Lesson Reflection

Description of Lesson

My lesson plan was designed and implemented as it was intended.  I wanted to use technology to supplement my instruction in teaching exponents.  Students were given the opportunity to construct their understanding of positive and negative exponents with in-class group assignments.  They also were also given practice problems to complete on their own. The next portion of the lesson included using CTB/McGraw-Hill’s Acuity Assessment Program as an instructional resource.  I used it to assign additional work as well as to assess student understanding.  With this program, students were given a quick tutorial, followed by guided practice, and finally assessed with a six-problem test.  Results were sent directly to my teacher account. 

Implementation

This lesson was done with both of my remedial math classes as well as all three pre-algebra classes. The first part of the lesson, students were not used to having to construct their own theories/understanding in math.  They wanted to be told the answers and how to complete the assignment.  I would say that the remedial students were more needy than the Gen-Ed math class, but that is typical of these classes. Once students realized the rules for each section, they were easily able to complete the practice problems. 

The second section of this lesson, students were to log onto Acuity and complete both standard based instructional resource.  Students did not take their time on the review section, but ultimately scored very well on both standards.  Those that did not, I was able to pull aside to work one-on-one with during that class.  Then I reassigned those students a test to re-take for partial credit.  In most cases, students were able to see their mistakes and complete the second assessment with 100% proficiency.  

Reflection

I approached this lesson differently this year than I have in the past years. Normally I teach these lessons from the board while students take notes. Then they practice problems in class as well as at home.  Once a section is completed, students would have a paper and pencil quiz.  For this lesson I took a constructivism approach to learning by having students work with their peers to construct their own understanding of these exponential concepts.  Students were able to use their previous understanding of repeated multiplication and patterns to develop and use the properties of integer exponents.

I also replaced the paper and pencil quiz with an interactive web-based instructional resource.  Acuity takes students through a review process as well as a guided practice, and a final assessment.  If students at that point had questions, I would work one-on-one with them while others were working on their computers.  This extra time allowed for me to differentiate instruction for different learners.

Acuity Review Example                       Acuity Guided Practice Example

Once students completed their review and guided practice, they were then given an assessment.  The results were sent directly to my Acuity Homepage. From there I could review instructional resource results as well as test results.  A picture of that can be seen below.  After reviewing the results,  I worked one-on-one with a student or in small groups.  I also allowed students the opportunity to retake the test.   Below is an image of the results. 

Acuity Homepage                                Acuity Results (example of retake)

These standards could have been taught using the same approaches that I have used in the past, but the technology not only supplemented my instruction, it also allowed me the time to work one-on-one with students.  I believe this benefited student learning as well as my own classroom management.  Students were already very comfortable with the online testing aspect because of quarterly Acuity tests.  However, they had never completed any additional instructional resources.  I was very pleased with their ability to get right to work and successfully complete each lesson.  I will continue to use both the technology and the constructivism approach in the future.

Wicked Problem Project

***This recording could only be five minutes long, so some of the transcript has been changed for timing purposes.  Here is a direct link to my WPP screencast as well.

Description of Need or Opportunity

Though we think of fractions as a basic elementary concept that begins in about third grade, I find that my eighth grade students still struggle with them.  Based on NWEA and ISTEP results, our students are struggling with higher order problem solving due to misunderstanding about fractions.  This is indeed a very serious problem because it affects so much of a student’s work as they enter into Algebra and beyond.

The  National Council of Teachers of Mathematics (NCTM) Standards (2000) state that students in grades 6-8 should be able to: (1) work flexibly with fractions, decimals, and percents to solve problems;  (2) compare and order fractions, decimals, and percents efficiently and find their approximate locations on a number line.  In order to be successful with ratios, proportions, probability, rates, and functions students need to first be successful with fractions.  

“Students have difficulty with fractions because they often fail to connect form and understanding.” wiki.updc.org/initiatives/math/research/fraction%20instruction.pdf   To combat this, I taught fractions using several different methods including: direct instruction, hands-on modeling of fractions, and independent practice.  We started with the basics; fraction strips, pies, and M& M’s.

WebQuests provide numerous resources to direct instruction rather than have students searching around the Internet for useful sites.  Educators usually make Webquests or students who are lead by teachers.  In addition to instruction, guided practice, and independent practice, WebQuests provide students with a more interactive way to explore fractions. “In WebQuests, students are able do more mathematical activities and explorations in a game or in a story than just practicing mathematical rules.” www.tojet.net/articles/10225.pdf  

My research also lead me to the conclusion that if students are provided the opportunity to reflect on what they learn and create something that matters, they will be more likely to retain that information. “Several dozen studies indicate that computer-based multimedia can improve learning and retention of material presented during a class session or individual study period, as compared to “traditional” lectures or study materials that do not use multimedia.” teachpsych.org/resources/pedagogy/classroommultimedia.rtf 

TPACK

In the first part of this project, I looked at incorporating WebQuests and student tutorials to support student learning and understanding of fractions.  WebQuests are relevant to what is being taught, and they support the instructional objectives in a meaningful way. While teaching fractions, I will use several different methods including: direct instruction,  hands-on modeling of fractions, and independent practice.  Webquests provide students with the opportunity to explore fractional concepts in an interactive way.   Many of them provide students with different modeling methods and teaching styles that will allow students to learn in other ways and at their own pace.  The students' tutorials will provide opportunities to explore and share their own understanding of fractions.

The use of  WebQuests will support students while they work at their own level of understanding and at their own pace. They will be given the opportunity to explore fractions in a non-threatening way.  Students will also be able to choose methods for solving problems that are most comfortable to them.  They will find that there are several ways to arrive at the same answer.  Furthermore, students that are working at higher levels will be able to seek additional resources to challenge them.  The student created tutorials will represent student understanding in a creative way.  Students will be given the creative freedom to represent their learning with a variety of tools.  These tutorials will also show students how they may incorporate technology into their own learning in the future.

In this project, students will be active participants in the development of their own understanding of fractions. They will be able to apply their new knowledge to their previous schema, thus creating a deeper understanding of this abstract mathematical concept.  The use of student created tutorials will also serve as an assessment tool to determine if students have increased their confidence and understanding of fractions. This could also be an opportunity for students to connect with other learners that have similar interests or understandings. I think this element of the project will really motivate my students to be successful.

Implementation

While addressing this problem, the implementation of WebQuests worked well with my students. I was not sure if students would feel belittled by completing basic fraction modules.  Quite the opposite occurred.  They were sharing their experiences with each other and with me.  Each groups worked well with each other to accomplish each task, and they really took their time completing each section.  They enjoy completing the WebQuests and would now like to see them used more often in my classroom. 

Formative: Did the project get implemented as planned?      
My plan was to implement WebQuests and student created tutorials into my two remedial classes to help them better understand fractions.  The implementation of WebQuests went over very well with the students.  The students worked well with each other to accomplish each task and really took their time in each section.  They have enjoyed completing the WebQuests and would now like to see them used more often in my classroom. 


Unfortunately, I have not been able to fully implement the student created tutorials yet.  Our study of fractions took longer than anticipated, and students did not come to my classroom with an understandings of creating tutorials.  I have had to take class time showing individual programs.  Though I feel it will be worth it in the end, it is something that we are continuing to work with.  I will be placing the responsibility onto the students shortly, so that I can continue to teach other content in class.  They will be finishing them up on their own time.

Summative: Evidence of success in addressing the problem of practice
I am seeing significant improvement in the students ability to add, subtract, multiply, and divide fractions.  There was a difference of twenty-two percentage points between the post and pre-test. My students are demonstrating that they are connecting fractions with real-life problems.  I have seen significant growth in students applying their understanding of these concepts to story problems.  My students are more engaged and also more likely to share their ideas with me and one another because of this project.  It was a good activity to bring our class closer. I will continue to implement these strategies into my classroom as well as suggest these strategies with my math department.

Digital Story Project

Here is a direct link to the video as well.

Professional Learning Plan

Transcripts

Professional Learning Plan

As I look back at my Personal Growth Plan created in CEP 810 just five months ago, it is apparent that I set out a very wide net when I started these courses at MSU.  I honestly needed to learn a lot in a short period of time.  Some of my goals included increasing my understanding of the terminology used and programs that would allow me to incorporate audio, video, and text into my projects.  

I think that prior to these courses, I was overwhelmed with professional developments in our district.  I was not able to digest all the information in a meaningful way.  There is a clear difference between being told something and learning by doing.  I now find myself wanting to be up-to-date on the latest terminology and programs out there.  I connect and learn from millions from all around the world on twitter, MACUL, Diigo, Edmodo, Classroom2.0, and many more.

Based on some of my first presentations, one might think that my greatest area of growth has been in my manipulation of audio, video, and text.  I have leaned so much about different presentation tools.  This has helped me to create great projects and presentations in a professional manner.  I have used this knowledge and passed it on to other teachers as well as my students.

In my classroom, I would like to share what I have learned about Audacity and Podcasts with my students so they can create student tutorials.  I had recently set out to have student create tutorials for my WPP, but this has proven to be more of a learning experience for me rather than my students.  However, I feel very strongly that these tutorials will foster student learning and creativity as well as help other students.

Though I feel these aspects of my Personal Growth Plan have been met, I feel that in order to truly grow professionally, I need to share more with others. I need to contribute.  Between now and next summer I want to focus on my continued contributions to MACUL, Edmodo, Twitter, Diigo, and to my coworkers.

I also am looking forward to my next course, CEP 805 because it is a focus on Mathematics.  I feel this is and will continue to be a focus of mine. I will always want to find new ways to use technology to support my core curriculum.  I look forward to learning more in my upcoming courses as well as from the connections I have made along the way. I want to continue to also expand my PLN.  I have truly become a life-learner.

Group Leadership Project

What tool did your group use to deliver the PD tutorial?  Why?
Our group initially set up a Google Doc to start putting our ideas and goals down for this project.  We then used Google Presentation to get our storyboard and script together.  Finally, Margaret used iMove to put together our final project above.  We decided early on to go with iMovie because we all have Mac computers and felt comfortable using it. 

What did you learn during the development process of the final product?
During this process I learned that it is very important for group members to be able to communicate with each other in an effective way.  Our first web-conference was very frustrating as was the last conference we tried to have before the final product was going to be created.  There are just not free web-conferencing tools out there that work for everyone-all of the time.  I also learned that iMovie had to be finalized by one person.   I am glad that our storyboard and scripts were finished so that the process of creating the final project was easier.  
 
What would you do differently if you had to develop a similar product again?
If I were to develop a similar group project again, I would first establish a better way to communicate with group members.  Not that email did not work, I just think it might be better to utilize Google Docs more.  We could have left each other notes and comments there.  Also, I still believe that there must be a better web-conferencing tool out there.  I will continue my search for web tools that allow everyone to share and collaborate.  Finally, I believe that we could have chosen a better presentation tool that would have allowed us to support each group member more in the end.  I really like myBrainshark and slideshare.  I will most likely recommend those for my next group presentation.  

PART D - Findings and Implications

Formative: Did the project get implemented as planned?      
My plan was to implement WebQuests and student created tutorials into my two remedial classes to help them better understand fractions.  The implementation of WebQuests went over very well with the students.  The students worked well with each other to accomplish each task and really took their time in each section.  They have enjoyed completing the WebQuests and would now like to see them used more often in my classroom. 

Unfortunately, I have not been able to fully implement the student created tutorials yet.  Our study of fractions took longer than anticipated, and students did not come to my classroom with an understandings of creating tutorials.  I have had to take class time showing individual programs.  Though I feel it will be worth it in the end, it is something that we are continuing to work with.  I will be placing the responsibility onto the students shortly, so that I can continue to teach other content in class.  They will be finishing them up on their own time.


Summative: Evidence of success in addressing the problem of practice
I am seeing significant improvement in the students ability to add, subtract, multiply, and divide fractions.  They are demonstrating that they are connecting fractions with real-life problems.  I have seen significant growth in students applying their understanding of these concepts to story problems.  My students are more engaged and also more likely to share their ideas with me and one another because of this project.  It was a good activity to bring our class closer.

How would you approach another project of this type differently given what you’ve learned here?
I would approach a problem in my math class in much of the same manner.  I see technology as a tool that can aid in student understanding and sometimes my own.  I might however try to create my own WebQuest for topics in the future.  In my search for additional materials, I have found a few WebQuest building sites.  One in particular I found to be a great resource was Zunal WebQuest Maker.

What are the lessons learned that others might benefit from knowing about? 
If I were going to pass on words of wisdom to others it would be, "everything takes longer than you expect."  Unfortunately, I have been told this my whole life and it still has not quite sank in.  I still am not sure when my student's tutorials will be finished and what quality they will be.  You also need to be flexible.  I was not expecting to teach technology in my math class, but I had to in order to accomplish my objectives.  

In what ways will you endeavor to do the same project again, and what will you change or not do?
I will definitely be using this project next year and incorporating WebQuests into other units of study.  I would however change one aspect of my project.  I would change the students creating tutorials to having students create their own WebQuests.  It seems silly, now that I look at it from an observers perspective, to have students studying and learning from WebQuests to begin with.  Then, all of a sudden switching to having them make videos.  I would also talk to the computer tech teacher, and see if this would be something that he/she would be willing to help out with in their class.  That way my students are extending their understandings of the concepts being taught, but also allowing me to continue onto other topics in class.  This would be a great team project in the future. 

Mobile Learning Lab

1st Task - Joining Classroom 2.0.

I have become a member and will be following classroom2.0 on twitter.  I was also interesting in their free workshops, but will need them to come a little closer to my hometown. 

2nd Task - PollEverywhere

PollEverywhere is a simple way to create and distribute polls.  There is no sign-up required, but your data will only be saved for two weeks if you do not acquire an account.  It is free for up to 30 responses and can be responded to by text, web, or twitter.  There was an issue with a few that tried to respond using their iPhone.  The iPhone required a 10 digit number in order to send the text.  On the plus side, I also tested the poll by trying to respond twice and received a text stating that I could not vote anymore on this poll.  So that was nice to keep the data accurate.

3rd Task -  Implementing Mobile Learning Into My Classroom.

I enjoyed the ease of PollEverywhere.  I have made several polls to find out how many of my students have cell phones with free texting and internet access.  I plan to share these polls with my students through Edmodo.  I would like to use this data to determine if my students would be able to participate in such a way.  I can see this being used for quick assessments and exit questions to determine what students know.  I would also use the "Live" feature in the classroom to create discussions between myself and the class.

I would like to use mobile technologies like cell phones in my own classroom, but we have banned cell phones at our school.  Students are only allowed to have them in their lockers and turned off.  My school has not accepted cell phones as having a valid use in education yet.  I will however share this with our fifth and six grade teachers, who have iPads in their classrooms.  Honestly, I hope to see cell phones as the next tech device being discussed at out school.