CEP 812: Being Smarter Problem Solvers

This week in CEP 812 we were asked to read portions of James Paul Gee’s book, The Anti-Education Era: Creating Smarter Students through Digital Learning, and compose an essay describing flaws in human thinking, understanding, and problem solving, as observed by Gee. Gee suggests that an individual’s tendency to ignore facts in favor of one’s personal beliefs, experiences, and understandings imposes major limitations on solving complex problems.

In my essay, I explore these issues while simultaneously referencing personal experiences from my professional practice to demonstrate that these issues do, in fact, exist and that the only way to start finding solutions is to acknowledge these problems and explore how we can solve them smartly.

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References

Coleman, M. (2011, January 12). 01.12.11 [photograph]. Retrieved September 6, 2014 from, http://goo.gl/on5oQM

Coleman, M. (2009, September 20). Thinking… [photograph]. Retrieved September 6, 2014 from, http://goo.gl/IMXat8

 

*Note: All images were used under the Creative Commons license

CEP 812: Using Digital Tools to Address Complex Problems

This week in CEP 812 we were asked to explore several digital tools and reflect on how each of them could promote deeper engagement and support student learning. Learners often encounter both well-structured and ill-structured (or complex) problems in the classroom. While well-structured problems have one straight-forward approach towards finding a solution, ill-structured problems have multiple pathways and require greater levels of complex reasoning and “their patterns of combination are inconsistent across case applications of the same nominal type” (Spiro et al., 2004, p. 641).

One complex problem that my students face in both my Algebra 1 and Algebra 2 classrooms is how to solve quadratic equations. We explore four different methods for finding a solution: graphing, factoring, quadratic formula, and completing the square. In the days that we explore using graphing to solve, students don’t seem to have an issue. In the days that we explore using factoring to solve, again, students don’t seem to have an issue. The greatest challenge arrises when students have to determine which method is the simplest and most efficient at finding the solution once they have multiple tools in their metaphorical toolbox.

I have found that creating a graphic organizer is great tool to support student understanding. In the past I have walked through a flow chart with students as they copy it down on their own paper. However, as I reflect, it seems that I’m forcing students to think of an ill-structured problem in a well-structured way. I believe it would be more beneficial for students to organize a flow chart themselves and create an approach which favors the methods they are most comfortable using. Additionally, rather than me spoon-feeding students, they are forced to consider when certain methods can and cannot be applied.

In my screencast, I explore Gliffy, a digital tools that enables students to create flowcharts and collaborate with classmates.

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References:

Doodle, I. (2005, April 29). Quadratic Equation [photograph]. Retrieved August 28, 2014 from, http://goo.gl/XvoI0n

Spiro, R.J., Coulson, R.L., Feltovich, P.J. & Anderson, D.K. (2004). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In R.B. Ruddell, N.J. Unrau (Eds). Theoretical Models and Processes of Reading (5th Ed., pp 640-659). Newark, DE: International Reading Association.

 

*Note: All images were used under the Creative Commons license

CEP 810: Course Reflection

Throughout my CEP 810 experience, I have been challenged to reflect on ways in which technology and professional learning networks can support my learning process and, consequently, that of my students. In the first week of this course, we were asked to write an essay about learning and the methods that can support it in the classroom. Influenced by Bransford, Brown, and Cocking’s writing, I stated that “for proper learning and understanding to occur, teachers must make a lesson’s purpose explicit, connect new ideas to existing knowledge, and address student misconceptions so learners can properly assimilate and retrieve information.” While I always strived to do this in my classroom over the past three years, I was not always aware of the best practices to achieve this.

Over the past seven weeks, I have learned ways to help students build upon existing knowledge and explored additional tools to identify and correct students’ misconceptions. During the fifth week of the course, I designed a 21st century lesson plan that utilized Socrative to formatively assess students’ understandings of absolute value inequalities and Google Docs to promote collaboration amongst students. Being introduced to ways to use these tools in my classroom will help me engage and assess students efficiently.

Additionally, the networked learning project prompted me to consider the access learners have to information. As long as students have some form of technology in their hands, be it a smart phone, an iPad, or a computer, they have endless resources to support their learning. As an educator, my role is to teach students how to navigate the internet and find reliable information. Moreover, I must show them how they can use these digital tools to expand their knowledge base.

As I reflect on this semester, what stands out the most is that I found I was oddly excited to complete assignments for this course. I had the opportunity to teach myself any skill utilizing online learning networks. The key here is I had the freedom to choose what I wanted to learn and how I documented this process. Being given a sense of choice and autonomy helped me realize how powerful this could be for my students. With choice comes engagement and motivation, two key factors in helping students learn and build upon their current knowledge base. However, I still wonder how I can give students projects that allow for creativity in a high school classroom. I have designed and utilized engaging discovery learning tasks, however, these did not allow students to dictate how they demonstrated mastery. I hope to find ways to create opportunities where students have more freedom to explore topics they are interested in.

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References:

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.)(2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition (pp. 3-78).   Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/catalog.php?record_id=9853

MacEntee, S. (2012, June 29). ipad. [photograph]. Retrieved August 11, 2014, from https://www.flickr.com/photos/smemon/7469170810

Whytock, K. (2014, July 28). Educational Postcard: “Benefits of learning through discovery”. [image]. Retrieved August 11, 2014, from https://www.flickr.com/photos/7815007@N07/14771088184

 

*Note: All images were used under the Creative Commons license

CEP 811: Course Reflection

Over the past seven weeks, CEP 811 has afforded me with the opportunity to interact with several new technological devices and programs such as the MaKey MaKey inventor’s kit, SketchUp, Google Hangouts, Scratch, and Mozilla Popcorn Maker. I greatly appreciated how each of these tools forced me out of my comfort zone and inspired me to be creative. I found a way to utilize the maker kit and Scratch to practice transformations of quadratic functions. I found a way to relay the meaning of a flipped classroom through music, images, and video clips in my Mozilla Popcorn Maker remix. I found a way to reimagine my classroom design using SketchUp and share that image with my blog followers. Each of these tools supported my critical thinking and problem solving abilities while simultaneously promoting creativity.

As I reflect on my learning experience, I realize just how important it is for learners to be creative and for us, as educators, to provide valuable feedback on the creative process. As Grant Wiggins shares, “This idea of focusing on impact is actually key to student autonomy, reflected in self-assessment and self-adjustment” (Wiggins, 2012). Students will learn to be independent thinkers when given the opportunity to create under the guidance of an educator. This realization has truly made an impact on me as a teacher. I have always spent countless hours trying to outline and design creative projects. However, I now realize that with the proper tools, sometimes students should also be able to design these creative projects. This is where the idea of maker kits comes into play.

I believe I would use my MaKey MaKey lesson plan in my Algebra 1 Essentials course (a support class). I utilized the inventor’s kit as one way for students to practice translations of quadratic functions. Thus, I give students several modes of learning and demonstrating understanding of a given topic. Moreover, I would like to include an activity where students have to be the designers and come up with a way to utilize the maker kit in conjunction with mathematics topics. Again, CEP 811 has encouraged me to give more independence to my students and allow them to design ways to explore material.

My MaKey MaKey Quadratic Translations Game Board

I think the best way for me to judge the effectiveness of this learning tool is through student engagement. Student engagement and motivation are key to the learning process, particularly with the group of students I work with in the support class. I can take anonymous polls through tools like Poll Everywhere or Socrative in addition to informal observations. Additionally, my lesson plan allows for several ways for students to show that the stations are not only engaging, but support the mastery of concepts.

Another technological adaptation I would be interested in researching further is the idea of Skype field trips, which one of my classmates brought up during our EdCamp experience. I never knew that certain museums and institutions hold virtual field trips. This is a great way to avoid costs and use technology to access information. I have learned that even though Skype was designed simply to help people communicate, educators can repurpose this tool to benefit students.

In summary, I believe I have met the main CEP 811 course objective as outlined in the course syllabus by learning “How to repurpose the world around you, using existing technologies and creating new ones.” I now truly understand the phrase that something is “more than meets the eye”. Using small game pieces and components of Cranium, along with loose wires and a circuit board from my MaKey MaKey kit, I was able to design a game board that could be used in my mathematics classroom. Using my background knowledge of and passion for film, I was able to create a mini MOOC that has the potential to reach a vast audience online. Using my understanding of my students’ needs and both the possibilities for and the limitations of my current learning space, I was able to redesign my classroom using SketchUp.

The fact that I was able to use “existing technologies” to improve my current learning and teaching practices demonstrates that I am growing as a technology integrator. I have been pushed out of my comfort zone and now see the potential in utilizing these tools. All it takes is vision and imagination for any learner to become a maker.

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References:

Laird, Gayle. Exploratorium. (2012, February 18). Open MAKE: Time. [photograph]. Retrieved August 11, 2014, from https://www.flickr.com/photos/exploratorium/6775388024

Wiggins, G. (2012, February 3). On assessing for creativity: yes you can, and yes you should. [Web log comment]. Retreived from http://grantwiggins.wordpress.com/2012/02/03/on-assessing-for-creativity-yes-you-can-and-yes-you-should/

 

*Note: All images were used under the Creative Commons license

 

CEP 811: Utilizing the Universal Design for Learning for Making and Mastering Math

Over the last several weeks of CEP 811, I have designed and revised an Algebra 1 lesson plan focussed on translating quadratic functions. I used my own creativity as well as research to thoughtfully make the lesson both engaging and worthwhile for my students. The goal of this lesson was to utilize a circuit board inventor kit (MaKey MaKey) and other technologies such as the TI-Nspire graphing calculator to help students practice and master this concept.

However, before now, I did not utilize the universal design for learning (UDL) in my planning. One of the benefits of this is that “UDL helps address learner variability by suggesting flexible goals, methods, materials, and assessments that empower educators to meet these varied needs” (Rose and Gravel, 2011). Thus, not only should educators consider the tools they use to impart knowledge, but also how they use and adapt them to allow students to demonstrate mastery.

I considered the three main UDL principles when revisiting and revising my lesson:

1. Provide multiple means of representation
2. Provide multiple means of action and expression
3. Provide multiple means of engagement

As I revisited my maker lesson, I found that my activities and lesson design already reflected many aspects of these principles. The premise of my lesson is that students rotate through three stations over the course of two class periods. Each of these stations provides learners with a different way to interact with the material and demonstrate progress and understanding. Students must demonstrate their mastery by either completing the game in front of the teacher or submitting one of the other assignments (a graphing calculator activity or a written explanation of translations), which will be checked for accuracy. If they are incorrect, they can redo the activity or choose to demonstrate mastery at one of the other stations. This allows students to work at different rates, especially if one’s motor skills hinder their ability to quickly navigate the interactive MaKey MaKey game or use the graphing calculator. Also, this format gives students some choice in their learning as they can complete the task in front of me with which they are most comfortable. Hopefully, this will help students feel more at ease in the classroom and have a greater level of self-efficacy.

Additionally, two of the stations offer students with the opportunity to interact and/or collaborate with one or more partners while the third station allows them to work independently. Through this setup, students can receive support and feedback from both their peers and myself. Thus, students have several ways to engage with the material, including multiple hands-on experiences.

While there are many positive aspects of my lesson, there are also some components that I improved to reflect additional UDL principles. Feel free to view my thought process in this graphic organizer: UDL Guidelines Educator Worksheet. Some major changes I made were adding in three additional resources to help students monitor their own learning and document their time at each station.

One of the worksheets is completed after students finish each task and they must specify what the learning goal was, how well they understood the concept, etc. (please see lesson plan document for .pdf image of worksheet). Additionally, students will document the questions asked and their responses for the MaKey MaKey partner game so they can recognize patterns at all of the stations. This should maximize students’ ability to transfer knowledge from one station to the next as well as stay organized. The last resource I added into my lesson was an additional task, which requires students to consider the real-life applications of quadratic transformations. The task asks students to consider parabolic structure in the real world (such as cable wires on a bridge) and consider the implications of shifting the object vertically or horizontally. Some observations they should have is how this changes the vertex (maximum value of the parabolic shape). This activity will require students to demonstrate their ability to transfer information and relate to the material.

Overall, my adaptations should help promote organization, interaction, engagement, and transfer of information.

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References:

Deplazes, D. (2013). Transformational Graphing in the Real World. Retrieved from http://www.radford.edu/rumath-smpdc/Resources/src/Deplazes_CivilEng.pdf

Loriana. (2012, October 26). Assessment as Learning: Student Self-Assessment During Math Lessons. Retrieved from http://teachingrocks.ca/assessment-as-learning-student-self-assessment-during-math-lessons/

Rose, D.H. & Gravel, J. (2011). Universal Design for Learning Guidelines (V.2.0). Wakefield, MA: CAST.org.

 

CEP 811: EdCamp “Unconference” Reflection

This week I participated in a CEP 811 EdCamp “unconference”. EdCamps are held across the country inspiring teachers to promote and open discussion about educational topics without the “sage on the stage” format. Instead of one lecturer spending hours preparing, participants simply think of topics a day, or even a few hours, beforehand. This spontaneous, open discourse allows teachers time to explore questions and concerns and share resources and ideas with one another in a collaborative, non-threatening environment.

Since I am completing CEP 811 online, our EdCamp gathering was held online via Google Hangouts. I really enjoyed the opportunity to pose questions to fellow educators and get their valuable feedback. My peers fostered thoughtful discussion and shared great resources, which I hope to spend time exploring before the new school year begins. What was most eye-opening was discovering the unique teaching environments each of my peers comes from.

I have had teaching experiences in three different schools. While each school had their unique qualities, for the most part they resembled each other in that lap top carts and/or computer labs were the only ways to access technology. It was valuable to hear my CEP 811 classmates share their experiences with one-to-one devices and flipped classrooms. These discussions encouraged me to consider the benefits and drawbacks of such educational environments. With grants, it might be possible for me to try both of these in my classroom, and I appreciated the information the presenters provided.

I think this type of conversation is a great form of professional development because it is just that- a conversation. While I appreciate any and all professional development opportunities, I have to admit it is easy to lose focus when one lecturer is speaking for several hours at a time without much interaction with the audience. Additionally, district-mandated PD does not always focus on the burning questions educators have. In an EdCamp style conferences, teachers get to directly address their struggles and questions by gaining insight from other educators in the same position.

For example, my district provided TI-Nspire graphing calculator PD (10 hours), and I took two courses (107 hours total) on my own to learn how to incorporate this technology in my classroom. That adds up to a little over five continuous days of training with this calculator. While I certainly gained a lot of valuable knowledge from these training sessions, I was surprised to find the most meaningful learning experience was trying to work through an activity with my math department. One coworker would show us this quick way to clear the calculator. Another would show us an easy way to write sequences to fill in data on a spread sheet. My coworkers were able to identify road blocks they encountered and share solutions with the rest of the department. To me, this would be the same spirit of an EdCamp where teachers collaborate and help one another.

Teachers are so often seen scrambling trying to prepare lessons, document growth, utilize the building’s resources, sponsor clubs, etc., that we have so little time to actually sit down and talk about our experiences with our lessons, ways we foster growth, ways we incorporate technology, and the success of the extracurriculars we run. An EdCamp conversation would simply give coworkers the time that we never have to share our knowledge with one another.

Collaboration at EdCamp Philly

While there are so many benefits to EdCamps, there are a few things I would do differently when organizing my own EdCamp for others. First, my “unconference” was unfortunately limited to Google Hangouts because my peers come from all over the state/country. This made sense for our situation. However, I think it is extremely important to have the authentic personal interaction so that technological glitches such as hearing feedback or microphones not working don’t interfere with this connection. Additionally, it is challenging to create an open discussion rather than a lecture-style presentation, but I think that is the true heart of the EdCamp experience. If this conference were face-to-face, it would be easier to have different presenters discuss overlapping ideas at the same time and contribute to an even deeper conversation and exploration of the topic at hand.

Logistically, to organize an EdCamp, I would use social media such as Twitter and/or Facebook to promote the event. I would have people RSVP to gain an idea of how many collaborators would be involved in the conference. This would help me determine the building space that we would need and how we could avoid costs for using the space. Additionally, I would have to organize a rotation of speakers in rooms and make sure there were enough separate spaces for separate topics to be explored.

Overall, I had a wonderful EdCamp experience. I think it is important for educators to use their coworkers and peers as a main component of their professional learning network. We all have great ideas, thoughts, and questions, which should be explored rather than kept silent in a lecture hall.

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References: 

Jarrett, Kevin. (2012, April 12). Feelings on Professional Development (EdCamp Philly 2012 Survey). [image]. Retrieved August 5, 2014, from https://www.flickr.com/photos/kjarrett/7070474227/

Jarrett, Kevin. (2012, May 19). Edcamp Philly 2012-8029. [photograph]. Retrieved August 5, 2014, from http://www.flickr.com/photos/kjarrett/7230356108/

 

*Note: All images were used under the Creative Commons license

CEP 810: Cooking with TPACK

This week in CEP 810, I was asked to make one of five simple snacks using a bowl, plate, and utensil that a family member or friend selected from my kitchen without any guidance from myself. After my sister drew the slip of paper stating that I would be making a peanut butter and jelly sandwich from a plastic baggie, she selected a large fruit bowl, a small plate, and a fork to assist me in this process. These were not the most creative cooking utensils, but they also were not what I would have selected to make a sandwich.

My true challenge was finding a way to repurpose these tools to accomplish the given task. Please view my cooking experience in the video posted below:

I believe I was able to successfully make a peanut butter and jelly sandwich while utilizing a tool that was NOT intended for this purpose. As an educator and learner, I recognize that I am presented with similar challenges every day (albeit, there are no sandwiches involved). Dr. Punya Mishra states in one of his keynote lectures, “most technologies are not designed for education,” but “as users, we are always redefining technology” (Mishra, 2012). In classrooms we are given tools such as iPads, computers, cell phones, CBR motion detectors, etc. None of these tools were specifically designed for classroom use. However, educators must find ways to repurpose these devices to meet instructional goals. As Mishra states, “we work with what we have” (Mishra, 2012). Teachers must approach these technologies with a sense of imagination. For example, Mishra notes that cell phones were not made for the classroom, but students can certainly use the calculator function in math class.

I know that I will strive to incorporate more of these technologies into my mathematics classroom to provide students with the opportunity for exploratory learning and access to digital resources like Google Docs, Socrative, Poll Everywhere, and many more. Additionally, I hope to include maker kits into my lesson plans to inspire my students to learn the value in repurposing, creating, and imagining.

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References: 

Mishra, P. (2012, March). Punya Mishra- Keynote Speaker @ 21st Century Learning Conference- Hong Kong 2012 . Retrieved August 4, 2014, from https://www.youtube.com/watch?v=9bwXYa91fvQ#t=714

CEP 811: Ed Camp- Questions about Technology Integration

Please view my Prezi to explore questions about technology integration in schools.

Brief Overview of Discussion: 

What are the benefits of utilizing technology for learning? Why is it worthwhile for educators to make an effort to include technology in our lesson plans?

• presentation tools
• formative assessment
• ease of access to information for research

What’s preventing educators from integrating technology?

• time
• money
• administrative and technical support
• teachers’ attitudes and beliefs

What can WE do as educators to integrate technology into our classrooms despite these constraints?

• make use of technologies students already have
• PLNs
• easy-to-use but beneficial resources

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References: 

P.A. Ertmer et al. (2012). Computers & Education. Teacher beliefs and technology integration practices: A Critical relationship, 59, 423–435. Retrieved from http://goo.gl/NOSIBF

Vega, V. (2013, February 5). Technology Integration Research Review: Additional Tools and Programs. Retrieved from http://www.edutopia.org/technology-integration-research-tools-programs

CEP 810: NLP #3- Straight Hair No More

A few weeks ago I set out to transform my straight hair into beach waves/curls. After watching several YouTube videos, reading the associated comments, experimenting with techniques, and practicing, I believe I have finally mastered this skill. While there are endless books, magazines, how-to guides, and real-life professionals that I could have gone to for information, I challenged myself to only use online learning networks to perfect my hair curling technique. This experience was meant to mimic person-to-person contact via a digital medium, giving me the opportunity to “interact” with thousands of individuals via online resources.

Feel free to visit my previous blog posts to see more of my journey (both challenges and accomplishments) as well as my progress detailed in the images below:

Week 2 Blog Post

Week 4 Blog Post

 Week 1

 Week 2

Week 3/4

Week 5

After five weeks of practice, I have captured my progress and instructions for creating beach waves in my final video:

Going into this experience with very little knowledge of hair styling (seeing as I have worn my hair the same way for the past ten years), I had to rely on using an online network to acquire this new skill. One advantage of using YouTube videos to learn is there is endless amounts of information. However, this is also the greatest challenge. Given thousands of sources, a learner must sift through many videos before finding a reliable resource capable of providing a clear explanation. Anyone can post information on the Internet, so the consumer must navigate the web to find someone with the proper qualifications.

One of the issues I ran into for my challenge was there were many videos of young women curling their hair extensions. Clearly my hair is not going to hold a curl or have the same amount of body as fake hair. Thus, I had to make small adaptations like using hairspray and other products to create volume in my hair before using the heat styling tool. Learners using digital mediums for educational purposes must take the qualifications of the “educator” and the intended audience into account.

I will continue using YouTube and forums to learn new information. However, I would encourage other learners to view and/or read through various sources to ascertain information. It is important to consider conflicting information, pose questions, and find reliable material. I hope my students use these digital resources as a vehicle for learning with these considerations in mind.

Resources like YouTube provide a wealth of information that students should be challenged to look through. Given this new era of education where students no longer need to visit an actual library to research a subject, they do not always get the opportunity to practice this skill. It takes time and thought to find useful and relevant information for a particular topic. I think it is worthwhile for educators to show students how to weed through information on such a vast database like the Internet. Moreover, I think it’s important for learners to understand that their sources of knowledge should not be limited to their teachers and peers. Web tutorials can be a great reinforcer of materials. For example, I have told my students to utilize Khan Academy for mathematics tutorial videos in the past and will continue to do so because it is a valuable resource.

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Resources Used for my NLP: 

Claire Ashley. (2011, June 6). Summer Loose Curls Hair Tutorial! . Retreived July 23, 2014, from https://www.youtube.com/watch?v=I_pqFJRgT28

Garza, Alexandrea. (2014, February 26). Perfect Beachy Waves Tutorial . Retreived July 23, 2014, from https://www.youtube.com/watch?v=yGXLkntX7SQ

RockerBarbiie. (2012, July 27). Beach Wave Tutorial With a Flat Iron . Retrieved July 23, 2014, from https://www.youtube.com/watch?v=Ug6ovEOdPxY

CEP 810: Learner-focused Learning in the 21st Century

Introduction:

With the introduction of more and more new technologies each year, it can be challenging for educators to master and utilize these tools in the classroom. Despite our best intentions, we might simply reproduce non-digitial experiences in a digital way. My task this week for CEP 810 was to design a “21st Century Lesson Plan” in which technology helps students “design, create, inquire, play, problem-solve, and/or evaluate in some meaningful way.”

An Overview of Incorporating Digital Tools: 

I decided to use two digital tools in my mathematics lesson focused on applications of absolute value inequalities. One of these tools is Socrative, a student response system that provides immediate feedback to both the instructor and the student. The other tool is Google Docs, which allows collaboration amongst peers. The objective of my lesson is for students to find ways to express real-world information using absolute value inequalities. Before this lesson, students would receive direct instruction on solving absolute value inequalities algebraically and representing the solution set on a number line. The new tasks require students to investigate this topic further while simultaneously assessing their own understanding through both independent work and collaboration with peers.

Digital Tools in Action:

Students will first take an individual assessment on Socrative, which I created. Students simply sign into my virtual class on the site using a mobile device or iPad and take the quiz. The benefit of using this digital tool is that it allows students to complete the assessment at their own pace and they receive immediate feedback on their mastery in addition to an explanation for the answer. Additionally, as an instructor, I can use this formative assessment to identify which students need more individual attention during latter parts of the lesson. These screen shots should provide a feel for the experience (taken from the teacher vantage point):

Next, students will work with a partner on questions within an online PowerPoint posted to my classroom webpage. Students will document all of their answers in a Google Doc that will be shared with myself. When students reach the final slide, they must share their Google Doc with another pair of students in the room as well. The task on this slide is for them to write down a real-world scenario that could be expressed using an absolute value inequality statement. Students can either be creative and think up one on their own, or else use a web browser to get ideas. By working with two additional classmates, students can check their work and discuss their reasoning with peers and myself.

Educational Benefits of Utilizing Digital Tools:

The beauty of using an iPad in this case is students have access to information about this topic’s applications to the real world. Students are forced to sift through information and resources to find answers. Moreover, there is not just one correct answer. According to Douglas Thomas and John Seely Brown, “the classroom as a model is replaced by learning environments in which digital media provides access to a rich source of information and play, and the processes that occur within those environments are integral to the results” (2011, p. 37-38). Thus, as an instructor, I do not have to be the sole source of information. Students have the tools necessary to discover and learn independently with my assistance and guidance.

Additionally, if students are struggling at any point throughout the lesson, they will be encouraged to watch tutorial videos on Khan Academy’s website related to absolute value inequalities. Not only will this provide an additional explanation to students, but it will also familiarize them with a great resource to use at home while working on assignments.

As a whole, this lesson asks students to access, analyze, create, reflect, and act as Renee Hobbs discusses in her book, Digital and Media Literacy: Connecting Culture and Classroom (2011). Learners access real world applications of absolute value inequalities. Learners reflect on and analyze how real-world data can be expressed as an inequality. Learners create their own example of data that could be expressed this way and act by sharing their work with peers and discussing misconceptions.

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References:

Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Thousand, Oaks, CA: Corwin/Sage.

Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, Ky: CreateSpace?.