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PhotoStory1[1].wmv
This photo story would be an addition to the class website that is available for parents and students to look at. Often in math, some of the students will understand the lesson immediately, while others are confused and do not understand it. It is difficult for teachers to help every student: if they have to stop and explain something over again, they may lose the attention of the rest of the class. This video would be posted on the website as another explanation of what was discuss in class.
During class, the students will probably have received a handout, or looked at pages of the textbook. They will also have done practice problems. If a student needs to watch the video, I will suggest that they keep the handout in front of them. Afterwards, they should try the practice problems and see if they can answer them correctly. They can also email the teacher if the video was not helpful. I would make sure to meet with them to go over the lesson.
Of course, the video will be available to all students. So, if they just feel like getting some extra review, they can view it as well.

My PodcastPhotoStory1[1].wmvPhotoStory1[1].wmv

My PodcastPhotoStory1[1].wmv

Overview:
This activity consists of completing a webquest, originally created by John Buttil and then redesigned by multiple education students at the University of Richmond. Students have to pick a place to visit on vacation based on their research, and then create a brochure for that location. They incorporate research, math, and art skills into the activity: they have to use the internet to look at three cities, calculate prices and value and compare numbers, and design and create the brochure.
Advantage of Using Technology:
There are plenty of advantages that come with using this webquest. First of all, there are no handouts. Though teachers use handouts all the time, they can often be a waste of paper and students may lose them. With this webquest, students can read off of the computer or print it out if they like. They cannot lose the assignment and they can look at it whenever they want. Another advantage to this webquest is that it is aesthetically pleasing, or “pretty.” It is colorful and includes pictures. Though this is not necessarily important to the activity, it will capture the student’s attention.
The webquest includes links as well. Students could waste a lot of time looking for the proper resources for an activity like this, but the links make the job a lot easier. They still have to do all of the work without searching the internet for hours. Also, the webquest allows students to stay organized. If they forget a piece of information, they can just go back to the “process” page and click on the links again.
Materials:
- A computer with internet access
- A calculator (optional)
- Scratch paper
- Pencil
- Printer paper (for the brochure)
- Art supplies such as markers, colored pencils, etc. (for the brochure)
- The webquest: http://chalk.richmond.edu/education/projects/webquests/vacation/index.htm
Procedure:
1. The teacher will pull up the webquest on a screen for the whole class to see. She will ask someone to read the introduction. She will then read the process to the students.
2. The teacher will ask the students to look at the evaluation rubric on their own, and ask if there are any questions so far.
3. The teacher will put students into pairs. She will explain that instead of having one person be the bargain hunter and one person be the trip planner, both students will work together on both roles. The reason for this is that the trip planner does little math, and this is a math class.
4. The students will get started. The activity is possible in one class, but will probably take two classes so the teacher informs the class that they must work carefully and not rush.
5. The teacher will walk around the room, checking in on groups, and she will be available to answer any questions.
6. When the students complete the assignment and their brochure is all done, they will hand in ALL of their work: the completed brochure as well as any math they did on paper during the activity.
Assessment:
The teacher will grade the students based on the rubric already created. Of course, she will know that both students worked on bargain hunter and trip planner instead of each doing one role. One extra option could be handing the projects back and having students grade their own projects. This way, students will realize mistakes they have made and understand the importance of the rubric. Of course, the teacher will give them the final grade.
Students will be assessed based on each component of the project. An extra row can also be added to the rubric for effort. This effort grade will not be calculated into the final grade. It is just an evaluation of how hard the teacher thought her students were working. If a pair does well but sees that they had a low effort grade, they may realize that they can still do better.
Resources:
The students will receive an email with this link:
http://chalk.richmond.edu/education/projects/webquests/vacation/index.htm

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:
use this [[http://formativepowerpoint presentation. {formative assessment powerpoint.pdf|powerpoint presentation.]]powerpoint.pptx}

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:
[[http://formative assessment powerpoint|powerpoint presentation]].powerpoint.pdf|powerpoint presentation.]]

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:
use this powerpoint presentation.[[http://formative assessment powerpoint|powerpoint presentation]].