Week 5

Week 4

 

I used the Lesson Plan tool on Magic School AI to create a lesson plan on solving two-step algebraic equations, including real-world examples. My input requested alignment to Common Core Standard 7.EE.B.3, "Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically" (Common Core State Standards Initiative, 2021). The lesson plan generated is mediocre. While it aligns with the standard, the lesson does not meet the rigor required for the skill. It focuses on the mechanics of isolating the variable rather than an understanding of solving equations. The support provided by this plan is minimal. In fact, it is more like an outline than a plan. Merely stating bullet points of thing to do with students, the plan does not give an explanation of how to present the concepts, nor does it give examples. Instead, the plan simply indicates to define, explain, provide examples, scaffold, and monitor. The basic nature of this plan is useless to an experienced teacher. The tool might be useful for a tutor or brand new teacher (with no training at all) to have an outline for the flow of a lesson. At a minimum, the lesson plan should provide the definition of two-step algebraic equations, examples to work through with students, and problems for students to complete during independent practice. To be even more useful, the plan should include an interactive way to introduce the topic to students, an engaging method of practice (instead of simply a worksheet that isn't even generated), and provide real-world examples I requested in my input. As is, this lesson plan requires too much additional work for the teacher to develop. I do not believe it is a useful tool to create the rigorous lesson plans needed in the classroom.

Click here to view the lesson plan. I have also included the lesson plan at the end of this post.

Another tool I explored on the Magic School AI site is the Song Generator, and I absolutely loved it. By inputting basic information (grade, topic, and specific details), the Song Generator writes a song to a tune the user requests. It was a lot of fun to explore, and I was so excited about it that I used it with my students the next day! Because the Song Generator allows inputting specific information, this tool would be very useful in a review of concepts. I used it to review operations with rational numbers after my students had been out of the classroom for two weeks. Their directions were to input the rules of adding, subtracting, multiplying, or dividing rational numbers into the details. When I accessed each group's songs, I could see what information they inputted. As the teacher, this lets me know what original thought went into the songs. The students were excited to be able to use any song they wanted, even those that wouldn't normally be school-appropriate, since the Song Generator uses only the tunes, not the lyrics. One group even created a beat to go with their song. It was an engaging activity, and I enjoyed watching students get creative with a math concept.

Overall, I could see myself using some of the tools on Magic School AI with my students to increase engagement and motivation. I did share it with a colleague, more for curiosity's sake than usefulness. I am unclear which tools are part of the Plus package and which are free all the time, so it is hard to determine whether this is something I would share widely with colleagues. Many of the lesson and activity generators require additional work from the teacher before material is useable by students. For example, the Jeopardy tool created the answers I would need for a Jeopardy game, but I would still need to input that information into a Jeopardy platform somewhere else. I see the tools as more useful for students to engage with material in an innovative way than for teachers to add another "thing" to learn how to do.

Solving Two-step Algebraic Equations

Objective:

Students will be able to solve two-step algebraic equations by isolating the variable.

Assessment:

Students will demonstrate their understanding of solving two-step algebraic equations through a worksheet containing various equations to solve independently.

Key Points:

• Understanding the concept of two-step algebraic equations

• Identifying the operations involved in two-step equations

• Applying inverse operations to isolate the variable

• Checking solutions by substitution

• Relating two-step equations to real-world situations

Opening:

• Engage students with a real-world scenario such as solving for the unknown number of candies in a jar with given clues.

• Ask students to brainstorm what steps they would take to find the number of candies.

Introduction to New Material:

• Define two-step algebraic equations.

• Explain the steps involved in solving such equations: first, perform addition or subtraction, then multiplication or division.

• Misconception: Students might mistakenly add instead of subtracting while isolating the variable.

Guided Practice:

• Provide examples of two-step equations for students to solve together.

• Scaffold the questioning from simpler equations to more complex ones.

• Monitor student performance by walking around the class, providing guidance as needed.

Independent Practice:

• Assign a worksheet with various two-step algebraic equations for students to solve independently.

• Emphasize the importance of showing all steps and checking solutions.

Closing:

• Have students share and explain their solutions to a few of the worksheet problems.

• Summarize the key steps in solving two-step algebraic equations.

Extension Activity:

• Create word problems related to two-step equations for students to solve collaboratively.

Homework:

• Create a homework activity suggesting students to create their own two-step equations and solve them.

Standards Addressed:

• CCSS.MATH.CONTENT.7.EE.B.3a: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form.

• CCSS.MATH.CONTENT.7.EE.B.3b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

References

Common Core State Standards Initiative. (2021). Grade 7» Expressions & Equations | Common Core State Standards Initiative. www.thecorestandards.org; Common Core State Standards Initiative. https://www.thecorestandards.org/Math/Content/7/EE/

Week 3

The infographic below shares information from chapter 6 of How People Learn II: Learners, Contexts and Cultures. Entitled "Motivation to Learn," the chapter details three major influences on motivation: learners' values and beliefs, personal goals, and their social and cultural context. My infographic highlights important aspects of each of these influences. Inherent to motivation is autonomy and choice, which align well with Gura's article on Creativity (with his capital C). Students need to feel that their work has value and that they have the capacity to learn and communicate. Providing choice using technology tools is one avenue for teaching and developing Creativity with a purpose. My infographic shares three technology tools and an idea to support student growth and development. 

I used a template on Canva to create this infographic. The template provided the basic graphic design of the infographic, and I was able to manipulate elements to alter the layout for my content. The downside of using the template is that I could not figure out how to make it physically longer. I would have included a bit more information to connect motivation to Creativity and expand on the ISTE standards section a bit. The upside is that I couldn't get too wordy and add too much information.

Week 2

Authentic Intellectual Work

Authentic Intellectual Work is work that engages students in deep thinking about meaningful, relevant topics that results in products that mirror real-world communication and have "value beyond school" (Newman et al., 2007). Rather than rote, routine, information recall that is pervasive in traditional schooling, authentic intellectual work engages students in higher-order skills that will lead to success in their future career path. 

Newman et al. (2007) present findings from several pieces of research to support the use of Authentic Intellectual Work in classrooms. They assert that, "Authentic instruction can help to reduce the link between students' social background and academic achievement," and that this is true for students of all races, genders, ethnic, and socio-economic groups, as well as students with learning disabilities (2007, p. 24). This evidence proves that Authentic Intellectual Work in classrooms has incredible value beyond school. By closing the achievement gap, students have more opportunities in higher education and in future careers. Giving students an academic advantage supports them when faced with other challenges present in society. If this method of instruction is proven to work, why aren't all school districts adopting this type of engaging curricula?

Monarch Academy is an EL Education school where authenticity drives our work with students. In fifth grade, students learn about ecosystems. Framing their learning around questions about the health of the Chesapeake Bay and the effect of human actions on the health of the bay, students engage in investigative research to learn more about what comprises an ecosystem, what causes ecosystems to change, and what local activities may impact the ecosystem. In partnership with the Annapolis Maritime Museum, students create a watershed model that demonstrates the impact of industrialization, over-farming, housing development, and pollutants on the bay. One year, our fifth graders gave back to the museum by designing an accurate felt-board play set of organisms that live in and around the Chesapeake Bay. The museum still uses this felt-board set in its education programs today.

2017 National Education Technology Plan Update

According to the Office of Educational Technology (2017, p. 12), "Technology can enable personalized learning or experiences that are more engaging and relevant." Our fifth and eighth grade students present Passage Portfolios at the end of the school year. These portfolios are a reflection of each student's growth and progress both academically and in habits of character throughout their elementary or middle school years, respectively. Students present their reflections and samples of their work to a panel of stakeholders. Passages are a defining tradition at our school.

Traditionally, Passage Portfolios consist of written reflections and physical work samples that demonstrate this growth. More recently, we have expanded the presentation to include Prezi or Google Slide Deck presentations. Work samples are now often digital, as students produce more work on computers. I do not see us leveraging the benefits of technology enough, yet. In the future, I hope students have access to use other forms of digital media to reflect on and present their growth. Video edits, digital artwork, and song could all contribute to the goal for technology to be used for work to become more personal and engaging. It takes the educators expanding our definitions of reflection and presentation to embrace the ever-evolving options in the 21st century digital world.

Triple-E Framework

"Enhancement is accomplished when students learn better through use of a technology tool," (Gaer & Reyes, 2022, p. 35). Expanding the options for reflection and presentation in our school's Passage Presentations addresses the Enhancement aspect of the Triple-E Framework. As educators, we known that students have different learning and communication styles. Requiring all reflections to be written and typed naturally limits the ability of some students to present their best work. Allowing students to use digital media tools enhances opportunities for creativity while encouraging students to reflect deeply. This change would also Extend beyond the classroom by providing students structured practice reflecting in ways they may choose to do in their personal lives. How many students nowadays keep a written diary? I hear far more about creating TikTok videos or becoming a YouTuber. Digital media reflections in school could prepare students to extend their use outside of school.

References

Gaer, S. & Reyes, K. ( 2022). Finally, Some Guidance! Using the Triple E Framework to Shape Technology Integration, Adult Literacy Education, 4 (3-34).  https://files.eric.ed.gov/fulltext/EJ1370043.pdf

Newman, F. M., King, M.B., & Carmichael, D. L. (2007). Authentic instruction and assessment:  Common standards for rigor and relevance in teaching academic subjects.  State of Iowa Department of Education.

Office of Educational Technology. (2017). Reimagining the role of technology in education:  2017 National Education Technology Plan update.  Retrieved from http://tech.ed.gov 

Week 1

    Hello, everyone! I'm Jenn, and I currently teach 7th grade math in Maryland. I have been fortunate to have had several unique experiences in my 21 year teaching career. I began teaching first grade in a K-2 school in the Bronx, New York. I spent two years teaching at a private academy in South Korea before joining their Research and Development department, specializing in early childhood literacy curriculum development. During my time there, I collaborated with Korean staff to create animations, online games, and print materials for use in all schools in their network. I volunteered for a year with WorldTeach in American Samoa, teaching fourth grade in a small, remote village and returned to the territory on a government contract to teach for two more years. I also taught in a small international school on the shores of Lake Atitlan, Guatemala, where I commuted by boat each day. My experiences give me a perspective on education that differs greatly from the norm, and I strive to create authentic learning experiences for my students. In the future, I hope to work as an instructional guide at my current school, where I would support teachers to provide real-world connections to the curriculum.

    Seventh-grade math students at Monarch Academy are enrolled in class periods randomly, which results in heterogeneous groupings of students with a wide range of proficiency. To support a differentiated classroom and meet the needs of students on vastly different levels, students can engage with designed learning paths on our Brightspace learning management system (LMS). This style of differentiation aligns with the Empowered Learner indicator of the ISTE Standards for Students, in which students, “leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals” (ISTE, 2017, p. 40). An example of a self-paced learning path for CCSS 7.G.4 includes interactive experiences, video explanations, and independent activities with immediate feedback. Students could engage in an interactive, exploratory activity on circumference and area of circles using the Desmos platform. They could refer to an online video that aligns with the Illustrative Math curriculum lesson 7.3.3 on circumference. An activity built into the Brightspace platform could provide students with the opportunity to independently solve problems about circumference and receive immediate feedback on their understanding. This activity would also provide teachers with feedback on student performance. Finally, students could engage in their choice of hands-on, authentic performance assessment of circumference by accessing instructions from a digital choice board.

    Using an LMS to provide self-paced and differentiated experiences for students aligns well with Kolb’s Triple E Framework. Students Engage with content through online activities. The ability to curate content by proficiency level gives students easy access to motivating material and activities. Including opportunities to interact, such as the ability to share one’s thinking with the class on Desmos allows students to collaborate and build on each other’s ideas. Students’ learning is Enhanced by the ability to scaffold activities to meet individual needs. The online nature of the LMS Extends students’ ability to engage with material outside of the classroom and to make real-world connections to the content.


References

Common Core State Standards Initiative. (2021). Grade 7» Geometry | Common Core State Standards Initiative. www.thecorestandards.org; Common Core State Standards Initiative. https://www.thecorestandards.org/Math/Content/7/G/

ISTE. (2017). ISTE Standards for Students: A Practical Guide for Learning with Technology. International Society for Technology in Education.