https://padlet.com/pnaylor1134/4rl349kslitq2bsb Creating a learning environment for everybody en-us 2022-04-25 20:03:59 UTC 2022-04-27 03:25:05 UTC hello@padlet.com pnaylor1134 https://padlet.com/pnaylor1134/4rl349kslitq2bsb/wish/2157776328 Technology-enhanced learning environments does an incredible job at getting students involved especially in the world that we live in today. A source that I've been introduced to and that I want to use with my students is called CODAP. I've linked an article kind of explaining what CODAP is and how it's useful. On here, you can create/collect data and put them into so many different graphs, tables, pictures, etc. It helps students visualize and compare data in a quick and easy manner. It might take a little while for students to get a hang of how to use CODAP, but once they do, it's a great tool for them to actually understand what the numbers represent in a set of data and how they compare to another piece of the data. This can quickly calculate things such as the linear regression line, box plots, IQR, etc. This is a really cool tool that I wish I would've had when I was in high school and I think it would make a great use of technology to get my students more engaged and contribute to a complex learning environment. Below is a link to a set of data from CODAP that you can play around with.
https://codap.concord.org/app/static/dg/en/cert/index.html#file=examples:Mammals]]> 2022-04-26 03:35:07 UTC https://padlet.com/pnaylor1134/4rl349kslitq2bsb/wish/2157776328 pnaylor1134 https://padlet.com/pnaylor1134/4rl349kslitq2bsb/wish/2157800673 I was having a really hard time coming up with an idea that I could do in my math class for Service-Learning. I found this article and it talks about how there aren't as many opportunities to do this in a math class as there are in other contents. However, that doesn't mean it's not possible. This article listed a few ideas such as tutoring or creating a math fun fair. I think that these are both great ideas that could really get my students engaged in their learning. With tutoring, that would probably be more realistic if doing it in an honors or higher level math class. But I could have my students be paired up with someone from a lower grade level and they could apply what they have already learned to help the younger students. I think that this could help build student confidence as they become MKOs and feel like the expert. But it could also encourage and motivate them because they are using what they have learned to help someone else. And I know it depends on what school I work at and what the rules are but maybe I could have my students help me put on a math fun fair where we could raise money for a certain cause and put on like a carnival that involves different math games. One game that I think could be fun is angry birds. I've done an activity with this where you work with equations of curves and you try to come up with the best equation and then put your equation to the test by launching water balloons at stuffed animals following the equation that you have created. There's a ton of other games you could have at this as well. But just have the students run booths and come up with different games that could be fun for others. These are both great activities where students can take what they've learned and engage in helping others with it.]]> 2022-04-26 04:00:50 UTC https://padlet.com/pnaylor1134/4rl349kslitq2bsb/wish/2157800673 pnaylor1134 https://padlet.com/pnaylor1134/4rl349kslitq2bsb/wish/2157832363 Project-Based Learning is an incredible way to answer the question "When will I ever use this?" It gives students a purpose where they can see real applications of mathematics. In this article, it listed a lot of great ideas. One of which is giving a survey to students at the beginning of the year and building a project around that so that the students are doing something that they actually care about. Well this made me ask myself, "What is one way that every student will use math outside of high school?" And one thing that came to my mind was about buying a house. I could create a project where every student figures out what their future career could be and what their income would be. From here, they could look up on different bank websites what kind of a loan they could qualify for when buying a house. They could look at different terms, rates, down payments, etc. And then they could put it together into some sort of presentation. But this could teach students to use interest formulas such as Pe^rt and others. Students could look on different websites to see what house they would want to buy and then go through the paperwork as if they were actually financing it. I've done assignments similar to this. But I think that making a project where students see actual relevance would be so helpful and engaging (and hopefully they won't ask "Why do I need to learn this?").]]> 2022-04-26 04:36:14 UTC https://padlet.com/pnaylor1134/4rl349kslitq2bsb/wish/2157832363 pnaylor1134 https://padlet.com/pnaylor1134/4rl349kslitq2bsb/wish/2157832726 In my Secondary Curriculum and Instruction course we had to get into small groups and teach a lesson in our content area using a model of instruction. My group was assigned Inquiry-Based Learning. Attached is our lesson plan for this model of instruction. Essentially, we were teaching a statistics course. We had a pre assessment for our students where we made them find the mean, median, and mode of a random set of data. After this activity, we lead the students into ideas about sampling and generalizations. We gave them definitions of these and gave a few examples. Then we posed an overarching question of "How does sampling from a population help us make generalizations about the population?" This is where the inquiry-based learning really starts to come in. To investigate this question, we had an activity where students would all be looking at packages of m&m's. We had all of our students come up with different questions they wanted answered before opening the bags. These included "On average, how many m&m's are in a package?" or "How many are blue?", etc. Then as a class, we decided to focus on one question together that we want to have answered. We then asked the students to make a hypothesis before opening the bag of what they think the outcome will be. We were looking at the question, on average, how many blue m&m's are in a single package of regular m&m's. We then had each student open up a bag of m&m's and collect their data. So each individual student would count their own bag and then together as a class we would have a larger sample size. Once collecting the data and looking at different aspects of it, such as the mean, median, mode, etc. we came back and looked at their original hypotheses. We asked students to reflect on if it was what they expected, if it was different, and what they would expect if we repeated the experiment. This is how we make generalizations about the population. We talked about how a bigger sample size is more accurate. We had students come to a conclusion about what they noticed about the sample and asked if it would make sense to generalize it back to the whole population of m&m's. We also had the students reflect on this activity and analyze the process. This uses metacognition and will make the learning more memorable for the students. I think that this is a great activity that engages students and lets them explore for themselves more about the topic. We modified our lesson to use m&m's to hopefully get the students more engaged and we let them ask the questions. You could do this with really anything in the math classroom, but I think it's a great tool to have in your repertoire. ]]> 2022-04-26 04:36:32 UTC https://padlet.com/pnaylor1134/4rl349kslitq2bsb/wish/2157832726 pnaylor1134 https://padlet.com/pnaylor1134/4rl349kslitq2bsb/wish/2159648885 Jigsaw is a great model of instruction that teaches the students accountability and help them feel like they matter. Students get the opportunity to become the expert on a certain topic and then get to teach a small group about it. They get to become the MKO. As an example of what I could do with this in my classroom, I created a lesson plan. In this, students will be working with different ways of representing a set of data. I think that this would be perfect for jigsaw because I can assign different groups different types of graphs such as histograms, dot plots, box plots, pie chart, etc. They can become an expert on just one of these and then teach this to other groups that haven't learned about that graph yet. Students will be taking notes on the other types of graphs and we can have a brief quiz at the end. This makes each student be accountable for learning their information so that they can teach it to others. I think that this type of cooperative learning could greatly contribute to a complex learning environment for our students.]]> 2022-04-27 03:21:57 UTC https://padlet.com/pnaylor1134/4rl349kslitq2bsb/wish/2159648885