LP's Piece of Mind

CEP 800 GeoGebra Lesson Reflection

patelaur@gmail.com (LP) — Mon, 23 Apr 2012 19:58:00 -0700

Lesson Overview:

For my lesson, the students were able to manipulate linear graphs of equations in slope-intercept form to identify the relationship between the independent (x) and dependent (y) variables. The content we focused on was that a function can have several solutions for y, but each one has to be unique to each x and y depends on what we substitute for x. In addition, as the x values increase in an equation with a positive slope the y value also increases. Similarly, as the x values in an equation with a negative slope increase, the y values decrease. I added negative x values and slope in my final lesson plan.

Lesson Implementation:

First, we had an open discussion on the definition of a function and what the variables mean. Then, I did an example with the equation y = 4x + 5. We looked at the slope and y-intercept of the line and created a table to compare the x values. We also looked at the direct relationship between our x values and our slope. I did a more advanced example with y = - 1/2x – 8. Students actively participated and came to the board to answer questions on the Smartboard while recording observations in their notes.

Lesson Reflection:

The software program was the main focus in this lesson. It allowed students to manipulate a graph whereas in past lessons they used stand still images. This technology made the lesson more interactive and the students were more engaged in their discoveries. Learning was able to take places socially as a group by discussing observations, analyzing the data and making connections.

Although GeoGebra is a great program for plotting points and graphing equations, not everyone could participate at once since the only set of laptops in the school was taken for the week due to testing.

My intentions for this lesson were not only to manipulate a graph and an equation, but apply this information to the real world. In my examples, I used situations like going bowling or changing temperatures over a given time. The students could then apply the equations of these situations to the graph. Also, I wanted to introduce my students to an advanced software program that would be comparable to what they would use if they went into careers like engineering. I used this program in my undergraduate math class and I found that many of the tools are would be useful in teaching the curriculum in my classroom.

Their reaction and engagement was more than I expected. They love to learn new tools to use in the classroom; therefore, this was perfect in maintaining their attention. They were intrigued as I plugged in points on the graph and watched them appear before their eyes.

Some questions they had concerning the graphs were: “What if the number is negative?” and “What if y is 0?” If the questions related to the content, I told them, “Let’s try it out!” I want to encourage curiosity. I love when they think outside the box, so I get excited and we answer their questions together.

The class received an average of 95% on the assessment at the end of the lesson. Based on classroom observations, student responses, and the assessments, the students seemed to comprehend the content of the lesson. I will test them again in the unit test to ensure retention.

Narrative:

Student 1: “What if y is zero?”

Teacher: “Everyone take a second to think about that silently. We continue to plug in different values for x, but what if we plug in a number for y?”….”Ok, let’s try it on the graph. Student 1, on which axis would we look for a y value?”

Student 1: “On the y-axis.”

Teacher: “Great. Let’s go to zero at the origin. Now let’s move along the graph to find where our line intersects the line y = 0. Student 2, what x value am I at?”

Student 2: “Negative 16.”

Teacher: “That’s correct, we would describe that point as (-16,0). That’s the great thing about graphs instead of doing the work algebraically we can simply look at the graph and work backwards to find our answer. We can continue to do this to find unlimited solutions to our equations.”

Narrative Reflection:

The student was able to use the graph to work backwards plugging in a value for y and finding x. He identified that we need to look at the y axis first to do so and our answer is right there on our graph. This process can be repeated to find unlimited number of solutions.

CEP 800 Digital Story

patelaur@gmail.com (LP) — Mon, 19 Mar 2012 04:42:00 -0700

CEP 812 - Final Wicked Project

patelaur@gmail.com (LP) — Sat, 10 Mar 2012 12:39:00 -0800

Google Doc Presentation

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CEP 812: Professional Learning Plan

patelaur@gmail.com (LP) — Mon, 5 Mar 2012 13:22:00 -0800

CEP 812 Professional Learning Plan on Prezi

Academic OneFile - Document

patelaur@gmail.com (LP) — Sun, 4 Mar 2012 16:43:00 -0800

From professional development to professional learning: if schools are to change to meet their increasingly urgent needs, Ms. Easton argues, teachers will have to move from being trained or developed to becoming active learners. Significant change will require educators to alter their attitudes and behaviors

Academic OneFile - Document

CEP 812 - Leadership Project - Final

patelaur@gmail.com (LP) — Sun, 4 Mar 2012 16:21:00 -0800

Our group used Jing to record the Google Presentation and posted it online through a screencast. This was the most simple to record a screen while recording audio as well. The only problem is that the basic Jing only lets your record for 5 minutes.

I learned that Google Docs and Vyew are great tools to use to collaborate for group projects. IT made it easy to break up the parts and show all the different features of Weebly. However, it is always difficult to find time to meet and discuss with others with busy schedules.

If I had to develop a similar product, I would have had a universal recording with one speaker recording the entire presentation. The three different screencasts made it choppy and each person had a different tone. Also, we would have used the Google Docs from the beginning to create our storyboard.

Screencast 1: Intro to Weebly and Basic Features
Screencast 2: Adding Files and Videos
Screencast 3: Advanced Features

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CEP 812 - Mobile Learning Lab

patelaur@gmail.com (LP) — Mon, 27 Feb 2012 15:27:00 -0800

I really like the Poll Everywhere idea. It is flexible as far as the options for the type of questions to ask and it provides immediate feedback for the teacher to gauge understanding. It also gets the students engaged in learning because shown by the statistic in the Module texting is the most frequently used form of communication between the ages 12-17. The only disadvantage for me is that our students are not allow to have cell phones on them in the middle school. Although it was very interesting to read about the phones Verizon created that only allow data processing and bans calling and texting to other numbers. Even though cell phones are not allowed, we could always do a online poll on our netbooks. We also have access to iPads that have unlimited amounts of apps for the classroom. My friend who teaches 4th grade uses her to organize help her organize her AR library they even have an app to scan the books and tell you exactly what reading level it is.

Some of the tools I found useful were class dojo, flash drives, smartphones, and mp3 players/flip cameras. Class Dojo is a website that can help track behavior both positive and negative. It displays the students (you could use numbers instead) and allows you to add points for good behavior or take away for negative behavior. I have a smartboard that I can do it on, but I can also add points directly from my smartphone if I am busy walking around the room. Then, you can have a reward for reaching so many points. I also love flash drives, I use them everyday to work on and transport files from home to work. We are doing a RAFT (Role Audience Format Topic) on adding integers and the format is a rap. The most creative and descriptive rap is going to be able record a video/audio production of their song with me! Lastly, I love the idea of recording lecture notes for students, especially if a student was absent. I would love to propose an idea for getting a classroom set of mp3, this would definitely make class time more efficient if students could sometimes work independently on the lectures instead of having all the interruptions with a whole class. I could see students not asking as many questions if they were to just be listening to a lecture and not wanting to stop or me answering their question when 10 others might have that question later on. Another problem is abuse of the technologies. One teacher had an iPod Touch stolen, so we would have to keep tight security on the items.

CEP 812 - Wicked Project Part D

patelaur@gmail.com (LP) — Mon, 27 Feb 2012 15:01:00 -0800

The implementation went well. I made sure to have the computers set up before hand the second time around. I also noticed that the students were comprehending the information verbally although it was not showing on the written assessments previously.

I have continued to see an increase in scores compared to the written assessments. For the ELL students, there has been an average increase of 25% and for the special needs students an average increase of 35%.
Some increasing more than others, but I plan to look at their final Scantron scores at the end of the year as well.

If I was to approach another project of this type, I would implement it earlier in the year to get a wider range of data. Also, I would collect more original data that gave me grounds for a project, like keeping more of their vocabulary tests.

This program has unlimited benefits. I wish I was able to explore and implement more tools. I would use this in more areas, such as for writing assignments when they have to explain the process of solving a problem. Some students struggle with writing and if I want to assess their thinking process this would help target that. This will help them not to focus , but on the content. Also, the program has a cue tool to help students with spelling. It can give five options of a word they think they are trying to spell and when they highlight that word it as says it out loud as well to make sure it is the word they want. These tools will maintain focus on the content instead of on their spelling, neatness and presentation.

The hardest part for me is figuring out how to implement a project smoothly. I struggled with the direction of this project and identifying a technology tool that would help the issues I was having in class, but once I sorted out the details and created a structure for implementation the project fell in place. Having a clean and clear outline will aid in a more successful project.

CEP 812 Wicked Problem Project: Part C Implementation

patelaur@gmail.com (LP) — Mon, 20 Feb 2012 18:50:00 -0800

Wicked Problem: Implementation

http://feeds.feedburner.com/blogspot/HDMEl

CEP 812 - Leadership Project Part B

patelaur@gmail.com (LP) — Mon, 20 Feb 2012 15:54:00 -0800

For our project, we decided to do a tutorial on creating a website through Weebly. We collaboratively worked on our script via Google Docs. We divided up the work into three sections: basics/introduction, videos and files, and advanced features. I chose Google Presentation to complete mine. The fine print at the bottom is the script for what will be said. Dan will be recording the presentation using Jing.

CEP 800 - Audio Interview

patelaur@gmail.com (LP) — Wed, 15 Feb 2012 16:46:00 -0800

Here is my interview on coordinate planes! Enjoy!
Interview Coordinate Planes

CEP 812 Wicked Part B - Application of TPACK

patelaur@gmail.com (LP) — Tue, 14 Feb 2012 19:33:00 -0800

    Solo 6 falls within the pedagogy and technology requirements. For my class, I will be using Solo 6 as my technology and the method I will be implementing is an individualized assessment. The software gives students the knowledge to follow along with the class despite their lack of literacy skills. The program will assist them by visual providing them the words as they are read. They will be able to follow along with the content of the class all while becoming more familiar seeing those words. They will be using two senses of seeing and hearing to experience the test.

    This program also meets the technology and content aspects of TPACK. It is a well designed software program that has been implemented in other schools and proven to increase learning shown through proficiency test scores. I will be using it mostly for individualized assessments involving the vocabulary words for the unit. By following along with what is read on the screen, the students can hear the options of words and the definitions. This is a great technology to teach and administer the vocabulary content to each of the special needs and ELL students.

    This project meets the overlapping categories of pedagogy and content because the students do not have to struggle with learning the content. They now can access it individually and can complete the assessment the same. By putting the assessments into the Solo 6 program, the students are not held back by their lack of literacy ability. They are able to experience the test just as another student. The only difference is that another student might read the test in their head while the other student is hearing it read aloud.

CEP 812 - Leadership Project Part A

patelaur@gmail.com (LP) — Thu, 9 Feb 2012 17:16:00 -0800

Our group decided to do our tutorial on the friendly, website creator, Weebly. We are going to split up the different aspects: 1. Overall design and layout 2. Adding videos and files 3. Advanced features including blogs and how these features will be beneficial to the classroom. Also, we will be using Jing to record our session and Google docs to work on our script. We used Vyew to web conference about our project. I really enjoyed using it. I did not have experience with it and it was very user-friendly. The chat response was quick, we could all edit at the same time and the mouse had name tags with them t identify who was editing where. The only disadvantage that I notices was not having a very big chat video to follow what everyone was saying. I stretched it, but then I couldn't read the text for the document and sometimes there was a lag when someone was editing the text. Otherwise, I recommend using Vyew!

Screencast 1
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CEP 812 PART A - Description of Need or Opportunity

patelaur@gmail.com (LP) — Wed, 8 Feb 2012 21:00:00 -0800

   The educational need in my classroom is a lack of literacy skills. There is a small group of students just in my class that students that severely struggle with reading and if they cannot read the directions to the test, assignment, or understand the vocabulary definitions they cannot pass the assessment. This would not be a true assessment of their mathematical knowledge, but rather of their literacy knowledge. 95% of our students are Hispanic and although most of our students are bilingual there is still a significant portion that are ELL. I often have to sit with students during test time to read the test to them or we have to push in our resource teachers from other classrooms to help administer these assessments. This takes time and management away from the rest of the class. In order for these students to be involved in a true assessment of the mathematical standards they are to be tested on, I will be implementing Solo 6 in our school to assist them in doing so.
This program would not only solve issues in my classroom, but in other subject ares including science and social studies. For example, students may not be able to read the multiple choice question and therefore put a wrong answer for the characteristic of a cell. In addition to helping students read, it helps students struggling with writing. It can be used for certain written informal and formal assignments. In my classroom, I will be using it on our vocabulary assessments on our unit on Coordinate Planes. I will have them take a test on their own without the program, then I will test them using Solo 6 and analyze the results. I will input the questions and answer box into the computer ahead of time and will allow the students to sit at the back table where they would each have their own computer and headphones to listen to and complete the quiz. This tool will continue to be used whenever paper assessments are given where directions are to be read as well.
    The license includes a text reader, graphic organizer, talking word processor, and word prediction. For my purpose, I will be focusing on using the text reader. The cost for unlimited classroom licensing for a self-contained or resource room would be $1299 per classroom. This also includes free Take-Home Rights for students who regularly have class in that room. This is a small price to pay for a lifetime of knowledge and learning.
   The program has been proven to be effective based on research. Schools in Spotswood New Jersey have taken advantage of Solo to assist in their implementation of the Response to Intervention program. They based their need of technology on a cost-effective program that would accommodate and accelerate students learning. Their objective for middle school was to increase proficiency scores by .5 and by the following year they had increased by .77. The program was originally applied in resource rooms for special education students, then was expanded to all students both general and special education to provide all students with the opportunity to reach their maximum learning potential.
    We also do graded testing through Scantron, which will provide a means for data comparison for my students. However, we only have one more Scantron testing at the end of the year. At that time, I will use the data to compare with their testing from the middle of the year.

Resources:
http://www.donjohnston.com/resources/solo6_resources.html
Research:
http://www.donjohnston.com/products/read_outloud/research.html

CEP 812: Introduction - AWIM Project

patelaur@gmail.com (LP) — Wed, 1 Feb 2012 04:46:00 -0800

Cesar Chavez Academy AWIM

patelaur@gmail.com (LP) — Sun, 22 Jan 2012 16:16:00 -0800

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