iMath

This Week’s Question:

  • Reflect on your own use of laptops in the classroom.

Next academic year, we’re going 1:1 with iPads in Grades 6 and 7 at my school. And, it just so happens that I’m the Grade 7 Math teacher. Below, I’m going to discuss how I plan to integrate student use of iPads into my lessons.

I want to add here that most math apps I’ve seen are just animated textbooks: You’re given a question. If you get it right then a nice little animation plays. If you get it wrong then you keep trying until you get it right.

I want to avoid apps like this.

I want students creating.

Apps like this, however, might come in handy as a supporting tool before and during the creating. I mean, how can I expect a student to create a video of a math concept if they don’t really understand the concept to begin with?

But, no. I don’t want iPad usage being limited to these animated textbook apps only.

My Bokeh

Bearings and Scales with Google Maps
I touched on learning about bearings through Google Maps in my course/project reflection. The idea is really quite simple. Students create a new map in Google Maps. They then choose two locations and drop a placemark on top of each location. The two locations are then connected by a line. We now have a “visual”.

Next, I would get the students thinking about how to describe the location of Placemark 2 from Placemark 1.

After coming to the realisation that NSEW won’t be sufficient, I would then introduce the students to bearings.

Algebra with ShowMe
ShowMe is a nice little app for, well, showing people stuff. Rather than trying to explain it, I’ll just provide the link to ShowMe’s website.

The idea here is to get students making their own Khan Academy.

They make a short video of a concept they’ve learnt recently, using ShowMe, and then embed this video on their personal blog for math.

As always, questions and comments are more than welcome.

Image Credits:

  • My Bokeh by Jsome1. Found on Flickr. Creative Commons Licensed.
Advertisements

Googlepress

For my course one project, I designed a unit on computer systems which is currently being implemented in my grade 9 ICT class. The unit employs the same learning model as the one we use in COETAIL:

1. A learning plan is shared with the students through Google Docs. For the computer systems unit, I have made four learning plans. The students are given two weeks for each one.

2. They do the readings outlined in the learning plan. Sometimes I include links to videos that are related to the theme for that week. I want the students to have options on what they write about while staying within the theme.

3. They blog a reflection on the readings. The reflection is given a direction by a question that is asked in the learning plan. The question sets the theme mentioned above.

4. The students write a constructive comment on a blog post written by one of their peers. They have new posts written by their peers delivered to them via Google Reader. I emphasise to the students that blog comments should be constructive, that if the blog post is the first layer of bricks in a wall then the comments are all the layers of bricks on top.

5. They input the links to their comments into a Google Docs spreadsheet and share this spreadsheet with their instructor. This step is important for two reasons. First, I find that students give more thought to their comments, knowing that their links must go into a spreadsheet that I can see. Also, it shows me that students are reading the blogs of their peers.

The cycle then repeats itself.

In my grade 10 ICT class, we are employing this same model to learn about the effects of technology on society. In the first round of blogging after the Christmas break, I would like the grade 10 students to comment on the grade 9 blogs and vice versa. For the grade tens, this will consolidate their understanding of computer systems – something they learnt about many months ago. For the grade nines, this will serve as a preview for what they will learn about next year.