CEP 811: Redesigning Learning Spaces using SketchUp

My Learning Space: 

While walking around the high school I am employed at, an observer could peer into any math classroom and primarily see the same setup: neat rows of desks with the teacher standing up at the whiteboard or behind an ELMO. While this arrangement directs student focus towards the instructor, it does not necessarily promote collaboration and creativity.

This week in CEP 811 we were asked to redesign our classroom by imagining configurations that would reflect experience design and best promote student-centered learning. Below are images of my current mathematics learning space:

 

As Sir Ken Robinson (“an internationally recognized leader in the development of creativity, innovation, and human resources”) would probably say, the straight rows of desks suggest a sense of “conformity” within the classroom promoting a “pedagogical model” that “is based on the idea of transmission” where “teachers teach and students learn” (OWP/P Architects, 2010, p. 56). Unfortunately, largely due to size constraints, it has been challenging to set up the classroom any other way. However, I created a new design that could realistically be implemented with small modifications. This new model aims to reflect a new pedagogical model where students take responsibility for their own learning under the supervision and guidance of an educator.

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My Vision:  

 

I tried to create a realistic design given the classroom size constraints at my place of employment. The most drastic change to my classroom design is the type of desk. In my current setup, students are in rows and can only direct their attention towards the front of the classroom unless they go through the tedious process of rearranging all of the desks (which we often must do during group activities). In my new design, I utilized circular tables with swivel chairs. Not only do tables promote collaboration and make it easier to do group work, but it also allows the instructor to better circulate the room and interact with students. Additionally, by having mobile chairs, they can easily direct their attention towards all parts of the room including towards their peers.

I believe this design would create a good environment for project-based learning where “students learn academic knowledge while picking up real-life skills such as collaboration and critical thinking” (Kahl, 2011). I could easily give students a task such as figuring out which of three individuals’ soccer balls would go the furthest given the maximum height and time of the trajectory. Students could then use laptops, a TI-Nspire graphing calculator, and their peers to find the winner of the contest. Students could utilize the “collaboration wall” in my design to draw pictures of graphs to share their argument with their classmates. I purposely gave them an entire white board that is meant to be their space so that the classroom is not teacher-centric.

Additionally, according to The Third Teacher, educators should “let the sunshine in” to provide students with natural light to support their basic needs (The Third Teacher, 2010). While more sunlight from windows would benefit my students, almost all of the math classrooms are on the “inside” of the building, making it impossible to fix this issue. To compensate for this, I added three light fixtures on the wall above the computer station. These lights would create a calming and aesthetically pleasing environment to students while simultaneously providing more light in the room. Thus, I designed a classroom that would both benefit learners and be practical to create.

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Implementing my Vision: 

To purchase new circular activity tables, it would cost approximately $1000 and to purchase new swivel chairs, it would cost roughly $3000 based on prices I researched on Amazon.com. Other small additions such as bean bag chairs, plants, and ambiance lighting would increase the cost of design by another couple hundred dollars. Arguably, the cost of these materials could prevent this redesign from transpiring. However, the school could look for tables not being used in other buildings throughout the district or find gently used tables. Our building recently underwent some remodeling, but new desks were not purchased for classrooms. Perhaps within a year or two some of the budget could be allocated for these materials.

While there are endless amounts of changes I could make to my classroom, they all come with a cost. Thus, I kept this in mind when envisioning my new learning space. None of my changes are so drastic to make the school incur construction costs, but the small tweaks would greatly impact student learning. These changes could easily be completed within a few days with the help of custodial staff once the materials were acquired. The current desks would need to be moved out of the classroom and the new tables would have to be arranged. I think it is important, however, that the space is fully adapted within a short time frame since the circular tables and swivel chairs work together to foster collaboration and direct student attention to both their classmates and instructor.

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References: 

Kahl, M. (2011, November 22). What Schools Can Learn from Google, IDEO, and Pixar. Retrieved from http://goo.gl/UQWbSL

OWP/P Architects, VS Furniture, & Bruce Mau Design. (2010). The third teacher: 79 ways you can use design to transform teaching & learning. Retrieved from http://thethirdteacherplus.com/s/Ch2-TTT-for-Web-0y6k.pdf

The Third Teacher. (2010). TTT Ideas Flash Cards. Retrieved from http://goo.gl/v25rRA

CEP 810: NLP Post #2- The Learning Curve of Hair Waves

A few weeks ago I set out to teach myself how to create waves/curls in my hair since I have worn it straight my whole life. While creating hair waves might seem like an everyday activity for some, it posed various challenges over the past few weeks for myself. Some of the major keys to my success were which online resources I used to aid in my learning and which tools and products I used to create waves in my hair. This post was created to show my progress as I explored various techniques. Note to the reader: I apologize in advance for the amount of “selflies” I must post to show my progress.

To provide a frame of reference, I naturally have pin-straight hair:

For my first attempt at creating waves, I decided to use a flat iron to create waves using this YouTube tutorial video included in my first NLP post. This video was fairly easy to follow, but the results were not ideal. The technique required me to take small portions of my hair, wrap them in a spiral, and essentially clasp it within the flat iron for a few seconds. As you can see in the series of images below, it was difficult to create uniform waves and for them to extend to the upper portion of my hair. Additionally, I found that it was quite challenging to avoid burning my hand when tucking the hair spiral into the straightener. In the middle picture, the waves look tight and unnatural. To create the final look in the last image, I actually followed a tip I saw in another video that suggested running your hands through the hair to loosen them. This was one of my first “aha” moments in the learning process- sometimes a learner needs to gather information from multiple resources to meet his or her learning needs.

While I would not be completely embarrassed to be seen in public with my hair style above, the flat ironing method was quite time consuming, dangerous, and did not help me create the uniform waves I wanted. My next attempt involved using a different tool and method by way of a curling iron. The most helpful resource I used was a YouTube video tutorial, which nicely showed which products to use (hair spray), what direction to wrap the hair around the curling iron, and how long to hold the hair on the tool. It definitely took some practice to figure out how to wrap my hair around the iron so it mirrored the woman in the video. My first attempts were quite clumsy, and I became easily frustrated because my hair was not holding a curl at all. This led to some experimentation of my own.

The woman in the demonstration video did not specify the size of the curling iron she used. Even though I could see it in the video, it was hard to judge. As a learner, it was difficult not being able to ask the creator of the video a direct question. However, some YouTube users do allow comments on their page that they reply to. I found it helpful to pool all of the information I gathered from all three sources used along with my preexisting knowledge of hair styling.

I first tried using an iron that was larger in diameter, but it did not help my hair hold a curl. I switched to a curling iron that was smaller in diameter and greatly impacted my ability to create curls. The type of device I used was one of the key factors to my success. I learned how to adjust the temperature setting so that it did not damage my hair and it created my desired look. I was fortunate that I was able to borrow both types of curling irons from my sister. The different tools largely impacted the tightness of the curls/waves as shown in both the images and video below.

Curling iron with larger diameter:

Curling iron with smaller diameter:

 

Key Learning Moment:

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References:

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 811: Ultra Micro MOOC- Become an (Amateur) Film Critic

The cost of higher education makes it increasingly difficult for learners to take college courses or to explore topics of interest. Luckily, with the ever-growing popularity of Massive Open Online Courses (MOOCs), the general public can participate in classes online and still have interaction with peers. My assignment for CEP 811 this week was to outline my own MOOC, so I designed a course that combines two of my greatest passions: writing and film.

In my “Analyze This: Casting an Analytical Eye on Film” course, my peers will master how to analyze and critique film by creating and promoting a film blog, reviewing peers’  critiques, and holding film discussions via blogs and social media. 

Analyze This: Casting a Critical Eye on Film

Course Topic: Amateur film analysis and critiquing

Course Length: 5 weeks

Audience: This class is for anyone interested in composing written critiques of film based off close and informed analysis of plot structure, genre, filming techniques, directorial decisions, and musical score. Students will gain the ability to analyze film and recognize thematic elements, a skill that can also be applied to analysis of literature. A background in film is neither required nor expected to participate in this course.

Target Skills:

• students will be able to analyze and critique film
• students will be able to identify plot, genre, film style, and directorial decisions/techniques
• students will be able to structure a journalistic film review
• students will be able to hold an informed film discussion with peers

Course Projects:

Students will be required to…

• Create a Twitter account to share and promote their work with their peers and the general public
• Create a Prezi that explains one film genre (either drama, comedy, action, horror, science fiction, or western)
• Document learning on a WordPress film blog
  • one post that closely analyzes the opening scene of a film
  • one post that analyzes Tim Burton’s filming style for Edward Scissorhands (1990)
  • one formal journalistic film critique of a newly released film
• Comment on peers’ analyses and initiate a discussion via blogs

Collaboration: 

Throughout the course, learners are expected to read and comment on their peers’ blog posts and analytical film critiques. Peer feedback should inform future posts and incite discussion. Often times, others see and interpret aspects of film differently than ourselves. It is important to explore various viewpoints to think critically about film.

Course Structure: 

Before taking this course, many of you might simply be able to state whether or not you like a particular movie. This course is designed to expose you to film production and methods of exploring why a particular film is effective or ineffective. Thus, the first few weeks of the course focus on elements of film such as style, music, cinematography, etc. It is important for a film critic to understand these components before focusing on formulating a coherent and well-structured analysis in the second half of the course.

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Course Outline: 

Pre- Week 1- Getting Set up

Create both a WordPress and a Twitter account. You will be using both sites to share your work throughout the course.

Week 1- Understanding Film Genres

This week focuses on understanding the various elements that characterize particular film genres.

Learn: Read brief overviews of various genres:

http://www.filmsite.org/genres.html

http://movies.lovetoknow.com/about-movies/description-film-genres

http://www.slideshare.net/040186/movie-genres-13977477

Explore: (1) IMDb (Internet Movie Database) is one of the best movie resources on the web. It provides information about every film, actor, and television program. Additionally, it sorts its films by genre. Find three films you have already seen (or want to see) from one of the genres. You will be using these films in your create activity for the week. (2) Explore Prezi, a web-based presentation tool that you will also use in your create activity. Play around with this tool and consider its benefits and limitations.

Create: Create a Prezi on one of the following genres: Drama, Comedy, Action, Horror, Science Fiction, Western. Your presentation must: (1) cite specific characteristics of the genre (2) Provide examples of three films that fit the particular genre (3) State why the three films you chose fit your classification (4) include visual elements

Share: Put the link to your Prezi on your blog. View at least three other classmates’ Prezis (ideally from genres different from yours).

Week 2- Understanding Film Making Techniques 

This week focuses on exploring directorial decisions and how they impact the viewer’s experience and interpretation of the film.

Learn: Read Chapter 1 (Film Terminology and Cinematic Effects) pg. 1-35 of Reading in the Dark: Using Film as a Tool in the English Classroom. This section of reading will familiarize you with film terminology such as lighting, angles, sound, framing, and focus. It is important to recognize all aspects of production that a director and the crew must consider to properly capture and relay a story. These considerations often contribute to the success of a film’s ability to tell a story.

Explore: View Tim Burton’s Edward Scissorhands (1990). This is available at many local libraries, Netflix, and Amazon.com. As you are watching, take notes on whether Burton’s film fits one or more genres. How did he accomplish this through his lighting, camera angle, framing, and sound choices?

Dauger, E. Edward Scissorhands

Create: Formalize your thoughts from the explore task into a well-written blog post (300 words).

Share: Tweet your blog post to your followers.

Weeks 3- “Close Reading” a Film Scene 

This week focuses on challenging learners to transform themselves from passive film observers to analytical viewers. When we read a text, we can analyze an author’s word choice, writing style, etc. When we watch film, we can similarly analyze small components (Golden, 2001).

uploaded by AzaToth. Question book.

Learn: Read Chapter 2 (Film and Reading Strategies) pg. 36-47 of Reading in the Dark: Using Film as a Tool in the English Classroom

Explore:

• Choose one of the films Golden references (Citizen Kane, Ghost, or Rear Window) to visually see how the mood/genre of a film is set in the opening scene.
• Additionally, consider some of Golden’s active viewing questions: what did you like/not like about the scene? When did you feel confused or uninterested? 

Create: Watch the opening scene from one of your favorite films. Write a blog post on your WordPress blog that details how the first few minutes identify the movie as a comedy, horror, drama, action, or romance film. Consider how components you explored last week such as lighting, camera angles, and sound contribute to this categorization.

Share: Post on your blog and tweet the link to your peers.

Week 4- The Structure of Critiquing 

This week focuses on how to use your new-found knowledge of film techniques and analyzation skills to formulate a journalistic critique of a film.

Learn: Watch several instructional videos and read multiple how-to guides for critiquing a film. The videos focus on how to consider casting, cinematography, soundtrack, camera angles, special effects, etc.

Explore: (1) Often times, we learn best by example. Explore film review websites such as Rotten Tomatoes and Moviefone. Read a digital or hard copy of reviews written by professional critics in the New York Times, Detroit Free Press, or any other major publication. Take notes on what they focus on. Do they praise/criticize casting? Do they focus on the mood evoked by the viewer? (2) Visit a local theater or rent a new release movie of your choice. Try to pick a film that you could watch as an objective viewer (meaning, if you are a diehard Twilight fan, that might not be the best choice to write a review on).

Metro Adlabs

Create: Write a 500-700 word analysis of the film you viewed. It is not sufficient to simply focus on whether or not you enjoyed the film. Explain why it was or was not successful. How was the casting? What themes were explored? How did the director choose to convey the story? Make sure your review has a professional tone and follows proper grammatical conventions.

Share: Post the review to your blog. Tweet out the link to your followers.

Week 5- Revisiting Reviews

Now that you have learned to analyze components of film, write a film critique, and share your pieces on a blog, it is time to explore your peers’ products. One of the great things about film is it can be interpreted in various ways and individuals can form unique opinions about what they view. This week is about further collaborating with your peers and participating in an open discourse.

Learn: This week you will learn from your peers through the exploration activity.

Explore: Read through at least three of your peers’ film reviews. I encourage you to read through more if time permits.

Create:  Comment on three of your peers’ reviews. Discuss whether their analysis provides a clear interpretation for both an informed and an uninformed reader. Did they focus on basic plot or on a deeper meaning and impact on the viewer? Be respectful and provide both compliments and constructive criticism. This should create an open discussion. Feel free to pose questions.

Share: Share the link to your peers’ film blog via Twitter. Everyone’s unique connections will build your viewership.

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The Influence of Learning Theories on this Course: 

This course was designed using backwards design. The main goal of this course is for students to be able to write a well-informed movie critique. However, while most learners can watch a movie and write, they do not necessarily have the skills necessary to construct the intended level of analysis of a film. Therefore, I moved backwards and considered what skills students would need to analyze a film. First, they would need to know what elements of production make a film successful. Then, they need to know what a journalistic review actually comprises of and what questions they need to answer for their readers. Rather than focusing on films and learning tools I wanted to use, I considered what resources would help meet learning goals because by the theory of backwards design, “our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable” (Wiggins, 2005, p. 14). 

Additionally, this course is structured with Ausubel’s meaningful learning in mind. According to Richard Millwood, this means that successful learning can occur when “new knowledge to acquire is related with previous knowledge” (Millwood, 2013). As previously mentioned, many learners have likely analyzed some form of media whether it is a film or a novel. However, this course aims to deepen that level of analysis by building on their preexisting knowledge.

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References:

040186. (2012, August 15). Movie genres. Retrieved July 23, 2014, from http://www.slideshare.net/040186/movie-genres-13977477

Altmann, Gerd. (2013, October 16). Filmstrip Video Camera Film Roll Band Cinema. [photograph]. Retrieved July 22, 2014, from http://pixabay.com/en/filmstrip-video-camera-film-roll-195860/

AzaToth. (2007, September 18). Question book-3. [image]. Retrieved July 23, 2014, from http://commons.wikimedia.org/wiki/File:Question_book-3.svg

Bombman. (2006, July 30). Metro Adlabs. [photograph]. Retrieved July 23, 2014, from https://www.flickr.com/photos/ajay_g/

Burton, T. (Director). (1990). Edward Scissorhands [Motion picture]. United States: Twentieth Century Fox Film Corporation.

Dauger, Eustace. (2013, September 13). Edward-scissorhands. [photograph]. Retrieved July 23, 2014, from https://www.flickr.com/photos/ofsmallthings/7990015629/

Dirks, T. Main Film Genres. Retrieved July 23, 2014, from http://www.filmsite.org/genres.html

Golden, J. (2001). Reading in the Dark: Using Film as a Tool in the English Classroom. National Council of Teachers of English.

Grosvenor, C. Description of Film Genres. Retrieved July 24, 2014, from http://movies.lovetoknow.com/about-movies/description-film-genres

Millwood, R. (2013). Learning Theory. Retrieved from http://blog.richardmillwood.net/2013/05/10/learning-theory/

Most Popular Adventure Titles. [date unknown]. The Internet Movie Database. Retrieved July 23, 2014, from http://www.imdb.com/search/title?genres=adventure&explore=genres

Wiggins, G. and McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition. Prentice Hall. p 13-33. Retrieved from http://books.google.com/books?id=N2EfKlyUN4QC&printsec

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

CEP 810: Exploring Evernote

This week in CEP 810, we were asked to explore a few online “productivity tools” that will help us as educators collect, process, and organize information and tasks. This approach coincides with David Allen’s “getting things done” approach to increasing productivity. In his TEDx talk, “The Art of Stress-Free Productivity,” Allen explains that to be cognitively productive, people need to find a way to manage tasks and focus their attention solely on what is in front of them (Allen, 2012). Luckily, there are several free digital tools that can help store and organize information such as Evernote and GoogleDocs.

Being a type-A personality, organization is already one of my strong suits. In the past, I have created a basic table within Microsoft Word to use as a calendar for my weekly tasks. However, Word does not autosave information and there is no way to transfer it between devices apart from sending it via E-mail. Both Google Docs and Evernote are great solutions to both of these problems. I like Evernote because you can organize notes within notebooks. This summer I am taking two courses for the MAET program and just created CEP 810 and CEP 811 notebooks to separate where I take notes, save links, etc. for each course. Moreover, I can link what I type on my laptop with the application on my cellphone. Thus, I have my “to do” list and notes wherever I go. Additionally, Evernote lets you easily add images into notes as well as share your notes with others via social media. This would be a great way to show colleagues project ideas you see at professional development workshops or online.

While Evernote has many benefits, there were a few problems I encountered when creating notes. One of those being that there is no built-in calendar. As I mentioned before, I like making visual calendars to sort my organization rather than simply having a linear note. I first wrote a list of everything I need to do for the week, highlighting time-sensitive items in red. Then, I recreated the calendar organizational method I use on MS Word within Evernote using a table. Additionally, I saved an important Evernote related video tutorial within my note.

 

In the spirit of network learning, I searched YouTube to see if any other Evernote users found better methods of recreating a calendar within Evernote. One suggestion I found was to create a calendar notebook and create separate notes for each month of the year. Then, within the note you can list out the days of the month and set reminders for important tasks. The video with these tips can be found here (Evernote Scott, 2013).

Overall, Evernote is a great virtual notebook that allows you to access reminders and information both at your computer and from a cellular device. Notebooks would allow educators to organize both professional and personal information all in one place.

 

References:

Allen, David. (2012, October 30). The Art of Stress-Free Productivity [Video file]. Retrieved July 21, 2014, from https://www.youtube.com/watch?v=CHxhjDPKfbY&feature=youtu.be

Evernote Scott. (2013, July 29). Evernote Tips: How To Create Your Own Calendar In Evernote (2 Ways) [Video file]. Retrieved July 21, 2014, from  https://www.youtube.com/watch?v=aFpJgmQ6A-I

CEP 811: Making and Mastering Math with MaKey MaKey

Overview of mathematics activity using the MaKey MaKey invention kit: 

Last week, I created an interactive mathematics assignment that utilized the MaKey MaKey invention kit to help students practice translations of quadratic functions. Within the lesson, students connect the circuit board to both a computer and a game board they created. Next, using challenge cards of their creation (practice problems), students test their partner on horizontal and vertical translations. The game board interacts with the coding program, Scratch, on the computer to provide auditory representations of the translations associated with the written function on the game cards. Learners are able to provide each other with auditory positive reinforcement when they get the question correct. If they do not answer accurately, they try the problem again.

 

Educational Benefits: 

The goal of this assignment is to provide students with a collaborative, hands-on means of translating functions. Moreover, since students are working with only one partner, they can move at their own pace, assess their own understanding, and play until they have mastered the intended learning goal. I believe this task coincides well with the theory of mastery learning associated with many of Richard Culatta’s talking points in his TEDx Talk, “Reimagining Learning.”

Culatta discusses several challenges in education and how there is a divide with having technology and properly using it to benefit learners. One of the challenges he cites is that, “performance data comes too late to be useful to the learner” (Culatta, 2013). Culatta goes on to discuss how students should have personalized learning where they can work at their own pace and receive immediate feedback on assignments. Arguably, he alludes to the importance of educators providing feedback on formative assessments before assigning summative assessments. Technology can be a means of both supporting student learning and a tool to gather this data. Essentially, students can use technology to master concepts before moving on to other more challenging learning goals. My mathematics lesson with the MaKey MaKey kit is designed to achieve just that.

Research that supports math with MaKey MaKey activity:

In addition to Culatta’s findings, several studies have been conducted that support the benefits of mastery learning. In one study, Kazu et. al gathered data from an Information Technologies course at Firat University. In the control group, students received “conventional education” and the experimental group followed the “mastery learning model” (Kazu et al., 2005, p. 236). The researchers found the result of their study “clearly shows the positive effect of the independent variable, i.e. mastery learning model on the dependent variable which is the success of the student” (Kazu et al., 2005, p. 239). As shown in Kazu et. al’s data below, the frequency of higher test scores was greater in the experiment group.

Because mastery learning is aimed at “considering the individual differences of the students so that they do not hinder the target learning activity” (Kazu et al., 2005, p. 234), students were able to successfully work at their own pace. Moreover, they discuss how working with technology better allows students to learn independently rather than rely on the pace set by traditional lecture-based courses.

Similarly, in my assignment, students do not try additional challenge problems until they answer the previous one correctly. Students can work independently from classmates other than their partner. Furthermore, by receiving immediate feedback from the game, students are accountable for learning accurate information. This activity is a formative assessment, which Kazu et al. suggests contributes to student success because “follow up tests should be applied at the end of each unit” and “determined deficiencies should be corrected” (Kazu et al., 2005, p. 241). The maker kit assignment allows students and myself to recognize their “deficiencies” before unit tests.

I believe this will be meaningful for the particular group of students this lesson is aimed towards- students in my Algebra 1 support class. Students are in this class because they have received Ds or Fs in past mathematics classes and generally struggle with concepts despite putting effort into the course. These students need feedback, intervention, and motivation.

In a 2007 study, Ironsmith and Eppler “compared lecture to mastery instruction using Keller’s Personalized System of Instruction (PSI)” (Ironsmith & Eppler, 2007). The control group attended lectures and took exams. The experimental group used a PSI where they completed learning modules on their own, took practice quizzes, and were able to received frequent and immediate feedback about their progress. The results showed that the PSI students outperformed the lecture students. According to Ironsmith and Eppler, with regards to mastery learning, “the greatest gains should occur for low-aptitude students whose past experience with failure has diminished motivation” (Ironsmith & Eppler, 2007). Their argument is that since “the meaning of failure shifts from assessment of ability to feedback about progress” (Ironsmith & Eppler, 2007), they will be encouraged if their goal is simply to improve at their own pace rather than to immediately understand a concept.

My maker lesson is a form of mastery instruction because the activity aims to review concepts and provide immediate feedback from both peers and the instructor. As Ironsmith and Eppler’s study suggests, this style of learning should help my low achieving students the most. Moreover, the technology will enhance their learning experience and provide motivation to master concepts.

Revisions:

My original maker lesson only used the MaKey MaKey kit to help students explore translations of quadratic functions. To better ensure that students actually master the concept in a more personalized manner, I decided to include three stations for students to rotate through. Each station explores the same topic but in different ways. The first station includes the maker kit, the second involves an exploration of transformations using the Ti-Nspire graphing calculator, and the third requires students to explore and express their understanding through writing.

Students must  demonstrate their mastery by completing the game in front of the teacher or submitting one of the other assignments (checked for accuracy). If they are incorrect, they can redo the activity or choose to demonstrate mastery at one of the other stations. While all students must interact with the MaKey MaKey at some point during the instruction period, their learning experience is not limited to this single tool. The emphasis is on learning and mastering the concept. When a hands-on experience is paired with choice, students will be better motivated to achieve learning goals.

 

References:

Culatta, R. (2013, January). Reimagining Learning: Richard Culatta at TEDxBeaconStreet [Video file]. Retrieved July 14, 2014, from https://www.youtube.com/watch?v=Z0uAuonMXrg

Ironsmith, M., & Eppler, M. A. (2007). Mastery learning benefits low-aptitude students. Teaching of Psychology,  34 (1), 28-31. doi: 10.1207/s15328023top3401_6

Kazu, I. Y., Kazu, H., & Ozdemir, O. (2005). The Effects of Mastery Learning Model on the Success of the Students Who Attended “Usage of Basic Information Technologies” Course. Educational Technology & Society, 8 (4), 233-243.

CEP 810: The DL on my PLN

During my time in the University of Michigan’s undergraduate secondary education program, I remember feeling so connected to my classmates. All 18 of us within the English cohort had  field placements that varied with regard to access to technology, class size, environment, and grade level. However, we all had a common experience of feeling lost and anxious, yet eager to pass on our love for English. During our class and meeting times with our field instructors, we were able to share our experiences, resources, and advice with one another. I would say we formed a supportive and beneficial professional learning network (PLN).

A PLN is essentially any group or community of teachers who choose to collaborate with one another to promote professional development. For me, this includes former and current peers from my college experiences, colleagues and administrators at my work place, online forums and blogs, and social media. My Popplet provides a visual representation of these connections:

I am fortunate enough to work at a school where collaboration is valued and my colleagues are at the forefront of my PLN. We discuss classroom management, share activities, work together to create new and beneficial lessons, and simply put, support one another. However, it took me about a 1 1/2 years to realize I had this network of people at my fingertips. As stated in the U.S. Department of Education’s Technology Plan, “Many educators work alone, with little interaction with professional colleagues or experts in the outside world” (2010, p. 39). As a new teacher in a new environment, I felt guilty asking for anything. I did have colleagues who offered to share materials, which I gladly accepted, and I did share materials I created when I could. However, my tendency was to keep to myself and go at it alone. I rarely forced myself to reach out to educators in my building let alone in other districts or states.

As I now enter my fourth year of teaching, I find it helpful to not only reflect on the PLN I have already created for myself, but also to find new ways to expand this network. With more resources becoming digitized and more mediums of social media becoming accessible to teachers, I have an increasing number of ways to connect with other educators. I hope to add to my PLN Popplet this year so that I can both gather and share new teaching methods, resources, and advice.

 

References:

National Educational Technology Plan (2010, p.39). Retrieved from http://www.ed.gov/sites/default/files/netp2010.pdf

CEP 810: Networked Learning Project- Hair Styling

As I watch TV, I always think to myself, “how do these women get their hair to look like that?” To answer my own question, it is probably because they have a team of well-trained stylists and a plethora of hair products and tools. While perhaps a seemingly shallow task, I want to teach myself how to create “beach waves” and “curls” in my hair. To some, this might not seem like a challenge. However, because I have pin straight hair and have never done anything else with it my whole life, I assure you this will present its obstacles.

There are several YouTube videos, wikiHow pages, and how to guides dedicated to this styling skill. Being a visual learner, I decided to start my learning process by watching some videos. Some challenges I already see are with deciding which tools to use (a flat iron or a curling iron), which products to use, and which methods to use. Over the next few weeks, I hope to discover which method works best for my hair through trial and error.

The first process I’m going to use to get a “beach wave” is by utilizing a flat iron to set spirals of hair created by twisting hair around your finger. The method is demonstrated here:

I chose to start here because I already own the products and the method requires the least amount of styling skills based on my online research. In this first week, I wanted to test out my initial skills to make sure there is plenty of room for progress. There is.

An additional method I play to try is by using a curling iron to gain a similar effect, but more neat in appearance. One video I plan to follow is here:

There are hundreds of online tutorial videos on YouTube, so it will take me a while to sort through all of these and combine methods. Additionally, I plan on reading how to directions to see if this supports or hinders my progress when I don’t have audio to assist me.

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References:

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

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

 

CEP 811: Repurposing using MaKey MaKey in the Math Classroom

Overview

This week in CEP 811 we were asked to go to a thrift store, garage sale, or even our basement to find items that we could repurpose and use in conjunction with our maker kit to create a learning tool for our classroom. I chose to purchase and use the MaKey MaKey invention kit for my project. Essentially, this kit allows anyone to turn everyday objects into components of a computer key board. My task was to find objects that would interact well with this.  Since my parents’ basement has a plethora of items from my childhood, I decided to start there. I found some stuffed animals, office supplies, game boards, wrapping paper, etc. I was most inspired when I opened up the contents of the game, Cranium. Cranium has game pieces, Play-Doh, a tin container, and more. I first started playing with the Play-Doh because I had watched several demonstration videos for the MaKey MaKey kit in which people successfully made controllers using this material. However, I found that since the Play-Doh did not have the moisture it probably did ten years ago, it did not conduct a current like I hoped it would. I then tried using the game piece players as the controllers for the arrow keys because the colors nicely correspond with those of the alligator clip wires in the maker kit. However, even after attaching quarters to the game pieces to conduct the current better, I still did not have great control over the arrow key’s movement. Thus, I started over.

I sifted through some of my teaching materials and reflected on which mathematical concepts my students could use additional support on. I settled on the topic of transformations, more specifically translations of quadratic functions because students generally struggle with this concept and it is the basis for many more topics in both Algebra 1 and Algebra 2. I will be teaching an Algebra 1 support class this coming school year and think this would be a great hands-on activity to reinforce material for this particular group using this lesson plan.

In summary, students will work with a partner to assess both their partner’s and their own understanding of translating quadratic equations in a game show style game. Students will create practice problems for their partner and these will become the “challenge cards”. One student then assumes the role of the game show host and the other person gets to be the contestant (they can take turns with both roles if time allows). Students will set up and utilize a MaKey MaKey circuit board to submit their answers to their partner. When students interact with the game board, an audio clip of their selected answer plays, which will help reinforce the vocabulary attached to this section of material. As Punya Mishra notes, “In order for creative endeavors to mean something in education, they must be grounded in disciplinary knowledge” (Mishra & the Deep-Play Research Group, 2012, p. 14). Thus, I hope that this lesson serves to inspire creativity, collaboration, interaction with technology, as well as reinforce mathematical skills within the Common Core curriculum.

Setup

To set up one game board, you will need:

• MaKeyMaKey Kit
• 4 quarters (or any coin)
• cardboard box top or piece of sturdy construction paper
• tin can top or medium piece of tin foil
• 2 game pieces
• lap top/computer
• 10 index cards
• tape
• 2 paperclips

To start, have students create game cards using index cards. To save on materials, index cards can simply be cut in half. On one side of the game card, have a student write a quadratic equation in vertex form (y= a(x-h)^2 + k). On the back side of the card, they must write whether the translation (change to h or k) would translate the graph up, down, left, or right. These cards can be verified for accuracy with the teacher before the game starts.

The cardboard box top or piece of construction paper will act as the game board. Print out a picture of the function “y=x^2” and tape it to the top of the game board. This image can easily be found using a basic search engine. Next, tape four quarters to spaces above, below, to the right, and to the left of the origin (0, 0) of the parabolic graph. In the bottom left corner, create a space where the game cards can go and call it the “challenge box”. In the bottom right corner, use either a tin can top or a piece of tin foil to create a space where students will move their game piece to signal they are submitting their final answer.

To begin setting up the interactive component, hook up the MaKey MaKey to a computer using the orange USB cord. A light on the back of the circuit board will light up when it detects the connection. Next, attach one of the alligator clips to the bottom of the board where it says “home”. This is the gray clip in the image below. Then, attach one end of each of four additional alligator clips to the four arrows (up, down, left, right) on the board. Last, attach one end of one alligator clip to the “space” slot on the board and one end of another alligator clip to the “click” slot on the board.

Next, you must attach the loose ends of each of the seven alligator clips listed above to portions of the game board. To start, attach each of the four loose ends stemming from the arrows on the circuit board to the corresponding quarters on the y= x^2 image.

At this point, you should have three loose alligator clips. First, take the other end of the clip hooked to the “home” space and clip it to the tin/tin foil in the bottom right of the game board. This merely serves as a resting spot and the clip must be touched before you press any other components of the game board during play time. Next (using a white wire from the MaKey MaKey kit as an extension if necessary), tape the other end of the alligator clip attached to “click” to the inside of the tin. It might help to cover the wire with a small amount of tin foil before taping to better conduct the current.

Next, take one of your game pieces (this will serve as the “game host” referenced in the demonstration video below) and attach an unraveled paper clip to it using tape. Clip the loose end of the “space” alligator clip to this. Using tin foil to keep the paper clip more secure is optional. At this point, all of the clips should be attached to some component of the game board.

Next, take the other game piece, attach a paper clip to it using the same method detailed above. This piece represents the player/contestant of the game and is not attached to any clips or wires from the circuit board.

The last portion of the set up involves using either a lap top or a computer. Visit Scratch to create sounds that interact with each part of the circuit board for free. Or, you can use the sound clips I already created here. In order for the sound clips to play, make sure the parabolic “sprite” is selected. Note: Scratch has great video tutorials to help users create their own sound clips.

Please watch the video below to see how you can now put the game into action!

Extensions

As an extension to the game described and shown in the video above, educators could take this game a step further with the images created on Scratch. The “host” could ask the “contestant” to move the black parabola in the image above so that it corresponds with the quadratic equation in the challenge box.

Special Note to the Reader 

Please feel free to use the images/videos above as a starting point for your own creations. Let me know if you find ways to improve, enhance, or enrich this task. I plan to use these images and the video clip to help my own students understand directions. This could potentially be a great homework task so students can take the initiative and set up their game board with minimal teacher involvement the following class period.

 

References

Mishra, P., & The Deep-Play Research Group (2012). Rethinking Technology & Creativity in the 21st Century: Crayons are the Future.    TechTrends, 56(5), 13-16.

CEP 811 Flipped Classroom Remix

This week in CEP 811, we were asked to create a short remix video that captures the essence of an educational buzzword using Mozilla Popcorn Maker and images, videos, and sound clips that have a Creative Commons License. A remix is a mashup of other works, repurposed to create a new meaning. I chose to explore the meaning and significance of a flipped classroom. To create a flipped classroom, a teacher essentially flips where a student receives the majority of new information and where they complete their assignments. However, this does not mean that students simply watch videos to learn at home and do homework in school. Rather, a student may do an online activity, explore a website, or watch a lecture from home where they can pause videos, view them multiple times, and work at their own pace. This allows the teacher to provide more individual attention to students and introduce or reinforce material in class. In my video, I not only wanted to capture the meaning of this phrase, but also the emotional responses that it elicits.

Buzzwords are labeled as such because they are new, controversial at times, and have sparked great discussion and debate within the educational community. I chose to capture a flipped classroom’s unfamiliarity and the anxiety that it can produce amongst both new and experienced educators. My remix contrasts models of old and new classrooms. Additionally, I utilized the Dubstep version of the “Twilight Zone” as a musical accompaniment to emphasize this contrast because it uses a new style with an old song. Moreover, I think the song captures the idea of a new and unfamiliar territory, which is how many teachers and parents view the flipped classroom.

However, while a new style of education may be intimidating, it is buzzed about because it has been successful. I chose to end my piece on a more poignant note by included an interview with a student who attends a school within the county I work. He discusses how the flipped classroom has helped him become a more successful student because it is easier for him to complete his work. Thus, if this style of teaching helps students succeed, that is what we should buzz about.

While I truly enjoyed thinking about how to convey this topic’s impact on education, I encountered my share of struggles while actually producing the remix. There were many times when I could not create smooth transitions. Additionally, the video would often have different timing when played in editing versus preview mode. While Popcorn Maker was not extremely difficult to learn after I watched a few video tutorials and read through a wikiHow page on cutting clips, there were many unforeseen glitches. I ended up spending the majority of the production time fixing glitches. What I found most interesting is sometimes these glitches inspired parts of my video. Some layers accidentally played on top of each other, and in some cases, I liked this more and kept it as part of my final product. In the end, I did enjoy familiarizing myself with new technology even after many moments of frustration. Through this process, I discovered that I became a “maker” as Dale Dougherty discusses in his Ted Talk, “We are Makers” (Dougherty, 2011). Many of my frustrations came from the fact that I was never shown how to use Mozilla Popcorn Maker. Instead, I had to play around with the program and fail many times before I succeeded at making a final product.

Please view my remix by clicking on the hyperlink above.

 

References:

blackman26young. (2013, June 11). Mr. Mark Allem (The Best Math Teacher) [Video file]. Retrieved July 1, 2014, from https://www.youtube.com/watch?v=-ccxraudoCQ

Bombardier, Joel. (2005, May 18). adrian on computer. [photograph]. Retrieved July 1, 2014, from https://www.flickr.com/photos/bombardier/15371858/in/photolist

Dougherty, D. (2011, January). Dale Dougherty: We are Makers [Video file]. Retrieved July 1, 2014, from http://www.ted.com/talks/dale_dougherty_we_are_makers

Gerstein, J. [Jackie Gerstein]. (2012, July 18). An Illustration of Flipped Classroom: The Full Picture [Video file]. Retrieved July 1, 2014, from https://www.youtube.com/watch?v=cXcCBuU3ytU

Love-Seed Mama-Jump- Solsbury Hill. Retrieved July 3, 2014, from https://soundcloud.com/love-seed-mama-jump

PBS NewsHour. (2013, December 11). What a ‘flipped’ classroom looks like [Video file]. Retrieved July 1, 2014, from http://www.youtube.com/watch?    v=G_p63W_2F_4

Zeds Dead- The Twilight Zone. Retrieved July 2, 2014, from https://soundcloud.com/search?q=twilight%20zone

 

CEP 810: Supporting Learning and Understanding in the Classroom

For my first CEP 810 assignment, I was asked to write an expository essay exploring learning and teaching methods that support learning in the classroom. I view learning as a continuous process in which learners engage with material and explore its applications to a multitude of situations. Using findings from How People Learn: Brain, Mind, Experience, and School by J. D. Bransford, A. L. Brown, and R. R. Cocking, I explore how an educator’s ability to motivate students and relate obscure and isolated concepts to practical tasks supports the learning process. I share specific examples from my teaching experience to convey how simply using relevant word problems can engage students. As a result, students better assimilate this information into their existing schema and are better able to apply classroom skills to challenges in the “real world”. By finding material relevant, students are more motivated to complete challenging tasks. In other words, educators must answer that question we hear our students ask every day: “when are we ever going to have to use this?” My full essay can be found here: CEP 810 Essay on Learning. Please feel free to leave comments on my reflection.