Monday, April 23, 2012

CEP 800 GeoGebra Lesson Reflection


Lesson Overview:
For my lesson, the students were able to manipulate linear graphs of equations in slope-intercept form to identify the relationship between the independent (x) and dependent (y) variables. The content we focused on was that a function can have several solutions for y, but each one has to be unique to each x and y depends on what we substitute for x.  In addition, as the x values increase in an equation with a positive slope the y value also increases. Similarly, as the x values in an equation with a negative slope increase, the y values decrease. I added negative x values and slope in my final lesson plan. 

Lesson Implementation:
First, we had an open discussion on the definition of a function and what the variables mean. Then, I did an example with the equation y = 4x + 5. We looked at the slope and y-intercept of the line and created a table to compare the x values. We also looked at the direct relationship between our x values and our slope. I did a more advanced example with y = - 1/2x – 8. Students actively participated and came to the board to answer questions on the Smartboard while recording observations in their notes.

Lesson Reflection:
The software program was the main focus in this lesson. It allowed students to manipulate a graph whereas in past lessons they used stand still images. This technology made the lesson more interactive and the students were more engaged in their discoveries. Learning was able to take places socially as a group by discussing observations, analyzing the data and making connections.
Although GeoGebra is a great program for plotting points and graphing equations, not everyone could participate at once since the only set of laptops in the school was taken for the week due to testing.
My intentions for this lesson were not only to manipulate a graph and an equation, but apply this information to the real world. In my examples, I used situations like going bowling or changing temperatures over a given time. The students could then apply the equations of these situations to the graph. Also, I wanted to introduce my students to an advanced software program that would be comparable to what they would use if they went into careers like engineering. I used this program in my undergraduate math class and I found that many of the tools are would be useful in teaching the curriculum in my classroom.
Their reaction and engagement was more than I expected. They love to learn new tools to use in the classroom; therefore, this was perfect in maintaining their attention. They were intrigued as I plugged in points on the graph and watched them appear before their eyes.
Some questions they had concerning the graphs were: “What if the number is negative?” and “What if y is 0?” If the questions related to the content, I told them, “Let’s try it out!” I want to encourage curiosity. I love when they think outside the box, so I get excited and we answer their questions together.
The class received an average of 95% on the assessment at the end of the lesson. Based on classroom observations, student responses, and the assessments, the students seemed to comprehend the content of the lesson. I will test them again in the unit test to ensure retention.

Narrative:
Student 1: “What if y is zero?”
Teacher: “Everyone take a second to think about that silently. We continue to plug in different values for x, but what if we plug in a number for y?”….”Ok, let’s try it on the graph. Student 1, on which axis would we look for a y value?”
Student 1: “On the y-axis.”
Teacher: “Great. Let’s go to zero at the origin. Now let’s move along the graph to find where our line intersects the line y = 0. Student 2, what x value am I at?”
Student 2: “Negative 16.”
Teacher: “That’s correct, we would describe that point as (-16,0). That’s the great thing about graphs instead of doing the work algebraically we can simply look at the graph and work backwards to find our answer. We can continue to do this to find unlimited solutions to our equations.”

Narrative Reflection:
The student was able to use the graph to work backwards plugging in a value for y and finding x. He identified that we need to look at the y axis first to do so and our answer is right there on our graph. This process can be repeated to find unlimited number of solutions.

Monday, March 5, 2012

Sunday, March 4, 2012

Academic OneFile - Document

From professional development to professional learning: if schools are to change to meet their increasingly urgent needs, Ms. Easton argues, teachers will have to move from being trained or developed to becoming active learners. Significant change will require educators to alter their attitudes and behaviors  
 
Academic OneFile - Document

CEP 812 - Leadership Project - Final

Our group used Jing to record the Google Presentation and posted it online through a screencast. This was the most simple to record a screen while recording audio as well. The only problem is that the basic Jing only lets your record for 5 minutes. 

I learned that Google Docs and Vyew are great tools to use to collaborate for group projects. IT made it easy to break up the parts and show all the different features of Weebly. However, it is always difficult to find time to meet and discuss with others with busy schedules.


If I had to develop a similar product, I would have had a universal recording with one speaker recording the entire presentation. The three different screencasts made it choppy and each person had a different tone. Also, we would have used the Google Docs from the beginning to create our storyboard.

Screencast 1: Intro to Weebly and Basic Features
Screencast 2: Adding Files and Videos
Screencast 3: Advanced Features

Unable to display content. Adobe Flash is required.

Unable to display content. Adobe Flash is required.


Unable to display content. Adobe Flash is required.

Monday, February 27, 2012

CEP 812 - Mobile Learning Lab

I really like the Poll Everywhere idea. It is flexible as far as the options for the type of questions to ask and it provides immediate feedback for the teacher to gauge understanding. It also gets the students engaged in learning because shown by the statistic in the Module texting is the most frequently used form of communication between the ages 12-17. The only disadvantage for me is that our students are not allow to have cell phones on them in the middle school. Although it was very interesting to read about the phones Verizon created that only allow data processing and bans calling and texting to other numbers. Even though cell phones are not allowed, we could always do a online poll on our netbooks. We also have access to iPads that have unlimited amounts of apps for the classroom. My friend who teaches 4th grade uses her to organize help her organize her AR library they even have an app to scan the books and tell you exactly what reading level it is.


Some of the tools I found useful were class dojo, flash drives, smartphones, and mp3 players/flip cameras. Class Dojo is a website that can help track behavior both positive and negative. It displays the students (you could use numbers instead) and allows you to add points for good behavior or take away for negative behavior. I have a smartboard that I can do it on, but I can also add points directly from my smartphone if I am busy walking around the room. Then, you can have a reward for reaching so many points. I also love flash drives, I use them everyday to work on and transport files from home to work. We are doing a RAFT (Role Audience Format Topic) on adding integers and the format is a rap. The most creative and descriptive rap is going to be able record a video/audio production of their song with me! Lastly, I love the idea of recording lecture notes for students, especially if a student was absent. I would love to propose an idea for getting a classroom set of mp3, this would definitely make class time more efficient if students could sometimes work independently on the lectures instead of having all the interruptions with a whole class. I could see students not asking as many questions if they were to just be listening to a lecture and not wanting to stop or me answering their question when 10 others might have that question later on. Another problem is abuse of the technologies. One teacher had an iPod Touch stolen, so we would have to keep tight security on the items.