After examining a lesson plan provided through Verizon Thinkfinity partners and rating it using the Technology Integration Matrix, suggest one or more activities that could be added to the lesson plan to improve it. What change(s) do you suggest that would move the lesson across TIM levels? Please include a link to the original lesson plan.
I found this lesson this morning:
It a lesson designed to have students investigate Archimedes' method of estimating a converging series. The lesson objectives are:
By the end of this lesson, students will:
I believe that this lesson falls on the Transformation/Goal-Directed portion of the TIM, and therefore can not be moved further. It already requires students to do a great deal of independent thinking and investigation.
It could be modified to use a computer program instead of a graphing calculator to conduct the investigation.
This project is goal directed and adaptation...I would group the students in 3 or 4's. I would also incorporate geogebra into the lesson so that it would be more interactive.
I’ve Got It Covered! Creating Magazine Covers to Summarize Texts
Students can improve their comprehension of content area textbooks by summarizing chapters in the form of magazine covers. The lesson begins by asking students to examine a magazine and discuss the ways in which the magazine cover's headlines and graphics express the main ideas of its articles. They then review a chapter in a content area textbook and use an interactive tool to create a magazine cover that summarizes the textbook information. This process enables students to form connections and create visual representations to share information. Although the focus is on informational texts, this assignment could potentially be expanded to include other types of text as well.
This lesson plan falls under Constructive Entry Level on the TIM Matrix.
To move the lesson plan further along on the TIM Matrix, the teacher could have students create a digital magazine cover rather than a magazine cover on paper. The teacher can do this by having students create a cover in the program of their choice. The students can choose Pages, Photoshop, or some other graphical program. Students can edit photos in Photoshop and bring them into Pages. They can also compile their magazine cover in Keynote. If they created a cover for each chapter on a new slide, the students could have an entire book review in Keynote. Once that is finished, students can export as a movie, and import it into Garageband. Once in Garageband, students can narrate their slides and create a podcast.
I found this lesson http://illuminations.nctm.org/LessonDetail.aspx?ID=L738 involving graphing and solving quadratic functions.
In this lesson, students will:
In my opinion, this lesson falls in the Authentic/Adaptation of the TIM matrix.
I believe this lesson could be modified and moved to the Authentic/Infusion category by enabling students to use a variety of data collection methods, and use of dynamic graphing software such as Geogebra, or Grapher to represent variations in the data collected and variations in the equations parameters.
Hello Ms. Rogers,
My name is David Schultz. I picked the "Hanging Chains" lesson plan as my resource for this project. As a mathematics instructor, I picked a lesson plan I could use in my classroom.
A short synopsis - using tape, tape the two ends of a chain to the white board. Preferably in front of a coordinate plane (X-Y Axis). Have students mark several points on the parabola that is formed by the chain. Students would then explore the relationship between the location of the end-points of the chain and points observed on the loop formed. This data would then be used to derive a quadratic equation and evaluate it's properties.
Using the TIM matrix, I decided that this lesson, as is, was in the "Independent use for building knowledge; some student choice and exploration" category (Teacher - Adaption, Student - Constructive)
I believe that I could increase the use of technology in this lesson by using spreadsheet programs (e.g. Excel, Numbers, etc..). The students could create "X" and "Y" data points in the program and then use the charting functions to further their understanding. If time permits, the use of the online program GeoGebra could also be lesson enhancing.
The original lesson plan was about Stop Motion Animation: Animation: http://fcit.usf.edu/matrix/lessons/collaborative_adoption_socialstudies.php
I believe the teacher did a great job explaining and introducing her topic. The only thing to add is to have the students have an engaging task to evaluate their classmates work. I was thinking to possibly create a VoiceThread for all students to leave audio/video comments critiquing their classmates work or adding something about the Spanish Explorer that the original presenter did not add.
I chose the activity stick or switch http://illuminations.nctm.org/LessonDetail.aspx?ID=L377. I would rate this activity as constructive transformation. I would add a spreadsheet with everyone's individual results and have them use formulas to find the median and quartiles.
Literary Characters on Trial: Combining Persuasion and Literary Analysis 6-8 Lesson
For this lesson the students read a work of literature and after reading a work of literature as a class, students will brainstorm "crimes" committed by characters from that text. Groups of students will work together to act as the prosecution or defense for the selected characters, while also acting as the jury for other groups. Students will use several sources to research for their case, including the novel and internet resources. All the while, students will be writing a persuasive piece to complement their trial work.
Suggestions to move the lesson across the TIM levels include allowing the students adapt the mock trial into a screen play that will be filmed and edited with alternate endings in favor of the prosecution and defense. Movie will be viewed by peers who vote for the better ending or more valid argument.
The Original lesson’s level of integration into the Curriculum is Adoption, and the learning environment was Constructive. The teacher uses a transparency projector and guide students in the conventional use of this tool: to show a transparency where students can write information on. Instead, the teacher could have bumped a level by using an Adaption approach. The teacher facilitates students in exploring and independently using Excel to create a table and graph the supply and demand functions for both activities: Class Fundraiser Activity and the Game Cartridge activity, and make it a Authentic learning environment by allowing students to select the products and to do internet research on such products
I looked at the Lesson Plan on Supply and Demand at http://illuminations.nctm.org/LessonDetail.aspx?ID=L724
By the end of this lesson, students will:
I think it fall within the guided use in activities with some meaning context. I think it can be modified by having students make spreadsheets using excel.
Supply and Demand is the lesson plan I would like to use in my Experimental Science class. We use glass art to teach math, science, writing and reading to students who are in the lower 30% group. Students have to create glass art that is sold to resupply the consumables for the class. First, there is no technology in the lesson and it relies on worksheets. I like the base idea and would alter it to fit my class needs and build in much more technology. I would have students create and use a Excel/Numbers spreadsheet to record their supplies used to create each project and eliminate the worksheets. The spreadsheet would be a profit and loss balance sheet at the end of the project. Graphs Students would have to actively market their artwork so Pages/Word would be used to create a brochure and iPhoto and digital cameras would be used to record the progress of the art work and the steps needed to create the project. A poster, flyer or brochure would be created as a final project to determine mastery of the artwork and the technology needed to get there. I hope to use the SMART board to teach the equations, slope and math needed to understand the math concepts. A graphing calculator would be used to graph the equations to show profit and loss. Flipcharts or SMART notebooks would be created by students to keep track of what each project uses in supplies and whether or not there was a supply or demand for the artwork and more projects are needed.
This is a lesson that teaches students the relationship of fractions compared to a whole. Students work in pairs while working with pattern blocks to explore the relationship between the value of a similar fractions different "wholes." It is one lesson out of a five lesson unit teaching basic fraction concepts. I would place it in the collaborative/adoption level in the TIM Matrix. I like the questions for students that were provided and extentions are provided that integrate more technology and move the lesson along in the TIM Matrix. It has a link to an interactive website that allows students to manipulate objects practicing the skill. It also gave ideas of other manipulatives students can use such as candy bars. This would be great to use with an interactive whiteboard.
There is currently no technology included in the Lesson, Supply and Demand. There are worksheets to fill out, but that's it. First I would review slope and the slope-intercept form of an equation using http://www.mathwarehouse.com/algebra/linear_equation/interactive-slope.php. Then I would use this link to practice slope and y-intercept http://hotmath.com/hotmath_help/games/kp/kp_hotmath_sound.swf. I would add an Xcel spreadsheet for the students to track the supply and demand. I would also have them create a graph in Xcel from the data they collected. I would include the use of graphing calculators to extend the lesson.