This is only day one, but is a one example of how we "do math" in our classroom.
Students used multiple apps in their creation process...
Friday, April 27, 2012
10:34 AM
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This is only day one, but is a one example of how we "do math" in our classroom.
Students used multiple apps in their creation process...
Thursday, April 26, 2012
3:07 AM
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I have been asked many times the size of iPad that is used by our students. We use 16 GB iPads. With the ability to control and update the contents on your iPad easily, it should be the only size you need to buy.
See how you can easily control the amount of available space you have on your iPad.
See how you can easily control the amount of available space you have on your iPad.
Wednesday, April 25, 2012
4:20 AM
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Students provided a list of apps that could be great for quick creation on the iPad.
Their list included:
Their list included:
Having the students review the formula for Simple and Compound Interest revealed that while the students knew the formula through their findings in yesterday's lesson, they did not know what each variable stood for. For example, r = rate, t = time, P = principle.
I would not have known this had we not reflected by creating something and posting it to their blog.
3:56 AM
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The following reflection outlines the process of my math class yesterday while introducing a new concept and new algorithm.
I have utilized movement in my class room (up to 4 times in one class period) as a method for stimulating learning.
Students moved back to the "direct instruction" area to direct self learning in finding information on the web or in an app related to the "Zero Product Property".
After students had time to discover, they became the teacher. I am always amazed as to the information that students find. Equally amazing is how well students listen to students teaching. Of course, my questioning guides the students to produce additional, relevant information.
After the presentation of information by students, I provided direct instruction with all the steps to complete ONE problem. Following this, students watched one video of ANOTHER video that I created. I have never tried this, but the response was overwhelmingly positive from the students. The reason? Students were able to stop, rewind, and review the process of completing a problem. This was incredible as students received more direct instruction, but the students that understood immediately could move on to group work, while students who needed more information could watch the video as many times as they wanted.
This became a great use of teaching through video!
I have utilized movement in my class room (up to 4 times in one class period) as a method for stimulating learning.
Students moved back to the "direct instruction" area to direct self learning in finding information on the web or in an app related to the "Zero Product Property".
After students had time to discover, they became the teacher. I am always amazed as to the information that students find. Equally amazing is how well students listen to students teaching. Of course, my questioning guides the students to produce additional, relevant information.
After the presentation of information by students, I provided direct instruction with all the steps to complete ONE problem. Following this, students watched one video of ANOTHER video that I created. I have never tried this, but the response was overwhelmingly positive from the students. The reason? Students were able to stop, rewind, and review the process of completing a problem. This was incredible as students received more direct instruction, but the students that understood immediately could move on to group work, while students who needed more information could watch the video as many times as they wanted.
This became a great use of teaching through video!
Tuesday, April 24, 2012
4:14 AM
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Before this year, I would have students correct their own daily assignments in class. I then had them come to my desk and show me their score while I plugged the score into the grade book. The process of students coming to my desk took approximately five minutes of class time. Multiply that by five days and 25 minutes a week was spent having students walk to my desk, waiting in line, and telling me their score.
WAIST OF TIME!
This year, I have students enter their score via a Google form on the iPad. Whole process takes less than 1 minute which is five minutes per week.
Translation: I gain 20 minutes of educational time each week via a Google form and an iPad.
See how it is done!
WAIST OF TIME!
This year, I have students enter their score via a Google form on the iPad. Whole process takes less than 1 minute which is five minutes per week.
Translation: I gain 20 minutes of educational time each week via a Google form and an iPad.
See how it is done!
Saturday, April 21, 2012
3:08 AM
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I believe this lesson typifies how my classroom instruction has changed in the last year. Our scope and sequence called for an introduction to parabolas. If an iPad with searchability features and creation apps didn't exist, our students would have been stuck with their textbook and me for information about this topic.
Instead, multiple tools were used to obtain detailed questions on parabolas. This provided students a great opportunity to become self directed learners, questioners, and creators all in a 45 minute class period.
My role revolved around questioning students so that they discovered the answer on their own, they discovered what tech tool would be the best to use to find the information, and they decided how they wanted to create a product that proved they knew the information.
The multiple videos are below in sequential order.
Graphing Calculator App
Pic Collage and Whiteboard App
Dictionary App (with audio) & Searching for features of parabola
What student knows...
Picture of vertex after search
Notes and Skitch App
Phoster App
Photo Mess Whiteboard
Creating
Summarizing through blogging and labeling
Instead, multiple tools were used to obtain detailed questions on parabolas. This provided students a great opportunity to become self directed learners, questioners, and creators all in a 45 minute class period.
My role revolved around questioning students so that they discovered the answer on their own, they discovered what tech tool would be the best to use to find the information, and they decided how they wanted to create a product that proved they knew the information.
The multiple videos are below in sequential order.
Graphing Calculator App
Pic Collage and Whiteboard App
Dictionary App (with audio) & Searching for features of parabola
What student knows...
Picture of vertex after search
Notes and Skitch App
Phoster App
Photo Mess Whiteboard
Creating
Summarizing through blogging and labeling
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