CEP 800: Final Reflection

The Lesson
In my eighth grade math class, I taught a review lesson on adding and subtracting integers. This lesson was taught in order to ensure proficiency before moving into solving equations. It was my intention to incorporate many pieces of technology to create a successful learning environment for my students. In order to reach the learning style of all my students, I implemented a variety of teaching strategies: small group discussions, large group instruction, technology, and partner work.

Multiple learning theories are evident in this lesson plan. Combining both behaviorism and constructivism, students learn through guided practice and collaboration with peers. Through guided practice, students are active listeners and absorb information through lecture. With allowing students to collaborate together, knowledge is being built on what students contribute to peer interactions and conversations.

Implementation of the Lesson
The objectives of this lesson were the following: 1) Applying and extending previous knowledge of addition and subtraction. 2) Use number lines to represent addition and subtraction of integers. I planned this lesson with the knowledge that my students really struggled with this concept in seventh grade. Knowing this information allowed me to think of new and creative ways to implement instruction that would help students retain the concepts being presented.

The lesson started with a quick review of how to add and subtract integers. A major change that I would make to this lesson is having students fill out a graphic organizer to help arrange their knowledge. After our review, students worked independently on six problems before being paired up with a peer to compare and discuss answers. From there, students were assigned a six-question assessment that covered rules for adding and subtracting integers as well as practice problems. We then used the Plickers application to gather the assessment data. Never having used this application before, we had minor user error. As the teacher, I learned that in order to scan the students’ cards I had to hold my cellphone camera vertically. If held horizontally, the camera scans the incorrect answer on the students’ cards. I really enjoyed seeing how students reacted when they were marked wrong but were confident that they really did answer the question correctly. Advocating for their grade was evident while using this application.

Technology
Working technology for each individual student is hard to come by in my school. By researching alternatives to get students excited to learn, I found the Plickers application that can be used on the computer or on cell phone. This application allows teachers and students to have instant assessment data without the student even touching a piece of technology. Students were given an individualized card that allows them to answer multiple-choice questions by holding the correct answer on the top of the card for it to be scanned. I’ve never seen a group of students so excited to take a quiz in my three years of teaching! Students were cheering as they saw their correct answers appearing on the board!

CEP 800: Learning Theories in the Classroom

The latest project I’ve completed in CEP 800 was to create a digital story-telling project with iMovie. I created an activity to show how social constructivism works in the classroom. My students were put in groups and asked to complete five tasks together. My project is linked here or you can view it below:

CEP 800: Integers Interview

For the first project in CEP 800 I was asked to conduct interviews to check student understanding for misconceptions or misunderstandings developed through the years. You can listen to my podcast that summarizes my interviews on how to add integers. The two students I interviewed had a strong foundation for this concept. It was subtracting integers that they had trouble explaining their thinking. It is our job as educators to incorporate this method of questioning student understanding into the classroom in order to discover student misconceptions much earlier and avoid students falling into patterns based on inaccurate information.

CEP 812: Passion and Curiosity

In a 2013 article by Thomas L. Friedman, we were presented with the ideas of passion quotient (PQ) and curiosity quotient (CQ). The idea that technology has greatly influenced our society both positively and negatively has been discussed throughout the article. Friedman states that “The winners won’t just be those with more I.Q. It will also be those with more P.Q. (passion quotient) and C.Q. (curiosity quotient) to leverage all the new digital tools to not just find a job, but to invent one or reinvent one, and to not just learn but to relearn for a lifetime” (2013).

To reflect on how I bring passion and curiosity into my work as an educator, I have created an infographic. This picture also expresses how I use technologies to instill passion and curiosity with my students.

References

Friedman, T. L. (2013, January 29). It’s p.q. and c.q. as much as i.q. The New York Times, p. A27. Retrieved from http://www.nytimes.com/2013/01/30/opinion/friedman-its-pq-and-cq-as-much-as-iq.html?_r=0

Piktochart. (2014). Piktochart Infographics. Retrieved from http://www.piktochart.com

CEP 811 Final Reflection

This summer I completed the first three courses of the MAET program. I have seen exponential growth on both a professional and personal level. Through taking CEP 811, I have learned how to implement innovative technologies to evaluate and assess learning. The Maker Movement is one that creates affordable inventions that inspire communities of learners. 

Professional Assessment & Evaluation:

Richard Culatta’s 2013 TED talk inspires educators to use technologies to allow for creativity and learning in the classroom. A primary focus in CEP 811 was Maker Education. Maker kits are one type of innovative technology that I can see becoming a part of my workplace in order to support creativity in learning. Maker kits, such as Squishy Circuits, help to provide real-time feedback to students. Students who use given feedback have a greater chance of being successful because they know the end goal. They can adjust their work and approach to the topic to achieve this end goal. To evaluate the effectiveness of Maker kits in the classroom, teachers could deliver short formative assessments, following the immediate feedback and reflection from the Maker kits.

As an educator, I am expected to create a successful learning environment for all learners. In the lesson plan I created for CEP 811, I incorporated Squishy Circuits maker kits. These kits offer immediate feedback to students, which is also supported by feedback from the teacher. The lesson encourages and supports collaboration between classmates. The conversations held can be assessed to determine if students are mastering the material. Implementing Maker kits into my classroom will help foster creativity in my students.

The graphing linear equations activity I created using Squishy Circuits

Personal Assessment & Evaluation:

CEP 811 has allowed me to explore and extend my knowledge as an educator. Through weekly “Learn, Explore and Create” assignments, I have been presented with many resources to incorporate into my own classroom community. As stated in the MAET Evaluation Philosophy, “We expect each of you to meet deadlines. We expect each of you to ask good questions. We expect each of you to seek out answers by leveraging all of the resources at your disposal. We expect each of you to adhere to professional standards of academic integrity, to respect the work of your peers and to offer thoughtful, constructive suggestions that sharpen our collective understanding and focus.” My growth in this program comes from upholding these high standards Michigan State holds for me. I see asking good questions and receiving constructive feedback as a crucial part of the learning process. It’s how one responds to feedback that determines their success. I take feedback as a learning opportunity. Receiving feedback from my instructors and colleagues allowed me to take a second look at my assignments and dig deeper in my understanding of weekly topics.

I am excited to continue my journey through the Master’s in Educational Technology program. The skills and resources I’ve accrued over the past 15 weeks will assist me in finding success in the future.

Resources:

Culatta, R. (n.d.) Reimagining Learning [Video File]. Retrieved from http://tedxtalks.ted.com/video/Reimagining-Learning-Richard-Cu.

Universal Design for Learning

We were introduced to the Universal Design for Learning (UDL) this week in CEP 811. UDL is the framework for developing a curriculum that engages all students in learning. One of the benefits of this is that “UDL helps address learner variability by suggesting flexible goals, methods, materials, and assessments that empower educators to meet these varied needs” (Rose and Gravel, 2011). While holding students to high standards, UDL creates support for students and reduces barriers to learning. All students work toward the same objective by creating goals and using resources to support their individual learning styles.

The Universal Design for Learning is guided by three principles:

• Principle I: Provide Multiple Means of Representation
• Principle II: Provide Multiple Means of Action and Expression
• Principle III: Provide Multiple Means of Engagement

CC licensed flickr photo by Giulia Forsythe https://flic.kr/p/eSi6cV

Part 1: Revised Lesson Plan & Activity

Using the three principles of UDL, I revised my Week 2 lesson plan on “Graphing Linear Equations” using this template. In this lesson students completed an activity made from Squishy Circuit maker kits.  To view my revised lesson plan, click here (all revisions are in blue)! Being aware of the UDL principles and how they support student learning, revisions were made on the approach to planning, along with the resources used to support the “Graphing Linear Equations” activity within the lesson.

Part 2: Reflection on Using the UDL Framework on my Maker Activity

As I revisited my lesson plan, I saw some aspects that aligned with the Universal Design of Learning and many aspects that could be revised to better suit learning for all students. In my original lesson plan, I provided options for comprehension by beginning the lesson with connecting prior knowledge through Battleship. Objectives were clearly stated on the board for students to work toward. To promote expectations, students will be made aware before the activity begins that they will have to write a summary of their experience using the Maker Kit activity before class ends. This loops back to clearly stating the objective for the lesson.

Revising my lesson was very eye-opening. Giving students multiple ways to communicate with classmates and express their thoughts needed to be added to the lesson. I incorporated more collaboration and discussion between the community of learners during or after each activity. Providing immediate feedback to students through teacher-student interactions and supplied solutions will help students monitor their own progress throughout the class. One of the biggest changes I made was providing many opportunities for students to have choice in their own learning. This is seen through choice of partners, technology, approach to work, discussions and homework.

Overall the Universal Design for Learning provided me with the knowledge to better plan and execute lessons that will reach all of the students in my classroom. The changes made to my Graphing Linear Equations lesson support UDL through organization, interaction and engagement. This in turn will yield better results in student learning.

Resources:

Rose, D.H. & Gravel, J. (2011). Universal Design for Learning Guidelines (V.2.0). Wakefield, MA: CAST.org.

My EdCamp Experience

I participated in my first EdCamp this week. EdCamp is an “unconference” that allows educators to lead professional developments in order to discuss and share ideas. This type of professional development brings educators to life as they participate by interacting and offering real-life connections, which isn’t always seen during the traditional style of professional developments.

My EdCamp Experience

Several of my colleagues from CEP 811 got together in a Google Hangout to discuss topics of our choice. I really enjoyed participating in EdCamp for many reasons. Most importantly, it provided a casual environment to share thoughts and ideas. As a person presented, anyone could chime in and offer their insight and connections to the topic. While we as educators, are used to sitting through hours and hours of professional development, participating in an EdCamp was informational, yet short.

The two parts of EdCamp I didn’t like were the time limit (15 minutes) and the technology problems. When participating in EdCamps in the future, I’d like more than 15 minutes to present and discuss on a topic. I didn’t feel like I had enough time to successfully present important information and gain insightful feedback from it. On that same note, when others were presenting or commenting on a presentation, the program was freezing and I missed quite a bit of material. Having a trial-run in whichever program that is used for the EdCamp would be recommended.

The Potential of EdCamp for Professional Development

EdCamp creates huge potential for professional development worldwide. Encouraging collaboration and discussions with people that have the same interests is beneficial to one’s growing knowledge. My school thrives on finding innovative ways to foster growth and learning. I think participating in EdCamps with my colleagues would help us growth and learn from one another.

A 2012 EdCamp in Philly surveyed the feelings on professional development in general. These are their results. (CC licensed flickr photo by Kevin Jarrett https://flic.kr/p/bLN2E4)

Organizing an EdCamp Experience

How would you organize an EdCamp experience for others? What issues would you need to consider both conceptually and logistically to pull it off?

If I were to organize my own EdCamp, some factors would need to be considered: location, discussion topics and technology needs. I like face-to-face interactions with my peers, so I’d have to find a location large enough to hold the number of people attending. This location would also need to be able to handle the amount technology that may be used: computers, iPads, phones, etc. In order to make it a successful EdCamp, I would provide different discussion topics to allow participants time to prepare and sign up for what they like.

Resources:

Creative Commons Video: https://www.youtube.com/watch?v=hcJBDaTGNsw

Wicked Problem Project

The wicked problem of practice my group focused on was failure as a learning mode. Educators have to instill a drive to learn in students. We must encourage students to take risks and question their own thinking. It’s important to remember, “if we do not encourage students to make mistakes within the controlled environment of a classroom, we might find that they will never attempt great things outside that environment” (McIntosh, 2012, p.44).

We chose two ways to implement failure as a learning mode into the classroom: standards-based grading and video games. Switching from the traditional grading to standards-based grading would allow failure to be a stepping stone in the learning process. Standards-based grading gives students a spectrum of their skill level, rather than absolute grades (Proulx, Spencer-May, and Westerberg, 2012). Video games are a popular hobby amongst young children today. When students fail during these games, they continue their attempts to beat the level using problem-solving and critical thinking strategies that can be applied in the classroom setting.

You can take a look at our project on the curation site, which includes our brainstorming process, our proposal and a visual representation.

Resources:

McIntosh, J. (2012). Failing to Get an A. Techniques: Connecting Education & Careers. 87(7), 44-46. Retrieved fromhttp://web.a.ebscohost.com.proxy1.cl.msu.edu/ehost/pdfviewer/pdfviewer?sid=cfae78fc-9faf-44e2-9c18-f5f859bc4b67%40sessionmgr4003&vid=0&hid=4207

Proulx, C., Spencer-May, K., & Westerberg, T. (2012). Moving to standards-based grading: Lessons from omaha. Principal Leadership, 13(4), 30-34. Retrieved fromhttp://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/1346631447?accountid=12598

EdCamp: Critical Questions on the Flipped Classroom

Topic: Critical Questions on the Flipped Classroom

View my Prezi on the flipped classroom here.

Focus Topics:

• Advantages: http://search.proquest.com.proxy1.cl.msu.edu/docview/1348257211/abstract/892E0DCA857A4CACPQ/3?accountid=12598

• Disadvantages: http://search.proquest.com.proxy1.cl.msu.edu/docview/1519057974/abstract/892E0DCA857A4CACPQ/12?accountid=12598

• Effects on Student Performance: http://search.proquest.com.proxy1.cl.msu.edu/docview/1314910685/abstract/892E0DCA857A4CACPQ/8?accountid=12598

Videos:

 

Experience Design in 8th Grade Math

For two years I’ve taught in the typical 21^st-century classroom: white board in the front of the classroom, 30 individual student desks and 12 fluorescent ceiling lights. Desks are arranged in tables or rows, depending on the amount of area enclosed by the four walls.

In Chapter 2 of the book “The Third Teacher” the authors state “The tools and tactics that encourage the creative thinking that is now, more than ever, so critical to success in higher education and the world at large have yet to be integrated into the standard curriculum or overall design of our schools” (2010, p. 55). David Kelly’s TEDTalk stresses the importance of human-centered designs. We can adapt these educational views to the way we set up our classrooms to best suit student learning.

Toward the end of last school year, I was given the opportunity to “loop up” with my current seventh graders and become their eighth grade math teacher. This job change also involved a new approach to teaching created by Sean Kavanaugh: the 360 Degree Math classroom. This approach is a five-step process: the exchange, the rewind, the micro-lecture, the practice, the proof. Students enter the classroom being greeted by the teacher. They then complete previously learned problems on the whiteboard. An 8-10 minute lecture is given on new objectives for the day. Students return to working on the whiteboards to collaborate with classmates and have group discussions. Teacher will assess student work as it is being put on the board (Kavanaugh, 2013).

I based my experience design on the idea of the 360 Degree Math classroom. Using SketchUp, I created a three dimensional classroom that models how I see my future classroom. In this design, all four classroom walls have a white board mounted across them. I chose to replace the thirty student desks with four white board tables. When students are not working at the boards, I can work with small groups to provide mini-lessons and small group instruction at the tables. I didn’t see the need for a chair for each student because not all students will sitting at the same time. The bean bags create a comfortable environment that welcomes learning.

The back of the room houses another white board, the teacher’s desk and an area rug. The area rug can be used as a place for group discussions or quiet work.

This approach to teaching and learning needs to be supported by administration and parents. Administration would have to consider the funds and resources necessary to create this learning environment. Putting whiteboards on all four walls of a classroom is expensive (approximately $1,500 total via Amazon). You must also factor in molding and installation for the boards. Administrators must also look at the data to see the success rate of the 360 degree math classroom. Sharing with parents how this teaching technique can vastly impact the success of student learning will create a school-home partnership. Without parent support, it is difficult to get buy-in from students.

If the resources and funds are not available to run a 360 classroom, the implementation can be staged in other ways. One version of these alternate implementations would be to give each student a white board. Students would still have the ability to show all their work and thought processes to their teacher.

Resources:

David Kelley: Human-centered design | Video on TED.com (n.d.) TED: Ideas worth spreading. Retrieved from http://www.ted.com/talks/david_kelley_on_human_centered_design.html

Sean Kavanaugh. (2013). 360 Degree Math. Retrieved from http://www.360degreemath.com

OWP/P Architects, VS Furniture, & Bruce Mau Design. (2010). The Third Teacher. Harry N. Abrams; First Edition. Retrieved from http://static.squarespace.com/static/509c0d15e4b058edb8f35a86/t/50f495b3e4b0c7661ad2ec2e/1358206387728/Ch2%20TTT%20for%20Web.pdf