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Cimt543MultimediaKit Cimt543MultimediaKit Document Transcript

  • MULTIMEDIA KIT DOCUMENT 1 Multimedia Kit Document Devon Kinne CIMT 543 Summer 2012 Dr. Ziaeehezarjeribi Indiana State University
  • MULTIMEDIA KIT DOCUMENT 2 Multimedia Kit Document Students today look to instruction and the curriculum as something that, in order to helpthem learn, must be engaging and multi-modal. Throughout all the facets of their life, studentsuse technology and media in order to learn. Some of these media include traditional textbooks,video, podcasts, and manipulatives. Smaldino, Lowther, and Russell (2012) state that using avariety of media such as video can “take the learner almost anywhere and extend students‟interests beyond the walls of the classroom” (p.234). By engaging students with not only thetraditional text-based curriculum but also audio and video technology, student‟s learning can beexpanded in four of the major learning domains: cognitive, affective, psychomotor, andinterpersonal (Smaldino, Lowther, & Russell, 2012, p.235). This also helps to meet the needs ofmany kinds of diverse learners, including those with hearing impairment, those who may needmore time for processing of oral information, as well as with gifted students (Smaldino et al.,2012). This multimedia kit uses a variety of media, including traditional media such asmanipulatives, in order to attempt to keep students engaged and involved in the learning process. Concept Map The concept map below was created using the Inspiration 9 Concept Map software. Inthe concept map, the two main concepts and three sub-concepts are displayed, along with theirconnection to the components from the multimedia kit.
  • MULTIMEDIA KIT DOCUMENT 3 Concept Map OutlineQuadratic Equations 1. Concept: Parabolas Around Us A. Images Found By Students i. Resources:
  • MULTIMEDIA KIT DOCUMENT 4 1. Teacher created rubric – Parabolas Around Us: http://parabolasaroundus.weebly.com/power-point-rubric.html 2. Teacher created Interactive Quiz: http://www.thatquiz.org/tq/classtest?LEUF2928 3. Teacher created PowerPoint – Linear Equations All Around Us: https://www.dropbox.com/s/ohpjydb9zwfp83n/LinearEquationPres entation.wmv B. Hanging String i. Resources 1. Teacher created video: Determining the Equation of a Parabola 2. Website – Interactive Parabolas: http://www.mathwarehouse.com/quadratic/parabola/interactive- parabola.php 3. Manipulatives – string and tape 2. Concept: Interpolating Points A. Concept: Solving Systems of Equations i. Resources 1. Teacher created PowerPoint – Linear Equations All Around Us: https://www.dropbox.com/s/ohpjydb9zwfp83n/LinearEquationPres entation.wmv 2. Teacher created PowerPoint - Quadratic Equations: Systems and Graphs -
  • MULTIMEDIA KIT DOCUMENT 5 https://www.dropbox.com/s/kiaumcum165xvwg/DevonKinneCIM T543Summer2012VIsualPrinciples.pptx
  • MULTIMEDIA KIT DOCUMENT 6 Multimedia Kit Target The learners are students at East High School in Madison, Wisconsin. There are Learners 26 students in the class; 10 females and 16 males. Since this is an Algebra 2 course, the students are primarily either sophomores or juniors in high school. The students who are sophomores are on-track to take AP Calculus their senior year; the junior students are on-track to take Pre-Calculus their senior year. There are 8 sophomores and 18 juniors. Three students in the class have disabilities documented in an individualized education plan (IEP). None of these students receive extra support services in class; one student is permitted extra time on exams. Data regarding free/reduced lunch is not available for the specific class; however, 58% of the school in total is eligible for free/reduced lunch (Madison Metropolitan School District, 2012). There are 17 Caucasian students, 1 Middle Eastern student, three Black students, 2 Hispanic students, and 3 Asian students. The students all enjoy using technology during the class time and tend to react enthusiastically when presented with assignments that require the use of technology, especially presentations. Learning Students will substitute points on a graph into a function form to find theObjectives: equation of a graph correctly 80% of the time. Students will graph quadratic equations on their graphing calculator, choosing an appropriate window to view the graph, 80% of the time. Students will explain the difference between quadratic and linear functions, both by their graphs and their equations, 80% of the time.
  • MULTIMEDIA KIT DOCUMENT 7 Students will take a picture with a digital camera of a parabolic function found in nature or architecture. Students will make real-world connections, recognizing shapes around them that can be approximated by quadratic equations, 80% of the time. Students will create a presentation using PowerPoint and score 20/24 or higher on the teacher created "Parabolas Around Us" Power Point Rubric. Students will take an online interactive quiz and score a 35/44, or 80%, or higher.Components This lesson teaches students about quadratic equations; specifically, the of the Kit relationship between a parabolic graph and the corresponding quadratic equation. Students will learn how to solve systems of equations, in order to interpolate points from a parabola into a representative quadratic equation. This topic was chosen due to the struggles that many students have with traditional methods of instruction on this topic. Smaldino, Lowther, and Russell (2012) report that using a variety of media “can make your lesson more realistic and engaging” (p.256), which will help students to engage in the material and grasp the material more fully. Learning Resources: 1. Teacher created “Quadratic Equations – Systems and Graphs” PowerPoint (includes images, graphs, and text): This resource is
  • MULTIMEDIA KIT DOCUMENT 8 originally my “Visual Principles” assignment. This PowerPoint discusses and demonstrates, in detail, the relationship between points on a parabola and the creation of a quadratic equation representation. It focuses on the mathematical algorithm for solving systems of equations, and gives step-by-step examples for students to follow along with. This PowerPoint includes a variety of images and graphs which will be modeled and reused in other resources of the Multimedia Kit, providing consistency and will spark recognition of the topic. 2. Teacher created video – “Determining the Equation of a Parabola”: This resource was created as my “video” assignment. In this video, students will take the knowledge that they learned about solving systems of equations and interpolation points, and bring it into the real world by exploring the parabolic shape that naturally occurs when you hang a string by two endpoints. Students will learn how they can take an object that they see around them (for instance, a chain hanging to block off an exhibit) and be able to interpolate points from it to create the quadratic equation. 3. Interactive website – “Interactive Parabolas” - http://www.mathwarehouse.com/quadratic/parabola/interactive- parabola.php 4. Manipulatives – string, tape, and graph paper/whiteboard: While something simple such as string and tape might be viewed curiously as a resource in a multimedia kit, the use of manipulatives like these often
  • MULTIMEDIA KIT DOCUMENT 9 “attract students attention and promote learning because the students can handle and inspect them” (Smaldino et al., 2012, p.263). The use of string, tape, and graph paper/white board allows for students to manipulate a parabola directly in their hand, and explore how the changes in shape relate to the changes in coefficients a, b, and c, of the quadratic equation. Combined with Resource #3, students will continue to experiment in a hands-on manner to make a direct connection between the relationship of a parabola and its corresponding equation. As Smaldino et al. (2012) state, real objects, such as the hanging banner that creates a parabola, are some of the most “intriguing and involving materials in educational use” (p.263). 5. Teacher created “Linear Equations All Around Us” PowerPoint (includes images, audio, graphs, and text): This PowerPoint presentation serves as an example for students to experience what their final PowerPoint presentation should look like. This will serve as a reminder of various elements that must be present for their final presentation, such as the use of their images as well as the corresponding equations and graphs that they calculated. Assessment Tools: 1. Teacher created “Quadratic Equations in Nature” PowerPoint rubric (Appendix 1). Following the exploration of quadratic equations and parabolas, both through the mathematical solving of systems of equations and interpolation and through exploring the world around
  • MULTIMEDIA KIT DOCUMENT 10 them to discover parabolas in nature, the students will then create a PowerPoint presentation. This presentation is part of the “Require Learner Participation” section of the ASSURE lesson plan. The students will be able to refer to Resource 5 above to see an example of a similar PowerPoint presentation focusing on linear equations. As students work, they can be referring to this rubric to maintain their focus. This form of “authentic assessment” focuses not simply on the end result, but the processes and skills that the students learned in the project (Smaldino et al., 2012, p.55). The PowerPoint rubric will be used to grade their presentations, focusing on the digital images they took, audio explanation, and graphical interpretation. Students will also complete a worksheet and self-score themselves, providing immediate feedback, to determine if they got the 80% needed to demonstrate satisfactory performance. 2. Teacher created Interactive Quiz, located at http://www.thatquiz.org/tq/classtest?LEUF2928. This is the last component of the multimedia kit, and can be used by students to assess a complete understanding of the mathematical material they learned in this lesson. Each student will take the quiz independently. This quiz takes a long time to complete and should expect to take a full class period to work on it. There are 44 possible points on this quiz; in order to receive credit, students must score a minimum of 80%, or 35 points. Students will be instructed to write their work down when doing the
  • MULTIMEDIA KIT DOCUMENT 11 problems, indicating which problems they got correct originally. The Interactive quiz allows students to go back and see incorrect work. Students may make changes to their problems, as long as they show all of their work and indicate their mistakes. Students may make as many corrections as they need to get a minimum of 80%; they may also continue to make corrections and show their work and receive a higher score. Since the process is required to earn points, students cannot simply write the answer down but must have truly understood the material enough to make changes and see their mistakes. I have chosen this form of assessment, which is similar to a traditional test but allows for improvement, with hopes that it will curb some test-taking anxiety that many high school students face. The whole process is being assessed, rather than simply the end result.Instructional A variety of teacher-centered and student-centered strategies will be employed Strategiesand Rationale in this lesson. Teacher-centered strategies will be used to teach the students the actual mathematical algorithms that are needed to solve systems of equations interpolate points to create and equation. These are two topics that students often struggle with; without direct, teacher-centered strategies, such as the PowerPoint presentation in resource 1and the video in resource 2, students would likely struggle with the algorithmic thinking necessary to complete the rest of the project. Resource 1 and 5 demonstrate, via a presentation, how to solve a system of equations and interpolate points to a parabola. This lends
  • MULTIMEDIA KIT DOCUMENT 12 itself nicely to teacher-centered strategies, where “the teachers are the „drivers‟ who direct the learning in very purposeful ways” (Smaldino et al., 2012, p. 70). This teaching is done numerous times in both resources, with many examples, so that students will gain a strong foundation to apply their knowledge to their own future explorations. The majority of the other learning will take place through student-centered strategies. Student-centered strategies have been shown to enhance learning “when students are actively engaged in meaningful activities” (Smaldino et al., 2012, p.72). Students will be given a variety of different graphs and equations to experiment with, in order to try to come up with an algorithm for interpolation. Students will use manipulatives, such as strings, in order to create parabolas and then hypothesize equations that fit these models. Students will be given various resources, such as Resource 3 and Resource 4, where they can experiment and hypothesize the relationship between the equation and the parabola. Students will also be sent out to collect images via digital camera, and then transpose those images onto graphs and come up with corresponding equations. Lastly, students will collaborate with their partners to create their PowerPoint presentation. The interactive quiz, in Assessment2, can then be used to have students self-assess whether or not they understood the mathematical concepts learned from each resource.
  • MULTIMEDIA KIT DOCUMENT 13 ReferencesKinne, D. (2012). Quadratic equations: Systems and graphs. Retrieved June 3, 2012, from https://www.dropbox.com/s/kiaumcum165xvwg/DevonKinneCIMT543Summer2012VIs ualPrinciples.pptxKinne, D. (2012). Parabolas around us webquest. Retrieved June 3, 2012, from http://parabolasaroundus.weebly.com/Madison Metropolitan School District. (2012). Official third Friday September enrollment by low income. Retrieved May 19, 2012, from https://infosvcweb.madison.k12.wi.us/node/989Math Wearhouse. (2012). Interactive parabolas. Retrieved June 3, 2012, from http://www.mathwarehouse.com/quadratic/parabola/interactive-parabola.phpSmaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional technology and media for learning(10th ed.). Boston, MA: Pearson Education, Inc.