Logarithms with a flipped classroom and GeoGebra.
This concept map is intended to closely follow the one presented by James J. Vagliardo in his paper found at http://cmc.ihmc.us/papers/cmc2004-270.pdf
You can also visit the bubbl.us site to view the concept map.
My idea with Dream IT was that logarithms are an incredibly powerful but complicated topic in Algebra II. There is very little prior knowledge for students to build on. In order to best use my time, I am planning on flipping this unit. Notes and definitions will be done by video lecture at home. This will give more time in class for guided practice, student work time, inquiry projects and nontraditional assessments.
To see the entire project, visit DreamIT.efitton.net.
A Number of Representation of the Book Wiring a House 4th Ediction for CEP 811
The following is a stop action film I did of my wiring an outlet. To see the other representations visit mgp.efitton.net.
Inquiry-Based Student Project
We were tasked with creating a website designed for our content area using a feature of Michigan State’s East Lansing campus. My idea was to have students explore a counting problem using flavors of ice cream from the MSU Diary Store. The website has three different tasks and three different videos to help students in their inquiry task of determing how many different ways someone could order a double or triple scoop of ice cream. This website and project was created for CEP 810.
The following is a picture that is included on the website. The actual tasks and videos can be found at dairy.efitton.net.
The Wicked Challenge was “to identify a problem of instructional practice that you find particularly wicked.” My problem was: “Students both being capable of working problems and having a deep conceptual understanding of mathematics is difficult to achieve in any classroom.” I explored the specific instructional goal of The Triangle Inequality Theorem with regards to my general instructional problem. I am including my culminating screencast along with links to my blog entries at the time. This was the final project of CEP 812.
How Rainbows Are Formed
We spent time in CEP 800/815/822 talking about understanding. While the cognitive scientist Willingham focuses on background knowledge, Dr. Shulman spent time trying to figure out why students forget (amnesia), why they are unable to apply what they have learned beyond simple practice problems (inertia) and what happens when someone thinks they know and understand a topic but really don’t (fantasia). The Understanding Understanding video gets to all three of these topics while trying to activate background knowledge. My group focused on rainbows. Do people know what causes a rainbow? Can they actually setup a light source, water source and a viewer so that the viewer can see the rainbow? Can they explain their thinking. We interviewed eighteen different people and looked at their responses both quantitatively and qualitatively. Then we cut and edited a video to highlight what the people we interviewed were thinking. The website can be found at http://rainbowknowhow.weebly.com/ and the video can be found on the interview page. You can also watch the video below, albeit at a slightly lower video quality.
Unit Content on a CMS
I created a unit on Right Triangle Trigonometry using Moodle. If you would like to explore the unit you can visit the site at moodle.efitton.net and use the account the professor used to grade me.