Sunday, September 30, 2012
Module 3 Reading Reflection
During this module I found the reading on using iPods in the classroom to be the most beneficial and informational for my classroom purposes. At our high school, we just got wireless throughout the entire building about a month ago. As a building, we are working toward B.Y.O.D. (bring your own device). Almost all of our students have a smartphone, iPod, tablet or other handheld device. We are asking the students to bring these in to use for educational purposes. I have used the graphing calculator app that they talk about in the reading. It works pretty well and students seem to be much more engaged when they can use their own device! I've also used handheld devices as clickers for quizzes. The reading gave me great ideas and sparked my interest to look for new apps that my students might be able to use in the classroom.
Sunday, September 16, 2012
Module 2 Reading Reflection
During this module, I found the QR code document to be the most beneficial and eye opening for me. I never knew what a QR code was, and I suppose I had seen one before but I never really paid much attention. After reading the document, I realized how many different uses there are for QR codes. My students love using their cell phones and other electronic personal devices. It allows them to connect something they use hourly with education and technology. I know they would enjoy using their cell phones during class to read a QR code. I originally thought the code would be difficult to create, but it was actually incredibly simple. The instructions in the document were extremely helpful. In the last week I have noticed QR codes on advertisements around town in at least 6 different places. I plan to pay much more attention to them now, and will probably end up scanning some from time to time! I also hope to create an assignment where my students have to create their own QR code.
Sunday, September 2, 2012
Module 1 Reading Reflection
The P21 Framework Definitions reading was the most beneficial for me in this module. I had never heard of the P21 Framework before and I thought this reading did a nice job explaining the concept. I could not agree more with the idea behind this framework. I think it is extremely important that we are producing students who are well rounded indivuals. By the time they graduate, these students should be ready for college or the workforce, but most of all they should be ready to be model citizens. I love the idea behind the P21 Framework, but I have some concerns when it comes to implementing it. Every single teacher within a school district would have to be on board in doing so. And even then, time becomes a huge restraint. I only have each of my students for 46 minutes per day. Right now I use this time teaching the Ohio math standards. Even now it is a struggle to cover each standard in 180 days. I just don't know how we could realistically implement the P21 Framework on top of today's current standards, but I would love to be teaching leadership and communication amongst all the other topics in the framework.
SMART EXCHANGE ACTIVITIES
#1. Graphing Inequalities (http://exchange.smarttech.com/details.html?id=a3a4423a-3c9c-4e16-ba09-40432bcdc628)
Grade Level: 6-9
Subject: Pre Algebra, Algebra I
How it will be implemented:
Chapters 1-4 in our Algebra I book are all repeated topics that the students have learned in pre algebra in the middle school. However, they are all topics that are also in the 9th grade standards and topics that students tend to have trouble with. Graphing inequalities is one of these. I liked this particular SMART file because the first thing it does is has the students review what each symbol means. This is also a place that I would be able to write the verbal phrases that go along with each symbol. Next, there is an interactive number line. Students are able to come up to the SMART board and graphing an inequality using an open or closed dot, as well as a portion of the number line. The file then goes in to compound inequalities and students are able to see the difference between the words AND and OR in math. I plan on using this in class next week :)
#2. TESSELLATIONS (http://exchange.smarttech.com/details.html?id=6ab082cd-a639-4ecf-9543-eeeedf23e0dc)
Grade Level: 6-10
Subject: Geometry
How it will be implemented:
Each spring I have my Geometry students do a tessellation project. This follows out unit on transformations. This SMART file starts by explaining what a tessellation is and the different ways in which a tessellation can be formed. It then gives the students several examples where they have to figure out what type of transformation is being used. Next, it shows the students how to create a stencil, creatively draw on the stencil, and then use the stencil to tessellate a piece of paper. This file would be a great introduction to the tessellation project I do in my own classroom.
#3. Multiplying Polynomials (http://exchange.smarttech.com/details.html?id=bad49573-022b-412b-a3a6-c6b18c400c32)
Grade Level: 9-12
Subject: Algebra I, Algebra II
How it will be implemented:
Near the end of the year, my Algebra I students learn how to multiply polynomials of all sizes. When I teach this, I like to teach them using FOIL and distribution. However, I am recognizing that my high school students in recent years are the first wave of kids that learned lattice multiplication in elementary school. This SMART file teaches multiplication of polynomials using the box method, which is similar to the concept used in lattice multiplication. I also use a math program every Friday called Carnegie, and it also uses the box method. I thought it would be nice for the students to see this method as well as the distribution method in order to give them some options.
Grade Level: 6-9
Subject: Pre Algebra, Algebra I
How it will be implemented:
Chapters 1-4 in our Algebra I book are all repeated topics that the students have learned in pre algebra in the middle school. However, they are all topics that are also in the 9th grade standards and topics that students tend to have trouble with. Graphing inequalities is one of these. I liked this particular SMART file because the first thing it does is has the students review what each symbol means. This is also a place that I would be able to write the verbal phrases that go along with each symbol. Next, there is an interactive number line. Students are able to come up to the SMART board and graphing an inequality using an open or closed dot, as well as a portion of the number line. The file then goes in to compound inequalities and students are able to see the difference between the words AND and OR in math. I plan on using this in class next week :)
#2. TESSELLATIONS (http://exchange.smarttech.com/details.html?id=6ab082cd-a639-4ecf-9543-eeeedf23e0dc)
Grade Level: 6-10
Subject: Geometry
How it will be implemented:
Each spring I have my Geometry students do a tessellation project. This follows out unit on transformations. This SMART file starts by explaining what a tessellation is and the different ways in which a tessellation can be formed. It then gives the students several examples where they have to figure out what type of transformation is being used. Next, it shows the students how to create a stencil, creatively draw on the stencil, and then use the stencil to tessellate a piece of paper. This file would be a great introduction to the tessellation project I do in my own classroom.
#3. Multiplying Polynomials (http://exchange.smarttech.com/details.html?id=bad49573-022b-412b-a3a6-c6b18c400c32)
Grade Level: 9-12
Subject: Algebra I, Algebra II
How it will be implemented:
Near the end of the year, my Algebra I students learn how to multiply polynomials of all sizes. When I teach this, I like to teach them using FOIL and distribution. However, I am recognizing that my high school students in recent years are the first wave of kids that learned lattice multiplication in elementary school. This SMART file teaches multiplication of polynomials using the box method, which is similar to the concept used in lattice multiplication. I also use a math program every Friday called Carnegie, and it also uses the box method. I thought it would be nice for the students to see this method as well as the distribution method in order to give them some options.
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