial

Simulation

Instructional Game

e-books/e-references

Features of the Software (check all that apply):

Assessment Monitoring/Reporting (Keeps track of student data and/or generates reports for
the teacher)
Allows teacher to create customized lessons for students
Multi-user or
collaborative functions with others in class
Multi-user or collaborative functions with others
beyond local class
Accessible to students beyond the school day
Accessible via mobile
devices
Multiple languages
Safety, security, and/or privacy features
Strengths of the Software: students can change multiple aspects to drill and practice on their own,
good visualization related to the numerical expressions created, provides multiple examples how
the relationship works, provides limited assessment of concept/principle, does what everything it
is intended for, easy to navigate, free program
Suggestions for Improvement: limited assessment (only five questions), does not appear to be
reporting for teachers, interactive but there is not many options to keep interest, no real expansion
on the concept or alternative perceptions
Standards Addressed: MCC4.OA: Operations and Algebraic Thinking
MCC4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a
statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of
multiplicative comparisons as multiplication equations
Grade Level/Content Area(s): 4th Grade/Math (multiplication and algebraic thinking)
Blooms Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Description of how to implement in the class: I would introduce this concept in a different form,
maybe with instruction and examples initially. I could introduce this program and show how it can
be used and what functions are available for the students. I would then allow small groups of 2 or 3
students to explore this concept using Critter Count. The purpose of this software is to drill and
practice in regards to interpreting multiplication expressions. Students will use groups of critters
on leaves to model multiplication as repeated addition. Change the expression to change the
number of groups or the number of critters per group. Display the critters either on leaves or as a
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rectangular array. I would have them explore in their groups for an allotted amount of time (10-15
minutes).
I would visit each group and see how they are understanding the material and answering questions
the students may have. The equipment needed would be a number of computer or tablets (1 per 3
students). This would start as a whole group/teacher led lesson, but then be led into small group
where groups could work at their own pace. I could check the limited assessment to see how the
groups were grasping the material. The assessments are out of five, so it might not be a great
representation for assessment, but more of a general idea of how the students are grasping the
principle. I can see that more instruction regarding the concept will likely be needed after using this
product. It has limitations, and would be a fun supplemental tool to use, but this could not stand
alone as a focus on this lesson.
* Examples of common instructional models include whole group, teacher-led, student self-paced, small
group, or individual learning activities. Use as many of these descriptors or other descriptors as apply.