Overview:
The technology used in this activity is hyperlinking powerpoint and clickers. Students go through an activity presented on powerpoint, testing themselves as they work. The activity helps students understand the areas of basic shapes. It acts as a constructive learning mechanism, so that if students have little background on this topic they can still complete the activity. The activity should be completed in less than an average class time: up to about 30 minutes should be sufficient. This way, the teacher can spend as much time as they want going over mistakes at the end.
Advantages of using technology:
The powerpoint is great for this activity because it involves geometry. Student can look at the powerpoint and see colorful, accurate shapes. They don’t need to look at a poorly copied black-and-white handout. Also, students can get excited about using technology. When teachers are drawing elaborate shapes on the board and trying to explain formulas and concepts, they run the risk of losing their students attention. With this activity, students need to control the powerpoint themselves. They have to stay focused in order to get to the appropriate slides and complete the questions.
Hyperlinking is a great way for them to stay on track. They do a portion of the assignment, then click the “home” button and see what they have to do next. They do not need to look through the powerpoint for the appropriate slides either. All they have to do is click on a link at the home page and it takes them there. If they get confused, they can even go back to the directions. Though it is a minor detail, students also will not be able to compare themselves to others. If a powerpoint presentation does not use hyperlinking and just runs right through, one student may be finished way before the other. The student that is working slowly could get self conscious or try to speed up (which may mean he/she does not completely understand the lesson).
The clicker questions are what gives this activity a formative assessment aspect. As they work, they test themselves with clicker questions. If they see that they are getting the questions wrong, they know that they need to rethink their methods. If they get the questions right, they know they can continue working on the assignment in the same manner. The teacher will be walking around the room while students complete this activity, so if students are struggling they can ask for help. If a student cannot figure out how to find the area of a triangle, they will get the second clicker question wrong. If they then cannot figure out how to find the area of a square, they will get the third clicker question wrong. This is when the teacher would step in and correct their mistakes. They can then move on, to (hopefully) get the rest of the questions right.
Materials:
- computer
- scratch paper
- pencil
- clicker
Procedure:
1. The teacher will briefly describe how the activity is going to work. She will put her students in groups, if necessary. If there are enough computers, each student can work alone.
2. The teacher will set up the powerpoint on everyones computers, and hand out clickers. The students will start looking through the powerpoint presentation.
3. Each student will answer the clicker questions at the same time, AFTER writing their answers down on paper. Then they will move on to the rest of the activity.
4. The teacher will walk around the room, available to answer any questions. If she notices that a student is getting multiple questions wrong, she will work with them to make sure they know what they are doing wrong.
5. At the end of the activity, the teacher will ask if there are any questions. She’ll go over the problematic clicker questions.
Assessment:
If many students answer certain clicker questions wrong, the teacher will realize that either (1) this was not the best way to teach the lesson, or (2) she needs to continue teaching this lesson. The teacher could review the assignment and make sure everyone understands their mistakes. She could also ask the class what they thought of the activity. If students feel frustrated and confused, it may not be the best way for them to learn. But if students enjoyed the activity, they may just need some more review.
Resources:
The students will use this powerpoint presentation.
The technology used in this activity is hyperlinking powerpoint and clickers. Students go through an activity presented on powerpoint, testing themselves as they work. The activity helps students understand the areas of basic shapes. It acts as a constructive learning mechanism, so that if students have little background on this topic they can still complete the activity. The activity should be completed in less than an average class time: up to about 30 minutes should be sufficient. This way, the teacher can spend as much time as they want going over mistakes at the end.
Advantages of using technology:
The powerpoint is great for this activity because it involves geometry. Student can look at the powerpoint and see colorful, accurate shapes. They don’t need to look at a poorly copied black-and-white handout. Also, students can get excited about using technology. When teachers are drawing elaborate shapes on the board and trying to explain formulas and concepts, they run the risk of losing their students attention. With this activity, students need to control the powerpoint themselves. They have to stay focused in order to get to the appropriate slides and complete the questions.
Hyperlinking is a great way for them to stay on track. They do a portion of the assignment, then click the “home” button and see what they have to do next. They do not need to look through the powerpoint for the appropriate slides either. All they have to do is click on a link at the home page and it takes them there. If they get confused, they can even go back to the directions. Though it is a minor detail, students also will not be able to compare themselves to others. If a powerpoint presentation does not use hyperlinking and just runs right through, one student may be finished way before the other. The student that is working slowly could get self conscious or try to speed up (which may mean he/she does not completely understand the lesson).
The clicker questions are what gives this activity a formative assessment aspect. As they work, they test themselves with clicker questions. If they see that they are getting the questions wrong, they know that they need to rethink their methods. If they get the questions right, they know they can continue working on the assignment in the same manner. The teacher will be walking around the room while students complete this activity, so if students are struggling they can ask for help. If a student cannot figure out how to find the area of a triangle, they will get the second clicker question wrong. If they then cannot figure out how to find the area of a square, they will get the third clicker question wrong. This is when the teacher would step in and correct their mistakes. They can then move on, to (hopefully) get the rest of the questions right.
Materials:
- computer
- scratch paper
- pencil
- clicker
Procedure:
1. The teacher will briefly describe how the activity is going to work. She will put her students in groups, if necessary. If there are enough computers, each student can work alone.
2. The teacher will set up the powerpoint on everyones computers, and hand out clickers. The students will start looking through the powerpoint presentation.
3. Each student will answer the clicker questions at the same time, AFTER writing their answers down on paper. Then they will move on to the rest of the activity.
4. The teacher will walk around the room, available to answer any questions. If she notices that a student is getting multiple questions wrong, she will work with them to make sure they know what they are doing wrong.
5. At the end of the activity, the teacher will ask if there are any questions. She’ll go over the problematic clicker questions.
Assessment:
If many students answer certain clicker questions wrong, the teacher will realize that either (1) this was not the best way to teach the lesson, or (2) she needs to continue teaching this lesson. The teacher could review the assignment and make sure everyone understands their mistakes. She could also ask the class what they thought of the activity. If students feel frustrated and confused, it may not be the best way for them to learn. But if students enjoyed the activity, they may just need some more review.
Resources:
The students will use this powerpoint presentation.