Tech activity: A flipped experiment
GOAL: Introduce "new" technology for the class. Classmates will watch a screen cast before the class activity, then complete an assessment after the activity.
Email a proposal that includes the following:
- Include the randomly assigned CCSS-M content area that will be the focus of your activity. Please include the entire language given in the standard, not just the identifier.
- Identify the "new" technology
- Technology is new if it has not been used in class (e.g., GeoGebra 3D, GeoGebra transformations)
- Technology is new if it uses class software in a new way (e.g., to create a new calculator program, explore an unfamiliar mathematical topic or connection)
- Any other information the instructor might need to understand your idea.
Use screen capture software (e.g., Screencast-o-matic) to introduce your new technology in approximately 10 minutes. Classmates will watch the screen cast before your activity.
- Recommend the student occasionally pause the video to complete a task.
- Create a handout that has questions for the student to answer to make sure he/she watched the screencast. It might be good to also include your URL on the handout.
- Have a student create something (calculator program, GeoGebra file, etc.) what will be used for the in-class activity.
- Example screencast: Make a math game with Scratch
SPECIAL NOTE: Also include download link for your video because embedded videos can have issues (e.g., auto-play, no rewind, no scaling, etc.).
Lead the activity
There will be 10-15 minutes of class time to finish, practice, or extend the ideas from your screencast.
- Mathematics (both written and oral) should be accurate.
- Interact with students and/or have students interact with each other.
Immediately following your activity, there will be at most 10 minutes for assessing students.
As the instructor, you are not allowed to help students but may answer clarifying questions. Collect the assessment and analyze the data (see below for more details).
SUBMISSION: Submit the a PDF copy of the analysis to Canvas as well as a link to your blog.
Tech activity scoring guide [40 TP]
After collecting and scoring the assessment, submit an analysis of the data.
- Provide a specific example for how various representations were used during the activity to deepen student understanding of the mathematical standard.
- Focus on the students, not the teachers.
- Remember that technology is a type of representation.
- Use the standard to help justify decisions.
- Include reasons for choosing the representation(s) over other options.
- Provide a table containing item analysis data. Suggestions:
- Include overall difficulty data.
- Include the edTPA category for each question in the table headers.
- Try both horizontal and vertical tables to see what works better.
- Provide patterns of learning for each edTPA category: conceptual understanding, procedural fluency, mathematical reasoning, and problem solving. For each category, minimally do the following:
- Start each paragraph with a one sentence definition for category being discussed and its source(s). See Assessment Analysis Prep.
- Discuss how the topic was assessed.
- Discuss quantitative patterns Quantitative patterns indicate in a numerical way the information understood from the assessment (e.g., 10 out of 15 students or 67% of the students). (edTPA glossary for patterns of learning)
- Focus on what students can do mathematically
- Focus on what students need to improve mathematically
- Discuss qualitative patterns Qualitative patterns include descriptions of understandings, misunderstandings, and/or partial understandings that could explain the quantitative patterns (e.g., "given that most students were able to _____ it seems that they understand _____" (edTPA glossary for patterns of learning)
- Include pictures of student work
- Label student work, "student 1", "student 2", "student 3" because edTPA allows at most work from three students.
- Discuss which of the following responsive actions the teacher should take based on the supporting evidence:
- move on (only recommended if all students understand the content)
- get more information (what question will provide new insights?)
- provide more formative feedback like giving specific hint, clue, question, etc., to help students with a misconception (give the actual hint/clue/question that you would use)
- provide more instruction for whole class (be specific regarding new focus or new activities; repeating the same thing again is not enough)
edTPA scoring guide [20 TP]