That’s All She Wrote.

Well, this is the final post of my final assignment for my undergrad degree.  The past four years have gone by so fast!  Anyone who knows me knows that I am not a tech person.  I’m quite the opposite actually!  That being said, I think I’ve grown a lot this semester and have come to embrace technology!  This online unit has been a lot of fun to create and I really enjoyed finding new resources to use in the classroom!  This last blog post is just a summary of everything I did for this unit!

If you want to see all of my blog posts surrounding my online unit you can do that or if there is something specific you want to look at you can look below and I split everything up into sections!  Note: This post is the only place where I have updated all of the lesson plans and the unit summary.

Outlines
I made a blog post about the course outline I created for Foundations 30.
I created a unit summary for the online unit I created (Polynomial Functions).  It’s a brief description of each lesson and key concepts students should understand by the end of the unit.
I decided to use Edmodo as if I was actually teaching the class.  I posted assignments, reminders and surveys for students.  The code is: 79279f.  So you can check out what I did with Edmodo as well!

6.1 – Exploring the Graphs of Polynomial Functions
This is the lesson plan I created for 6.1.
I made a blog post about 6.1 which involves definitions and characteristics of polynomials.

6.2 – Characteristics of the Equations of Polynomial Functions
This is the lesson plan I created for 6.2.
I made a blog post about 6.2 that involves a Desmos activity for students to explore the different types of functions being looked at this unit: a straight horizontal line, linear, quadratic and cubic functions.
I also made a blog post about Desmos Activity Builder.

6.3 – Modelling Data with a Line of Best Fit
This is the lesson plan I created for 6.3.
This is the first blog post I made about 6.3 that involves explaining how to create a linear regression using graphing calculators.  I have an online graphing calculator that is very convenient to use!
Then I created a second blog post about 6.3 where I created a Prezi to help demonstrate how to use graphing calculators!

This is a general blog post I made for assessments (formative and summative) that I did for 6.2 and 6.3.

6.4 – Modelling Data with a Curve of Best Fit
This is the lesson plan I created for 6.4.
This is the blog post I made for the final part to this unit 6.4.  I created a Google Slide and screencast to explain linear, quadratic, and cubic regressions.

This is a short lesson plan I created just talking about the summative assessments.
I created a final blog post that explains the summative assessments I created (test, review and a project) for students to do.

I am so happy with how my online unit turned out, I know I’ll be able to use what I have created when I start my teaching career.  I had a great time finding new resources and trying new things out!  Let me know if you have any thoughts or questions about anything I have done during the unit!  Thanks for reading!

Assessment! (Again)

I will not apologize for creating another post about assessment.  This is surrounding the assessment done at the end of the unit.  So, for the first part of the assessment, I would want students to create a project (this is the assignment and rubric).  They would be in groups of two or three and pick one topic we covered.  They would have to explain what the section is all about (definitions, concepts, etc.) and pick three examples to explain and provide the correct solution.  They would have to use some technology app (Google Slides, Prezi, etc.) to do all of that and then provide a screencast of the tech app they used.

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Once students have completed the project, they will fill out a Google Survey I created about how each group member contributed to the project.  This isn’t for marks, it’s just to see if all the members pulled there weight.  If there were any instances where the surveys did not match up (a student saying they did all the work but then their group member saying they did nothing) then I’d talk to the group.

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For the most part, that is the rubric being used to grade the students.  Rubrics are really important for teachers and students.  Rubrics can help students understand what they need to do to be successful for an assignment/project.  Rubrics can also help teachers with marking, they are a great guideline for teachers and keep the marking consistent.  I’m a big fan of rubrics!

Students will also complete a hand in review.  The review is to be completed and handed in for marks.

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That is part of the hand in review.  It’s matching graphs to equations.  Other parts of the review include: Filling out a chart of polynomial characteristics, word problems (linear, quadratic or cubic regressions), creating equations and creating graphs.  Students should try to complete the review on their own but they can work with other students or go online and look at different resources like Khan Academy and of course they can ask me for help!

I also created a review for the students to help them study.  It just highlights the important things we did this chapter.

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The last part of the assessment is a unit test.  I do not try and ‘trick’ my students on unit tests.  I give fair questions, nothing they haven’t seen before.  As long as students understand the work we’ve done through the unit they won’t have trouble on the test.

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The school I interned at did outcome based assessment, so that is why I have the outcome at the top of the page.  Whatever mark students receive on the test will be put in that outcome.  The first part of the test is multiple choice and the second part is short answer.  One thing I want to mention is that for multiple choice, I like to double space the answers for multiple choice because I think it makes it easier for students to read because there is space between the options.  Also, during my internship I put the little motivation piece at the topic of every test I handed out.  I think a lot of students struggle with test anxiety, so I like to remind students to believe in themselves and that they understand the concepts!

Well, that is all there is for assessments!  I don’t think you can ever blog enough about assessment.  Assessment is so important and I will never stop talking about it!  I will have one more blog post to wrap things up but this is pretty much the last post!  Wow, this semester has flown by!

 

6.4 (The Last Section!)

Well this is an exciting blog post for me to make.  This is the last section of my online unit!  I’ve put a lot of work into this unit and I’m proud that it’s almost done.  6.4 is the last section of Unit 6 (Polynomials with a degree less than or equal to 3) and it’s on Modelling Data with a Curve of Best fit.  It is really not that different from 6.3 but instead of only liner regressions, there are are quadratic and cubic regressions as well!  I know, this is very exciting!!

Google Slides is just like a PowerPoint but it is through Google so I can access it anywhere I have internet.  PowerPoint has more options but Google Slides is also convenient to use because it’ll work on every computer with internet.  So, I decided to create my own Google Slides for this section.  I also completed a screencast using a site called Screencast-O-Matic to explain the concept in further detail.

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Those pictures are from the Google Slides I created!  It took a long time to create because I had to screenshot and edit each individual picture of the graphing calculator but it was worth it because I think it turned out great!  What do people prefer?  Google Slides of PowerPoint?

I’ve talked about Google Surveys a lot during this unit.  I think they are a great tool to use!  I created another Google Survey to check for student understanding for this section.

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Well that is all there is for 6.4!  There will be one more post about assessments for the end of the unit and that is all she wrote!  I’ve really enjoyed creating this unit for this class because it has taught me a lot about creating online units and how that can work in the classroom!

Desmos Activity Builder

I had to find math blogs for my EMTH class and I found a blog that I really liked.  This teacher posted a lot of great activities.  She does a lot with integrating technology and mathematics.  There was one post she did on Desmos Activity Builder.  I love Desmos ,Desmos is a free online graphing calculator, and I use it all the time in the classroom.  I had never heard of Desmos Activity Builder before, but it’s such a cool resource!!  It’s basically an interactive PowerPoint.  You can go through the slides at the board and then students can view the slides on their own device.  You can have students answer questions, do multiple choice activities, you can have students graph things, and much more!
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I decided to try the Activity Builder out for my polynomials unit.  I went back to 6.2 and made some card sorting activities that students could do.  Making these activities takes a lot less time than making card sorting activities yourself!  Basically there are a bunch of cards and you sort them into groups.  I absolutely love Desmos Activity Builder and think it’s an easy way to create an interactive lesson.  Try out the activities I made and let me know what you think!

Assessments

Ongoing formative and summative assessment is so important.  I created another Google survey but this time it is for 6.2 and then one Google Survey for 6.3.  Basically the 6.2 survey asks students to rate their understanding of different concepts on the mid-chapter review on a scale of 1-10.  This would be completed before starting the review to see if students understand the material before it is presented to them as a summative assessment.

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This is nothing fancy but it does the job!  A quick formative assessment to see if students are understanding the concepts before starting the mid-chapter review.

I’m a strong believer in the assessment strategy of triangulation.

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Basically this is where evidence is collected in three different ways: Observations (during activities, lecturing, work time, etc.), Conversations (talking to your students inside and outside of the classroom if they are understanding the concepts), and Products is more summative assessments (tests, assignments, projects, etc.).  I think this is a great way to assess students to see if students are understanding concepts, not just knowing them.  I started an Excel spreadsheet that I would use to record formative and summative assessments.

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At the top is all of the methods of assessments and then I can fill it out as I go.  I think this would help me stay organized and on top of assessment.

I’m also a big believer in Bloom’s Taxonomy.  We talk a lot about this in university.

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I realized most of my assessment so far is more on the remembering/understanding part, so  I wanted to change it up a bit!  For an assessment for 6.3 I’d have the students create their own question surrounding linear regressions.  They could pick any topic they want as long as they can find data on it and can put it into a type of question we’ve been doing in class.  Then they create their own question and then once every student is done, I’ll randomly assign everyone a question for them to complete.

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I think this is a cool kind of assessment to do because it really shows if students understand this concept by having them create their own question.  Formative and summative assessment is very important so I thought it would be a good idea to create another blog post specifically for assessment.  Let me know if you have any questions or suggestions for different types of assessments!

 

 

Prezi Power?

I decided to use Prezi as a way to demonstrate to students how to use graphing calculators for 6.3 – Linear Regressions. In this section, students can use graphing calculators (TI-83 Plus) and Excel to complete word problems where they need to find an equation in the form of y=mx+b (slope intercept form) and answer questions in regard to figuring out the x value when given the y value and vice versa.  In my internship, we only used graphing calculators because my students had to write a departmental for a final and they would be allowed to use graphing calculators but not Excel for the final.

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I don’t have a lot of experience with Prezi and after using it, I’m not sure how I feel about it.  I found it was difficult at first, I really didn’t know what I was doing and in hindsight I probably should have watched a ‘How to Prezi Video’.  I got the hang of it but I found it took a long time to complete the Prezi.  I know people who use Prezi and know how to use it well.  Perhaps I need to try it out a few more times and it’ll be easier.  What are your thoughts on Prezi?  Have you used it before and do you like it?

I made a Prezi though and I’m proud of how it turned out so you should check it out and tell me what you think!  I think it would be beneficial to use Prezi to help teach the concept to students.  I used screenshots of what the calculator looks like at each step for visual learners as well as written instructions for each part of the Prezi.  The Prezi would be beneficial because students could use this as a resource outside of class.

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The above is an example of what one of the slides looks like.  I’m pleased with how the Prezi turned out but I’m not sure how often I would use Prezis.  Maybe I’ll try it out a few more times before I make a final call on using Prezis!

I attempted to embed the Prezi I made into WordPress but I had some issues.  If anyone knows how to, I would appreciate the help! Thanks in advance!

6.3 Excitement!

6.3 is the exciting part of Modelling Data with a Line of Best Fit.  Students will use Excel and graphing calculators to do word problems!  Students will be using technology to complete different word problems.  I used Screencast-O-Matic

During my internship, my cooperating teacher gave me a file that has a graphing calculator you can open on your laptop calculator!

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The left side is an example of what the worksheet looks like.  There area  few definitions and some examples of the type of word problems they’d have.  They can download the worksheet and do the workshop on the laptop.  As you can see from the image, the graphing calculator looks just like the real thing!!  This way, I can project this on the board/SmartBoard and demonstrate to students steps for how to do these problems.  I absolutely loved using this during my internship.  Graphing Calculators can be tough to work with so this is a good way to demonstrate to students what to do while they use their own calculators.

I did a screen cast that explains how to use the graphing calculator to create a scatter plot.  I am still a little sick so I apologize ahead of time for the coughing.  It wasn’t exactly how I would explain it to students, I had a little notes for teachers.  I really like using screencasts to explain concepts to students because they can view it whenever they want. Screencast-O-Matic only allows 15:00 screencasts so I did only part of the example.  I will put part B and C of the example in another video.  I also made notes for students, just a couple definitions and examples.

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Course Outline

I got way ahead of myself!  I started off my lesson plans but I didn’t create a course outline!  I based this course outline off of the one my cooperating teacher used.  I taught Foundations 30 for three months during my internship so I ordered the units based on what order I taught the units in.  This is the course outline I created and below are the justifications for why I put units where they are.

I start off with a unit surrounding Venn Diagrams.  Most students consider this to be one of the easier units of the course, so it is a good unit to start up with.  It also sets up the next few units.  I then go into counting methods (combinations and permutations) and then probability (probability involves a lot off counting method problems).  Venn Diagrams can be used as a visual for many probability and counting method problems, which is why Venn Diagrams comes before those.

The next three units are all from the same outcome!  They all have to do with graphing and the characteristics of equations and graphs.  I put the three units together because they have a lot of overlapping concepts which is why I think it’s best to have them all together.

The last two units are financial units.  I put these two units at the end because they are kind of shorter units and if need be, the last unit can be covered after Christmas and before reviewing starts for finals.

Then there is a section for how the evaluation is sorted out.  There are four sections with how much they are worth.

Lastly, there are classroom expectations so that students understand on the first day of school what is expected for students to succeed in this course.

 

Adobe Spark for Definitions (6.1 Lesson)

It’s been awhile since I’ve posted because I’ve been on holidays in Disneyland (the happiest place on earth)!

As I mentioned in my earlier blog post, I tried out using Adobe Spark for the first time!  I really enjoyed using the online app and it was very easy to use.  Last week, I didn’t know what I wanted to do for presenting definitions for my polynomial unit.  We talked about Adobe Spark in class last week, and I realized that I could use this online app for the definitions portion of this unit.

I defined the following terms: Polynomial, leading coefficient, degree of the polynomial, turning points, end behavior, domain and range.  I also have visual examples for all of the definitions.

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This is an example of what the page I created looks like.  It is visually appealing and organized.  The definition is there with an example.

After reading Amy Martin’s blog, specifically her post on Educreations, I decided to take this lesson one step further.  She talked about having recordings for her students who were not in class or want another refresher on topics. So, I decided to use Screencastomatic to record myself talking about the definitions and examples for my Polynomials unit!  Basically, I explained the definitions and examples in the way that I would explain it as if I was in front of a class full of students.  This way students can see this video from home if they need a refresher or if they were not there for the lesson.  Here is the Screencast I created.

I used Screencastomatic in ECCMP355 for my final summary of learning project.  It is a screencast so you can record your voice and what is on the screen.  It is very easy to use and I would definitely recommend using it.  It is free, but you can upgrade for money.  You do need to download it, but it doesn’t take long.

I also decided to use Google Forms for an exit note for students to complete! I created this survey on how confident they were in the new concepts we learned.  This is an easy way to figure out where students are at and it’s online so no paper needed!

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I also used Kahoot to create a formative assessment for students to do.  I love Kahoot, it’s free, super easy to use and my kids loved it.  I created a Kahoot on the different polynomial characteristics.

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The question, picture and answers can be projected on a whiteboard/Smartboard in the classroom.  Then students can use their phones or laptops to pick which answer they think is right.  I created another Screencast talking about Kahoot and going through the Kahoot I created.

Also, another thing I love about Kahoot but I don’t think many people know about it, is that you can save the results of the Kahoot and download it onto Excel!

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You can see how many players and questions there are.  You can see all of the students overall results and also go into each individual question and see the how students did.

I’m excited to continue my unit plan with the next topic which is using graphing calculators and excel to create graphs and answer word problems!

Leave a comment if you have any questions, comments, things I can adapt and other additional thoughts!  Have a great day!

 

A Good Start!

I have a good start on my major project and I so far really enjoying this project!  I have started to create a summary of my unit plan that includes concepts that students should understand by the end of the unit and a brief description of each lesson.  I have also created the second lesson plan.

I decided to start with a lesson that has students pair off and use an online graphing calculator, called Desmos, to determine a variety of characteristics of a horizontal line, linear function, quadratic function and a cubic function.  I think Desmos is a great app (it can be downloaded on phones/Ipads and can also be used online) that is easy to use and really gives students a good visual representation of the characteristics of the polynomials we would look at.  For instance, below is an example of a quadratic function and students can see that a positive a value will make the graph open up.

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Before the handouts are given, we would watch two introduction videos to Desmos, one intro to Desmos video and one on sliders.  After that, in pairs, students will each complete a hand out that students will need to complete.  We would then go over it as a class.  If students disagree on an answer or are confused, you can project Desmos on the SmartBoard and the students can visually see what the answer is and a further discussion can be had.  I love using Desmos for this part of the unit because not only is it free but students can manipulate the graphs to find out the different characteristics on their own.

I realized after creating this lesson that there would be new definitions and concepts that students had not seen before.  I’m searching for a way to present these new definitions in a different way than me at the board saying ‘here is the word and this is the definition’.  I want to find some online app to use to change it up a bit.  So if you have any ideas, let me know please!  So the Desmos will really be the second lesson and I’m still thinking of a unique way to do the definitions!

So far, I think this major project is going well, even though I started the second lesson instead of the first lesson!  I’ve had a lot of fun so far creating handouts and finding new online apps to use in the classroom!