Audience:
My audience is 7th grade middle school math students. Students will be provided with instruction, lessons, and practice activities for mastery of the slope-intercept form. My second audience is other middle school math teachers. This project is to help other middle school math teacher who need additional resources relating to the slope-intercept form. I would also present this project to fellow teachers at a professional development meeting that our school has for the math department. This project is beneficial to all 7th grade middle school math students and middle school math teachers, as it deals with a concept that students struggle with. It provides additional resources for the targeted audience.
Problem:
7th Grade math students struggling with slope-intercept form.
Solution:
Students will have a better understanding of the content standards using technology (TPACK). Various technology resources will be used such as the Smartboard, students will also be accessing a webquest and online interactives using their individual laptop computers to help them better understand the slope-intercept form.
Blog Post Part A (Description of Need or Opportunity): Click Here
Blog Post Part B (Application of TPACK): Click Here
The "Wicked Problem" that I am addressing is a concept my 7th grade math students struggle with, the slope-intercept form. When teaching this concept to students they struggled with the y-intercept and how to graph the slope of the line from the y-intercept. Students also have a difficult time with the linear equation of the slope-intercept form y = mx + b. By realizing what students are struggling with it is my job to fix and tweak my lesson so students have a better understanding of the concept. What makes this a "Wicked Problem" is that most students come into 7th grade not having any background knowledge on slope-intercept form so it is my job as their 7th grade math teacher to do a thorough job teaching this concept. By using traditional instruction and incorporating the use of technology this "Wicked Problem" provides visual representation, verbal explanation and actively involving the students in the lesson.
A Research study done at the University of Western Sydney by Catherine Attard finds that "the use of computer technology in the mathematics classroom has the potential to enhance students' learning and have a positive impact on their engagement when used appropriately." Her study reveals that math lessons need to continue to "emphasize math ideas and concepts rather than on teaching the processes of using the technology." My lesson will include direct teacher instruction on the concept of slope-intercept form but will engage the students and require them to interact with technology to practice the concepts and achieve mastery. This lesson which I planned this summer will be taught in the winter of next year. At the end of the unit a student assessment will be administered to indicate the success of this project.
The solution to this "Wicked Problem" with slope-intercept form is finding great resources using technology to help teach this concept. This lesson using technology, content and pedagogy (TPACK) will help students have a better understanding of the slope intercept form. Students will get a good grasp of the content standards they need to know through the smartboard lesson, webquest and online interactives. This lesson is based on using many technology devices such as the smartboard, students individual laptops, wireless internet in the classroom and resources on the internet. This lesson supports the UDL Framework as it meets individual students needs. Every student is provided with the technology they need through the school. The specific resources online show visual representation where students will be listening and interacting with the computer. The first solution to help students better understand this "Wicked Problem" is the introduction of the concept by the teacher using the smartboard and a lesson from SMART Exchange on slope-intercept form. This lesson has detailed visual examples and will allow me to give a good in-depth instruction and clarify any questions students might have. Students will take notes on the lesson presented in class from the smartboard. Next, students will be using their own laptop computers to access this webquest. Students will be exploring and get a deeper understanding of the slope-intercept form. When students are done with their task on the webquest they will create their own example of a linear function from what they learned in class and on the webquest. The final solution to this "Wicked Problem" will require students to use their own laptop computer to do online interactives relating to slope intercept form. When students get to this part in the lesson they should fully understand the concepts learned in class and on the computers. This overall "Wicked Problem" using technology will engage students learning on slope-intercept form.
Resources
Sunday, July 24, 2011
Thursday, July 21, 2011
Wednesday, July 20, 2011
Tech Leader
Since starting my Master's classes at Michigan State University in Educational Technology I have learned so many great tools to take back and use in my own classroom as well as share with my teammates, colleagues and the principal. My goal with technology this next school year is to create a more informed teacher website, maybe start a blog for students to comment on, stay up to date with technology being using in education and attending the MACUL conference. With my students in the classroom I would like to have them use their computers more. I want to find more helpful resources that students can use when learning a specific topic taught in class and also have students do more project-based collaborative assignments with their classmates using technology. With my grade level and content area teammates I plan on sharing new ways to integrate technology into the lessons we create. My goal is to do research on specific topics students are learning in class and bring those ideas to to my teammates for all classes to use and have the same experience. Having a bigger PLN due to my Master's classes at Michigan State hopefully it will be easier to find great resources to use in the classroom. That is one thing I struggled with last year is not having the resources and information on technology tools to use in the classroom.
Going into my third year teaching and my second year in Pinckney I would like to show people what I have learned but I also feel like I still have a lot of learning myself to do. I feel by starting my Master's in Educational Technology this is a great way to learn more great things to take back to the classroom and share with others. I think the important thing about being a tech leader is by learning from others and sharing what you've learned with the school community. I am excited to continue my Master's of Educational Technology at Michigan State University and with this experience I hope it opens new doors for me as a teacher in Pinckney Community Schools.
Going into my third year teaching and my second year in Pinckney I would like to show people what I have learned but I also feel like I still have a lot of learning myself to do. I feel by starting my Master's in Educational Technology this is a great way to learn more great things to take back to the classroom and share with others. I think the important thing about being a tech leader is by learning from others and sharing what you've learned with the school community. I am excited to continue my Master's of Educational Technology at Michigan State University and with this experience I hope it opens new doors for me as a teacher in Pinckney Community Schools.
Tuesday, July 19, 2011
WPP Blog Post Part B: Application of TPACK
The technology I haven chosen to support my "Wicked Problem" Project includes students using their own laptop computer provided by the school, the internet, searching through a webquest and looking at online interactives supporting the slope-intercept form. These technology tools will further guide and help students understand the slope-intercept form. With the technology students will be able to learn at their own pace and will be able to go back and look at ideas again if they don't understand what is shown the first time with the webquest or concepts taught by the teacher. The technology sources will help meet all the different types of learning needs in the classroom. The online activities that I will have students do, involves them visually looking and reading about the slope-intercept form, listening and interacting with the computer and responding to show what they are understanding.
The content students have to know and understand about slope-intercept form includes...
A.PA.07.06 - Students will calculate the slope from the graph of a linear function as the ratio of rise/run for a pair of points on the graph, and express the answer as a fraction and a decimal; understand that linear functions have slope that is a constant rate of change.
A.PA.07.07 - Students need to represent linear functions in the form y = x + b, y = mx, and y = mx + b and graph, interpreting slope and y-intercept.
A.FO.07.08 - Students will find and interpret the x and/or y intercept of a linear equation or function. Know that the solution to a linear equation of the form ax+b=0 corresponds to the point at which the graph of y=ax+b crosses the x axis.
The webquest students will be looking at introduces linear equations (slope-intercept form) and has examples and questions that go along with the examples for students to answer based on the content students need to know. Students will be shown many different examples and representations of slope-intercept form from the webquest as well as the online interactive they will be doing after the webquest.
This information is easily accessible to student when they come to class prepared with their computers. Every classroom is highly equipped with wireless internet access and extention cords if students come to class with their computer not charged. When students come to class they will need to access the internet and pull up the webquest with the links that the teacher provides for them.
The content students have to know and understand about slope-intercept form includes...
A.PA.07.06 - Students will calculate the slope from the graph of a linear function as the ratio of rise/run for a pair of points on the graph, and express the answer as a fraction and a decimal; understand that linear functions have slope that is a constant rate of change.
A.PA.07.07 - Students need to represent linear functions in the form y = x + b, y = mx, and y = mx + b and graph, interpreting slope and y-intercept.
A.FO.07.08 - Students will find and interpret the x and/or y intercept of a linear equation or function. Know that the solution to a linear equation of the form ax+b=0 corresponds to the point at which the graph of y=ax+b crosses the x axis.
The webquest students will be looking at introduces linear equations (slope-intercept form) and has examples and questions that go along with the examples for students to answer based on the content students need to know. Students will be shown many different examples and representations of slope-intercept form from the webquest as well as the online interactive they will be doing after the webquest.
This information is easily accessible to student when they come to class prepared with their computers. Every classroom is highly equipped with wireless internet access and extention cords if students come to class with their computer not charged. When students come to class they will need to access the internet and pull up the webquest with the links that the teacher provides for them.
Monday, July 18, 2011
WPP Blog Post Part A
This past year after teaching 7th grade math for the first time in Pinckney, Michigan a concept that I saw students struggle with was the slope-intercept form. The slope-intercept form was a completely new concept that students learn in 7th grade that they have never seen before. Every student was issued their very own laptop computer. This was the result of a bond our district passed and we are very fortunate to have this equipment that allows us to integrate technology in our lessons. This being the case and being a new teacher in the district this past year, I wanted to develop lessons that required students use their computers. After seeing students struggle with the slope-intercept form I would now like to extend this lesson using technology and helpful resources online. With my "Wicked Problem" Project students will be looking at a webquest that has a good explanation and available resources on slope-intercept form. Students will also be looking at math interactives that make them have a better understanding of slope-intercept form if they still are struggling with concepts. This computer component will be used after I instruct and teach students the concepts as a tutorial for further reinforcement.
The Way I will go about using technology to address this educational struggle is first to use the smartboard to introduce and teach the concept of slope-intercept form showing examples from SMART Exhange. I will also have students take notes on concepts I show under the document camera. After I introduce, instruct and explain slope-intercept form student will use their own laptops to explore more about this topic by going through a webquest that explains more about the concept. Once students finish the webquest they will do some online interactives that furthers their understanding through practice. Hopefully when they get to the online interactives students are becoming masters of the concept covered in class. The great thing about all these technology pieces I am going to be using is they are all easily available and accessable for every student in the classroom. The only downfall would be if a student comes to class with their computer not charged or if a student forgets their computer at home.
Students will be doing this online activity in the classrooom and the computer part will take students about 2 days to complete. Every student will be using their own computers to go through the webquest and do the online interactive that helps with their understanding of slope-intercept form. By using technology, this "Wicked Problem" will help students find success with this concept. Technology provides various resources to help students better understand the slope-intercept form concept.
Student Web Resources:
Research that supports using technology to teach math.
The Way I will go about using technology to address this educational struggle is first to use the smartboard to introduce and teach the concept of slope-intercept form showing examples from SMART Exhange. I will also have students take notes on concepts I show under the document camera. After I introduce, instruct and explain slope-intercept form student will use their own laptops to explore more about this topic by going through a webquest that explains more about the concept. Once students finish the webquest they will do some online interactives that furthers their understanding through practice. Hopefully when they get to the online interactives students are becoming masters of the concept covered in class. The great thing about all these technology pieces I am going to be using is they are all easily available and accessable for every student in the classroom. The only downfall would be if a student comes to class with their computer not charged or if a student forgets their computer at home.
Students will be doing this online activity in the classrooom and the computer part will take students about 2 days to complete. Every student will be using their own computers to go through the webquest and do the online interactive that helps with their understanding of slope-intercept form. By using technology, this "Wicked Problem" will help students find success with this concept. Technology provides various resources to help students better understand the slope-intercept form concept.
Student Web Resources:
- SMART Exchange-
- Linear Functions Webquest
- Slope-Intercept Online Interactive
- Graphing Using Slope Intercept Form Interactive
Research that supports using technology to teach math.
- Technology in the middle years Mathematics Classroom by Catherine Attard. http://learning21c.wordpress.com/2011/07/10/technology-in-the-middle-years-mathematics-classroom-technology-driving-pedagogy-or-pedagogy-driving-technology/
Pictures of Slope-Intercept form graph on Presentation
Friday, July 15, 2011
3 Words of Education
The three words of education video was created in iMovie. This is a very short clip and will be added with other classmates short clips to make a larger presentation.
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