Ever have one of those days where you get so wrapped up in some project that time just flies by? You know what I mean, you start work at noon, and the next thing you know, it’s 7:00, you’ve missed the cat's feeding time, and you’ve worked through dinner. This has been happening to me a lot this summer. With 1:1 technology coming in August, I'm very nervous that I won't be prepared. So I have been busy creating. I have to say, it’s not easy! It can be very challenging to get that perfect balance between a scripted lesson and one that gives no instruction or direction at all. One that demonstrates and practices the math processes that students need, but without the drill and kill. I feel pretty good about my first project, so it will be interesting to see how successful the students are with it. I’m very prepared for reality, though; I know it will need to be tweaked a little (or maybe a lot) after I see how successful it was (or wasn't) with my first class. It's hard to tell how something with go over with at-risk students. My latest projects are various units on graphing and interpreting functions, rate of change and slope, and domain, range and constraints. Each unit contains 3-4 concepts. They include a wide variety of activities, with at least one student collaboration activity per lesson. Some of the class activities include Google Slides to create a collaborative scrapbook and Desmos Activity Builder to graph each other’s functions. At the end of each unit, students create a group or individual project to demonstrate their learning in all of the lessons in that unit. Hidden within each document are 2-3 treasure maps that link to extended activities for students who finish their work early. These documents are open to review, borrow or poach. And please feel free to leave comments on the Slides - I am very open to ideas and suggestions!!
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OBJECTIVESMy goals include tracking the most effective ways to integrate technology in my math lessons. Archives
April 2017
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