1. I am feeling a little better about technology in the classroom. I came into this class a little skeptical about using technology because of all of the times that I have seen the technology fail in the classroom. I am feeling better by learning about more technologies and getting a chance to try and implement them in a lesson. I feel that I can use technology better than the teachers who I have seen fail.
2. The narration tools that we learned about stood out to me. I have had a professor that would put her narrated notes on blackboard. This was extremely useful for when I missed a day or two. This is also perfect for a flipped classroom which is something I may want to experiment with in my classroom if it is possible.
3. The technologies I am most eager to use are the ones that are specifically geared towards math. Math can sometimes be quite boring and I feel these math specific technologies can get students more engaged in the math.
4. I already have a lesson planned that uses the desmos website that I am using in my final project. We are working in transformations which is the perfect time to use the desmos website. we will be preforming this lesson near the end of this week or at the beginning of next week,.
Tuesday, November 29, 2016
Technology Infused Lesson Plan
For my technology infused lesson, I am going to teach a three day lesson about solving systems of linear equations. This will be done in an 11th grade classroom where I have Nooks (knock off iPads) at my disposal.
On the first day I want to show students one of the three methods out there for solving systems of linear equations (SOLE). That first method is using graphs. I am going to have the students get the Nooks out and go to student.desmos.com where I will have created a Desmos activity for them. Desmos is like a giant calculator but it allows for much easier manipulation of lines versus using a calculator. The activity I create can have problems based on solving SOLEs and using the graphs to help you find the solution.
On the second day I will shows students the other two methods which are the elimination and substitution method. Again the Nooks are coming out. The students will use them to complete a "quiz" on socrative.com. This website allows me to see exactly which students are struggling with exactly which problem. If there is a question the entire class is not understanding, I will be able to know.
The third day is a quick review using kahoot followed by a short quiz on the 3 methods of solving SOLEs.
My formative assessment will be done simply by walking around the room and helping students as they need help. Also, both Socrative and Desmos have teacher views that allow you to monitor the students progress. I will know which students are struggling with each problem. The summative assessment is the quiz on the third day.
On the first day I want to show students one of the three methods out there for solving systems of linear equations (SOLE). That first method is using graphs. I am going to have the students get the Nooks out and go to student.desmos.com where I will have created a Desmos activity for them. Desmos is like a giant calculator but it allows for much easier manipulation of lines versus using a calculator. The activity I create can have problems based on solving SOLEs and using the graphs to help you find the solution.
On the second day I will shows students the other two methods which are the elimination and substitution method. Again the Nooks are coming out. The students will use them to complete a "quiz" on socrative.com. This website allows me to see exactly which students are struggling with exactly which problem. If there is a question the entire class is not understanding, I will be able to know.
The third day is a quick review using kahoot followed by a short quiz on the 3 methods of solving SOLEs.
My formative assessment will be done simply by walking around the room and helping students as they need help. Also, both Socrative and Desmos have teacher views that allow you to monitor the students progress. I will know which students are struggling with each problem. The summative assessment is the quiz on the third day.
Sunday, November 13, 2016
The Gifted Student
Something that truly surprised me was the fact that a student can be considered gifted and still have some kind of learning disability. When we think of a learning disability, we often think of students who are struggling in school, not those who are at or above grade level. The fact that an "average student" could still be gifted also surprised me. I had never thought of that before. When you think about it though it makes sense. You meet people and think "man they must be a genius", and then you find out they were an average student.
It did not surprise me to hear that gifted students generally only have a few friends and prefer to work alone. Generally does not mean all.This made me think about one of my students who I know is gifted. She doesn't fit the general mold of a gifted student. She does interact more with a few students but she has no problem working or talking with other people. If she had a choice, I think she would prefer to work in a group because she is always moving her seat to go work with someone when we allow the students to do some individual/group work. I would say she is one of the exceptions to the rule.
I can use what I have learned in my future classroom. Instead of forcing students to work in groups, I will always give them the option to work individually. That is currently what we do in my classroom and I will continue to do that as I move forward. Technology could play a part in the math classroom because there are plenty of online challenge problems out there. Mathwire.com is a great site that has a lot of good challenging problems for gifted students to work on if they get ahead of the class. It also has links to a lot of other math problem solving sites.
It did not surprise me to hear that gifted students generally only have a few friends and prefer to work alone. Generally does not mean all.This made me think about one of my students who I know is gifted. She doesn't fit the general mold of a gifted student. She does interact more with a few students but she has no problem working or talking with other people. If she had a choice, I think she would prefer to work in a group because she is always moving her seat to go work with someone when we allow the students to do some individual/group work. I would say she is one of the exceptions to the rule.
I can use what I have learned in my future classroom. Instead of forcing students to work in groups, I will always give them the option to work individually. That is currently what we do in my classroom and I will continue to do that as I move forward. Technology could play a part in the math classroom because there are plenty of online challenge problems out there. Mathwire.com is a great site that has a lot of good challenging problems for gifted students to work on if they get ahead of the class. It also has links to a lot of other math problem solving sites.
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