The flipped classroom is a relatively new teaching technique that utilizes technology to turn the traditional classroom size upside down. In the traditional classroom, the teacher spends most of his or her time lecturing and giving instruction for new content. In a flipped classroom, the students use technology to receive this instruction at home. This method frees up the teacher for more guided practice, individualized assistance, and student-led learning in the classroom.
There are many resources available on this relatively new teaching method. This particular book is readily available in a Kindle edition and is written by teachers who have successfully implemented the flipped classroom with their own students. The authors propose the flipped classroom so that students can receive in formation at home and apply it in the classroom under the supervision of the teacher.
While other books focus on the application in the classroom of a flipped classroom, this book is mostly filled with ideas of how to create the best presentation of the materials for the students to access on their own. It discusses a variety of presentation methods: blogs, videos, and screencasting. While these are all valid methods, it seems like doing them all separately is to much work when websites such as sophia.com are readily available and have done much of the work for you.
The book also has a small section of assessing students' learning in the classroom. This assessment is vital, since the students do much of the learning independently, but idea should be viewed more as an application of the learning rather than a test/assessment.
Overall the book is a good introduction to the idea of a flipped classroom, but in order to become efficient in this teaching method, other resources would need to be studied.
Saturday, March 26, 2016
Saturday, March 19, 2016
PBL Geometry Assignment: A House of the Future
This project will address numerous Common Core Standards in geometry and will have crossover value in other content areas as well. It has been adapted from ideas on Curriki, Pintrest, and other Google searches.
The challenge in this project is for students to examine four trends— population growth, urbanization, energy efficiency, and changing tastes in design—that will affect the kind of houses that people live in by 2065. Students will create a floor plan and basic model of a house of the future that reflects these four shifts, and then deliver their design and give evidence of their thinking in the form of a 10 minute presentation about why their house will be necessary and useful in the future. The format for the talk can vary, but it is suggested that the presentation follow the guidelines for a TED-like talk in which presenters give short presentations that focus on the future and innovation. Their model houses must accommodate a family of four. It can be a stand-alone dwelling, be part of a cluster, and use any shapes. Room for a vehicle or outdoor space is optional. The project is designed to encouraged creativity and imagination.
Students will create a floor plan, a basic model sketch, and a 10 minute presentation as their final products. The floor plan and model should convey key geometric concepts and show how geometry was used to construct the floor plan and model. The students will work in teams of three to four to create presentations that should include three elements:
1. The model
2. An explanation and defense of design choices
3. An overview of why the design would help solve housing problems in the future.
The blueprint and model will be the main criteria for the Geometry aspect of the project. Students must create a "to scale" model that will use congruent shapes, reflections, and other transformations . The blueprint and model measurements must be accurate to a house design that would be feasible and mathematically correct. Students will also be graded on their innovation and presentation to the parents and peers.
Students will be motivated by the challenge of innovating designs that will be necessary some 50 years in the future. While this is an exciting challenge, careful attention must be made to the mathematical processes in house design that correlate with the geometry skills that have been taught this semester.
Ideally, the presentation will be given using some form of technology such as Prezi, PowerPoint, Key Note, etc., or something even more innovative as approved by the teacher.
Students can search TED talks for ideas on architecture of the future for inspiration. The parameters are endless, but just as in the real world, there is a time deadline. Students should dream and innovate, but not so much that the project cannot be completed on time.
The challenge in this project is for students to examine four trends— population growth, urbanization, energy efficiency, and changing tastes in design—that will affect the kind of houses that people live in by 2065. Students will create a floor plan and basic model of a house of the future that reflects these four shifts, and then deliver their design and give evidence of their thinking in the form of a 10 minute presentation about why their house will be necessary and useful in the future. The format for the talk can vary, but it is suggested that the presentation follow the guidelines for a TED-like talk in which presenters give short presentations that focus on the future and innovation. Their model houses must accommodate a family of four. It can be a stand-alone dwelling, be part of a cluster, and use any shapes. Room for a vehicle or outdoor space is optional. The project is designed to encouraged creativity and imagination.
Students will create a floor plan, a basic model sketch, and a 10 minute presentation as their final products. The floor plan and model should convey key geometric concepts and show how geometry was used to construct the floor plan and model. The students will work in teams of three to four to create presentations that should include three elements:
1. The model
2. An explanation and defense of design choices
3. An overview of why the design would help solve housing problems in the future.
The blueprint and model will be the main criteria for the Geometry aspect of the project. Students must create a "to scale" model that will use congruent shapes, reflections, and other transformations . The blueprint and model measurements must be accurate to a house design that would be feasible and mathematically correct. Students will also be graded on their innovation and presentation to the parents and peers.
Students will be motivated by the challenge of innovating designs that will be necessary some 50 years in the future. While this is an exciting challenge, careful attention must be made to the mathematical processes in house design that correlate with the geometry skills that have been taught this semester.
Ideally, the presentation will be given using some form of technology such as Prezi, PowerPoint, Key Note, etc., or something even more innovative as approved by the teacher.
Students can search TED talks for ideas on architecture of the future for inspiration. The parameters are endless, but just as in the real world, there is a time deadline. Students should dream and innovate, but not so much that the project cannot be completed on time.
Saturday, March 5, 2016
Confidence in teaching Digital Literacy
What will you have to do to become confident of your 21st Century Skills as a learner and as a teacher in Digital Literacy?
The key to being confident as a teacher is to be confident in the content area yourself. As I became familiar with the websites and took the self-assessment, I am happy to say that I consider myself very literate in the digital world. I know how to manipulate most any Windows, IOS, or Microsoft Office programs and am confident in my internet abilities as well. In my college years, I use to design and manage a website for a small retail bookstore chain. I can read and write basic html. I use Google docs, sheets, etc. in my classroom as well as online game and review sites. I also have recently learn to use a smart board in the classroom. All that being said, I have much to learn!
In the area of technology, there are always new things to learn. Teaching technology is different than understanding it. As Doug Belshaw describes in his TED Talk, pre-literacy concepts with books (like right side up, and opening across form the spine) carry over into digital literacy. As students are thrown into the digital world now at such a young age, we as teachers much given them pre-literacy concepts in this area as well. Teachers must always be keeping up to date with new ideas and technology being used in education. I have seen one presentation on using a program similar to Skype in order to have a sister class around the world. I know that some classrooms require a lot more assignments done with technology than I do. Fortunately, the administration at my school is very gracious and excited when teachers want to attend staff development conferences in the area of using technology in the classroom. I plan to take classes or attend staff development in this area at least once per year.
The key to being confident as a teacher is to be confident in the content area yourself. As I became familiar with the websites and took the self-assessment, I am happy to say that I consider myself very literate in the digital world. I know how to manipulate most any Windows, IOS, or Microsoft Office programs and am confident in my internet abilities as well. In my college years, I use to design and manage a website for a small retail bookstore chain. I can read and write basic html. I use Google docs, sheets, etc. in my classroom as well as online game and review sites. I also have recently learn to use a smart board in the classroom. All that being said, I have much to learn!
In the area of technology, there are always new things to learn. Teaching technology is different than understanding it. As Doug Belshaw describes in his TED Talk, pre-literacy concepts with books (like right side up, and opening across form the spine) carry over into digital literacy. As students are thrown into the digital world now at such a young age, we as teachers much given them pre-literacy concepts in this area as well. Teachers must always be keeping up to date with new ideas and technology being used in education. I have seen one presentation on using a program similar to Skype in order to have a sister class around the world. I know that some classrooms require a lot more assignments done with technology than I do. Fortunately, the administration at my school is very gracious and excited when teachers want to attend staff development conferences in the area of using technology in the classroom. I plan to take classes or attend staff development in this area at least once per year.
Digital Citizenship
How do I describe myself as a learner in the 21st Century?
One of the main goals in my life is to be a lifelong learner. If I can't always be learning new facts, methodologies, interests, and data, how can I expect my students to be excited to learn? I graduated from high school in the year 2000 and much has changed about how I learn even in my 30-some years of life. My academic learning used to be mostly confined to classrooms and libraries, textbooks and encyclopedias. With the rise of the Internet age, there is instant information at my fingertips at all times. When I want to research something or learn something new, there is even too much information at the palm of my hand. It used to be hard to find and now it is hard to discern. I have learned that as a learner, I need to constantly be finding new information, but also making sure that the information I find is accurate, reliable, and helpful.
How do you describe yourself as a teacher in the 21st Century?
While I believe that I received an outstanding education and that most all my teachers were top notch, I cannot rely of the way I was taught to teach my students now, even just a decade or so later. SO much has change with the way students interact with the world, with each other, and with new information. I need to be staying a step ahead of my students with the way I understand these interactions. The new technology can be a scary thing for teachers, but when used carefully and correctly, the new technology can open up so many new and exciting things in the classroom. It also can be a motivator to get students interested in learning. In contrast, a classroom that does not make the most of the technology now at our disposable will discourage students from being excited about learning and discredit the information, not matter how accurate.
One of the main goals in my life is to be a lifelong learner. If I can't always be learning new facts, methodologies, interests, and data, how can I expect my students to be excited to learn? I graduated from high school in the year 2000 and much has changed about how I learn even in my 30-some years of life. My academic learning used to be mostly confined to classrooms and libraries, textbooks and encyclopedias. With the rise of the Internet age, there is instant information at my fingertips at all times. When I want to research something or learn something new, there is even too much information at the palm of my hand. It used to be hard to find and now it is hard to discern. I have learned that as a learner, I need to constantly be finding new information, but also making sure that the information I find is accurate, reliable, and helpful.
How do you describe yourself as a teacher in the 21st Century?
While I believe that I received an outstanding education and that most all my teachers were top notch, I cannot rely of the way I was taught to teach my students now, even just a decade or so later. SO much has change with the way students interact with the world, with each other, and with new information. I need to be staying a step ahead of my students with the way I understand these interactions. The new technology can be a scary thing for teachers, but when used carefully and correctly, the new technology can open up so many new and exciting things in the classroom. It also can be a motivator to get students interested in learning. In contrast, a classroom that does not make the most of the technology now at our disposable will discourage students from being excited about learning and discredit the information, not matter how accurate.
Saturday, February 27, 2016
Differentiated Lesson Plan - Order of Operations
Algebra 1
Order of Operations
Content Standards:
1.0, 1.1 - Students identify and use the arithmetic properties of real numbers.
2.0 - Students understand and use the properties of taking the opposite and the reciprocal.
10.0 - Students add, subtract, and multiply monomials.
Review PEMDAS and present a few worked out problems to students. Students will read and analyze incorrect simplifications of expressions. They will demonstrate that although simplified incorrectly, there may be some correct steps in the process. They will discover the errors and explain the incorrect use of Order of Operations.
Strategically groups students.
Special Needs
Have students name and act out activities that work only when done in the correct order. such as putting on socks. shoes. and tying laces. Point out the parallel to the agreed-upon order of operations in mathematics.
Below Level Students
Remind students to write out all intermediate steps when simplifying and evaluating expressions. This will help them gain a better understanding and prevent errors.
Advanced Students
Challenge students to add grouping symbols in the correct places to make the following expression true (and others like it): 34x6"3 :2"2 x3"2- I = I70
EL Students
Suggest that students may find it helpful to think of the hue as carrying the exponent on its shoulder so that together they make up a power. Make sure students say “2 to the 4'“) and don't skip over those important little words!
Performance Assessment:
Informal: active listening. spot checks, play math games (if time). project
Formal: Assign problems in textbook strategically. Let students complete whichever 12 problems they wish. They can attempt more problems if they want, but need to get 12 correct for a perfect score.
Also: notes summary, quizzes, Unit test
Alternative Assessment: Have students choose numbers to substitute for x and y in
6xy"2 + 3(xy)"2 and evaluate the expression. Ask students to explain each step in their
calculations.
Assess: Checkpoint Quiz
Order of Operations
Content Standards:
1.0, 1.1 - Students identify and use the arithmetic properties of real numbers.
2.0 - Students understand and use the properties of taking the opposite and the reciprocal.
10.0 - Students add, subtract, and multiply monomials.
Review PEMDAS and present a few worked out problems to students. Students will read and analyze incorrect simplifications of expressions. They will demonstrate that although simplified incorrectly, there may be some correct steps in the process. They will discover the errors and explain the incorrect use of Order of Operations.
Strategically groups students.
Special Needs
Have students name and act out activities that work only when done in the correct order. such as putting on socks. shoes. and tying laces. Point out the parallel to the agreed-upon order of operations in mathematics.
Below Level Students
Remind students to write out all intermediate steps when simplifying and evaluating expressions. This will help them gain a better understanding and prevent errors.
Advanced Students
Challenge students to add grouping symbols in the correct places to make the following expression true (and others like it): 34x6"3 :2"2 x3"2- I = I70
EL Students
Suggest that students may find it helpful to think of the hue as carrying the exponent on its shoulder so that together they make up a power. Make sure students say “2 to the 4'“) and don't skip over those important little words!
Performance Assessment:
Informal: active listening. spot checks, play math games (if time). project
Formal: Assign problems in textbook strategically. Let students complete whichever 12 problems they wish. They can attempt more problems if they want, but need to get 12 correct for a perfect score.
Also: notes summary, quizzes, Unit test
Alternative Assessment: Have students choose numbers to substitute for x and y in
6xy"2 + 3(xy)"2 and evaluate the expression. Ask students to explain each step in their
calculations.
Assess: Checkpoint Quiz
Thursday, February 18, 2016
Project Based Learning: Fahrenheit 451 Analysis
Lesson Objectives
By the end of the project, students will be able to:- Read and analyze important passages fromFahrenheit 451
- Present research and opinions with clarity
- Accurately cite information in MLA style
- Make appropriate text-to text connections
Materials RequiredCopies of Fahrenheit 451Any other materials that are needed based on the choice of the studentLesson Procedures
Project-based learning is purpose-driven. Thus, I ask my students to answer this question with their projects: “To what extent did Ray Bradbury’s vision of the future become a reality?”Ideally, if your students have some experience with project-based learning or are fairly independent, then the sky becomes the limit for them. However, most students will need more guidance than being told to complete a project that answers one question. So, here are some guidelines to get your students rolling.- Start by giving students a few areas they can focus on. Choose technology, censorship, and our increasingly calloused society. Help them brainstorm some of the more obvious parallels (like flat-screen TVs, iPod ear buds, etc.).
- If you need to, give them a set of choices for which way they will present their findings. Most students opt for a poster or a Power Point, but urge them to think outside the box—they could put together a pamphlet, create a storyboard, or write a series of articles for their own self-published newspaper.
- Require students to have at least three outside sources to detail the answer to the driving question: one print source, one video source, and one internet source. (A good project will go beyond the minimum requirements.)
- To ensure students truly connect their findings with the novel itself, you may also wish to set a number of passages required to analyze. More advanced students should be able to figure this out on their own, but some students may need a little guidance. Practice quotation analysis with the students first.
- Students should present their findings to the class. During their presentations, each student should clearly answer the driving question and use evidence to support his or her claims. For example, a student may have investigated the evolution of technology since Bradbury wrote Fahrenheit 451. He may put together a slideshow that covered how ear buds came into being, delved into high-speed cars, and discussed the latest 3D televisions, all within the context of the book. Another student may present a series of articles about strange ways the government tries to control people, quoting the book along the way.
AssessmentThere are multiple ways to assess this project, depending on what you emphasize with your students. Ultimately, the assessment should be of how well students answer the question, “To what extent did Bradbury’s vision of the future become reality?” If you set minimum requirements for the project, you should evaluate how well students went above and beyond these requirements. You can also emphasize any skill within the project—writing, speech, or research skills.- Defense of Differentiated Assessment
- This project provides the student with choice, based on their learning preferences and intelligences. A student with any learning style or intelligence can be successful in this project. It is broad, but still is able to assess certain standards and content areas.
Cooperative Learning
Standard of Writing
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
After reading Fahrenheit 451, students will create an essay debating the topic of censorship. The teacher can use a variety of grouping strategies as the students prepare to write their own essays. In order to group strategically for this essay, the teacher will have to have information on the students, both formal and informal assessments. Here are the options:
- Have a class discussion with the entire group about censorship. Have students research censorship throughout history and around the world. Randomly assign students to argue against or for censorship, creating heterogenous groups. Have each of those two groups organize their ideas and arguments. Music can be played softly in the background while they are researching. Have an organized class debate on censorship. This method addresses the following intelligences: kinesthetic, interpersonal, musical, linguistic and logical.
As students interact with each other and hear other viewpoints, they will be able to refine their own argument and the claims they need to support it. Some students will even have to argue for a viewpoint with which they don't agree. This will hone their own belief even more. The oral argument and hearing from others will invigorate students and make their writing even better.
- Another grouping method would be small groups of 4-5 homogenous students. These groups can be created using the teacher's prior knowledge about the students' learning methods and intelligences or by student choice.
Group 1: Censorship of music. This group will research how music has been censored in the history of the US. They will need to find and listen to songs that have been censored in the past and discuss the validity of that censorship. This addresses the musical and interpersonal intelligences.
Group 2: Censorship of writing. Students will research what essays and books have been censored through the history of the US. They will individually read portions of these writings and together discuss the validity of the censorship. This addresses the logical and intrapersonal intelligences.
Group 3: Censorship of film. Students will research what films have been censored through the history of the US. They will look up these films and watch portions and will discuss the validity of the censorship. This addresses the visual and interpersonal intelligences.
Group 4: Censorship of dance. Students will research how dance has been censored through the history of the US. They will discuss the validity of the censorship in certain situations. This addresses the kinesthetic and interpersonal intelligences.
After these groupings, students will be able to write more passionately and clearly their arguments for or against censorship.
- Students may also be grouped into pairs. The pairs may be homogenous or heterogenous, depending on what the teacher wants to accomplish. The pairs will be randomly assigned a viewpoint on censorship. They will research together the censorship debate over time. After they become "experts" on their side of the debate, they will get with another pair to discuss the censorship of a presented essay, video, and song that the teacher will read to the entire class. This method addresses the following intelligences: musical, visual, interpersonal, intrapersonal, and logical.
- Lastly, students may work independently to research how the debate on censorship has changed over time. They will write an essay on presenting both sides and then arguing for the validity of ones side. This is best for intrapersonal intelligences.
These area all great ways to use cooperative learning to help students create an argumentative essay. The methods will motivate students an inform them in a way direct instruction cannot do. Their arguments will be honed and they will articulate them better in their writing.
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
After reading Fahrenheit 451, students will create an essay debating the topic of censorship. The teacher can use a variety of grouping strategies as the students prepare to write their own essays. In order to group strategically for this essay, the teacher will have to have information on the students, both formal and informal assessments. Here are the options:
- Have a class discussion with the entire group about censorship. Have students research censorship throughout history and around the world. Randomly assign students to argue against or for censorship, creating heterogenous groups. Have each of those two groups organize their ideas and arguments. Music can be played softly in the background while they are researching. Have an organized class debate on censorship. This method addresses the following intelligences: kinesthetic, interpersonal, musical, linguistic and logical.
As students interact with each other and hear other viewpoints, they will be able to refine their own argument and the claims they need to support it. Some students will even have to argue for a viewpoint with which they don't agree. This will hone their own belief even more. The oral argument and hearing from others will invigorate students and make their writing even better.
- Another grouping method would be small groups of 4-5 homogenous students. These groups can be created using the teacher's prior knowledge about the students' learning methods and intelligences or by student choice.
Group 1: Censorship of music. This group will research how music has been censored in the history of the US. They will need to find and listen to songs that have been censored in the past and discuss the validity of that censorship. This addresses the musical and interpersonal intelligences.
Group 2: Censorship of writing. Students will research what essays and books have been censored through the history of the US. They will individually read portions of these writings and together discuss the validity of the censorship. This addresses the logical and intrapersonal intelligences.
Group 3: Censorship of film. Students will research what films have been censored through the history of the US. They will look up these films and watch portions and will discuss the validity of the censorship. This addresses the visual and interpersonal intelligences.
Group 4: Censorship of dance. Students will research how dance has been censored through the history of the US. They will discuss the validity of the censorship in certain situations. This addresses the kinesthetic and interpersonal intelligences.
After these groupings, students will be able to write more passionately and clearly their arguments for or against censorship.
- Students may also be grouped into pairs. The pairs may be homogenous or heterogenous, depending on what the teacher wants to accomplish. The pairs will be randomly assigned a viewpoint on censorship. They will research together the censorship debate over time. After they become "experts" on their side of the debate, they will get with another pair to discuss the censorship of a presented essay, video, and song that the teacher will read to the entire class. This method addresses the following intelligences: musical, visual, interpersonal, intrapersonal, and logical.
- Lastly, students may work independently to research how the debate on censorship has changed over time. They will write an essay on presenting both sides and then arguing for the validity of ones side. This is best for intrapersonal intelligences.
These area all great ways to use cooperative learning to help students create an argumentative essay. The methods will motivate students an inform them in a way direct instruction cannot do. Their arguments will be honed and they will articulate them better in their writing.
Subscribe to:
Posts (Atom)