# data[].attributes.body
Stage on Continuum supported by goal#1: Consultation
Reasoning:  Students will provide information about how they learn best and the information will assist the teacher in creating a more personalized learning environment for students.  By consulting with students through the interest survey, the teacher gets feedback from the students that will guide the learning process and support 'student voice.'

# data[].attributes.body
Stage on Continuum supported by goal#2: Participation
Reasoning:  When students write about why they chose to add a certain artifact to their portfolio, they show their mathematical understanding, vocabulary and knowledge.  They also get to make generalizations about what they are learning and revise their thinking. Reflective writing also allows them to participate without the pressure of speaking before the class.

# data[].attributes.body
Stage on Continuum of Voice supported by goal#3: Activism

Reasoning: In sharing their different approaches to solving a problem, students demonstrate that they support the learning community.  In presenting different ways to tackle the same problems, students show that the mathematics classroom is made up of students with various approaches to solving a problem and that all voices are necessary for the best learning outcomes.

# data[].attributes.body
Stage on Continuum of Voice supported by goal#4: Partnership
Reasoning: Students get to collaborate with their teacher and peers to create a project that involves making a plan, exchanging ideas, and representing the information.  When students collaborate they naturally exchange ideas and learn from each other.

# data[].attributes.body
Stage on Continuum of Voice supported by goal#5: Leadership
Reasoning:  Students get to demonstrate their leadership skills by engaging in an authentic learning situation where they have to investigate a real-world problem. Through their investigation they explore then make decisions about how the information may impact consumers.  They will make generalizations about their findings and share it with the wider school community.

# data[].attributes.body
SeeSaw

# data[].attributes.body
Students need a safe place where they can showcase their learning and amplify their voices. The article "5 Ways to Amplify Student Voices with Technology" recommends classroom blogging. SeeSaw gives students a platform to create digital portfolios where they can reflect on their learning through blogging. For each product/artifact students add to their portfolios, they can blog about why they chose the piece and how it represents them as learners. Students can use a variety of multi-media tools to create, share, collaborate, and reflect.

# data[].attributes.body
Mentimeter

# data[].attributes.body
Mentimeter is an excellent interactive presentation tool that engages students.  For the interest inventory poll, students will complete 10 questions about how they learn best.  Mentimeter encourages the kind of democracy and participation in the classroom that German teacher Annemieke Akkermans spoke about in her article.  Students have the freedom to make decisions about their learning, activating their voices through a poll/questionnaire. The teacher gets immediate feedback on how to differentiate and personalize learning for students and students get a say in their learning path.

# data[].attributes.body
Formative, Miro

# data[].attributes.body
One of the top five benefits of Technology in the classroom as identified by the Walden University article is that it improves student collaboration.  Formative allows students to collaborate in the mathematics classroom by providing them with a whiteboard to showcase their mathematical understandings They can draw, type, and use images to demonstrate their mathematical understanding. Miro is an online collaborative white-board platform that also allows  students to collaborate through videos, chats, presentation and sharing,  Students can represent their mathematical understanding through drawings, typing etc. that can be viewed and shared in real-time or asynchronously.

# data[].attributes.headline
Tool to Be Used to Support Goal#4: Weebly

# data[].attributes.subject
Tool to Be Used to Support Goal#4: Weebly

# data[].attributes.body
Students need a place to express themselves safely and extend their learning. The article “Top 5 Benefits of Technology in the Classroom,” by Walden University, states that technology can turn a traditionally dull subject into an interactive and fun activity.  In using Weebly to create their projects, students become more engaged in the process. Weebly is a platform that allows teachers and students to create websites and e-portfolios safely and quickly.  Students will be able to create a website specifically for their project using the many fun multimedia tools at their disposal.  Weebly allows them to use their voices to represent their learning in a safe environment controlled by the teacher.

# data[].attributes.headline
Tool to Be Used to Support Goal#5 Edublogs

# data[].attributes.subject
Tool to Be Used to Support Goal#5 Edublogs

# data[].attributes.body
Students’ voices need to be heard beyond the classroom. Edublogs is a blogging application that allow students and teachers to interact safely online with approved individuals. Students can activate their voices through reflecting, communicating, sharing, creating, and collaborating then share their knowledge with each other, their teacher and anyone their teacher allows.  Students can post the results of their research on their blog and elicit responses from the school and wider community. Edublog supports an authentic learning environment.

# data[].attributes.headline
Overview of Instructional Activity to Support Goal:

# data[].attributes.subject
Overview of Instructional Activity to Support Goal:

# data[].attributes.body
As a warmup activity, students will work together to share their different approaches to solving a problem presented in Formative,  They will respond using text or drawings on the whiteboard, then share their responses with their peers. In using the formative whiteboard to respond to the questions students use their voices to show their mathematical understandings in a response format of their choosing-text, drawing, or both.

# data[].attributes.headline
Overview of Instructional Activity to Support Goal:

# data[].attributes.subject
Overview of Instructional Activity to Support Goal:

# data[].attributes.body
As an end-of-unit activity, students will collaborate to create a project showing the different ways rates and ratios are used in the real world.  Using their classroom website on Weebly as a guide, they will create a class project website to showcase their learning throughout the unit, and activate their voices through various media tools.  In creating the class project through Weebly students can engage with an authentic audience through feedback that is monitored by the teacher to ensure a safe online environment.

# data[].attributes.headline
Overview of Instruction Activity to Support Goal:

# data[].attributes.subject
Overview of Instruction Activity to Support Goal:

# data[].attributes.body
To assess students learning preferences, and feelings about mathematics, the teacher will present them with a 10-question survey using Mentimeter interactive live polling.  This survey works well at the beginning of the school year when teachers are getting to know their students. For the poll. students will receive questions about their learning preferences/ how they learn best as well as their feelings about the subject. Their responses will guide classroom instruction and enable the teacher to provide students with more differentiated and personalized instruction.  Students will also get to hear the voices of their classmates through the interactive polling and receive immediate feedback on how their responses compared to other students.

Students who have negative feelings about math receive assurance that they are not alone.  They learn that by using their voice to share their feelings, they help each other to overcome math anxiety/phobia.

The Mentimeter polling gives teachers a picture of how students view themselves as learners in and out of the mathematics classroom.  It allows students to share their voices interactively and safely. By getting student beliefs/feelings/opinions about a subject at the beginning of the year, teachers can design an instructional program tailored to address the concerns and provide enrichment, support, and voice activities for students fond of the subject.

# data[].attributes.headline
Overview of Instruction Activity to Support Goal:

# data[].attributes.subject
Overview of Instruction Activity to Support Goal:

# data[].attributes.body
Students will build their digital portfolios using artifacts/products they completed for each lesson, For the Unit of Ratio and Rates, students will write reflective pieces for each artifact they place in their portfolios, For instance, at the beginning of the lesson for Rates,  students will follow the written and recorded prompts to compile their artifact. They will first watch a video on SeeSaw that gives a recap of key concepts addressed. Then, as a culminating activity, students will respond to a question assigned to them using any response tool they choose, audio, writing/drawing, etc. Finally, they will reflect on how they solved the problem using the SeeSaw blogging tool. The reflection activity will allow students to showcase their voice, summarize their understandings, relate what they learn to what they already know, and receive feedback from an authentic audience of teachers, peers, and parents/guardians.

# data[].attributes.headline
Overview of Instructional Activity to Support Goal:

# data[].attributes.subject
Overview of Instructional Activity to Support Goal:

# data[].attributes.body
Students will work in groups of four or five to solve one of four real-world problems using Edublogs to activate their voices.  They will collaborate, ask questions, express ideas, discuss various topics and gain valuable skills for the future.
Edublogs allows students to communicate their ideas safely with their classmates and group members. In blogging, they learn how to comment on each other's posts and respond in a way that promotes teamwork.  Students will use their voices to decide on a project, generate ideas for completing the project, make decisions about the tools selection and group roles etc. They will present an initial brainstorming activity on how they will proceed with the project before the end of the class. After completing their project they reflect on their findings, then post their discoveries on Edublogs to elicit feedback from the school and wider community.

# data[].attributes.body
Mentimeter allows users access to 2 free multiple-choice questions without charge. Unfortunately, I could only complete two multiple-choice questions as a result. I had to create eight Q&A questions to complete my survey. To access this poll, please click on Mentimeter
or the link below, then enter the code: 89626784 below.

# data[].attributes.body
To access this blog, please click on
the link below.

# data[].attributes.body
Click on Formative
which takes you directly to the page or click on the link below, then click on "open" at the top right of the page or click on "join with code"  at the top of the page, and enter VSAJ7M.  Enter your first and last name under the guest section.

# data[].attributes.body
To access the class website that students will use as a guide for showcasing their class project, please click on Weebly
or the link below.

# data[].attributes.attachment_link.description
Welcome to our class website. We want to share our ideas, thoughts, feelings about a subject that we are passionate about. In our world every mind counts and Math counts.

# data[].attributes.body
To access the link to the project, please click on  https://period2and4.edublogs.org
or the link below, then type ratios in the box:

# data[].attributes.attachment_link.title
Mrs. Thomas' Period 2/4 Class Blog on Ratios and Rates Unit