My Own Case Study #2 - Using technology to increase student engagement and active participation
Educator Rose Girguis creates a flipped lesson on ed.ted.com a great tool for flipping a lesson. Link to Lesson
Mrs. Girguis works at a school that is focused on the Claim-Concepts and Procedures, with an emphasis on problem solving. 60%of her students entered her classroom below proficiency. To help correct this problem, she identified a video that models the student textbook lessons for review, before students complete their assignments online.
In the Think section, Mrs. Girguis extends the problem from 8% to 7.5%, since the decimal in the percentage is an area of confusion and error for most of her students (Content Knowledge of the TPACK model).
In the Dig Deeper section, she includes a link for students to determine what the tax rate is in Napa County (where her students reside), thereby making a personal connection to their community (Pedagogy). The link allows them to see and confirm the information in the video about the different tax rates in different states.
Students were allowed to explore (Pedagogy), and then asked to solve a basic problem. In the Discuss section, Mrs. Girguis extended the lesson by asking what the first step would be if multiple items were purchased (Content Knowledge and Pedagogy). This allowed students to share their own personal experiences and understanding of sub-total, sales tax, and final cost, further developing each student's math literacy in both written and oral communications (Financial Literacy is part of the current 7th grade math standards).
If you are not registered on ed.ted.com, then you will not see the further extension of requiring the students to create their own problem for purchasing two to three items, and solving it to find the total cost. Mrs. Girguis had her students collaborate and help each other with their problems, and assist each other in checking their answers.
In the And Finally section, Mrs. Girguis gives students an opportunity to share any other questions about calculating sales tax (analyzing and reflecting on their own learning). What the video does not show is the virtual shopping trip in the next lesson, which is connected to Dan Meyer's Dueling Discounts lesson, and uses his three-act PBL lesson design.
This educator is working on the transformation level of the TPACK model by bringing in Content, Pedagogy, and Technology in combination with each other.
Rose Girguis is the PD lead for her math department, and has been asked to model/demonstrate these two lessons by the academic specialist at her site, and by a fellow math teacher who stopped by her classroom and was excited by what she saw: students who were engaged and demonstrating true understanding, as evidenced by their responses posted online. The flipped classroom design combined with PBL is a natural combination. For more information visit: https://21centuryedtech.wordpress.com/2015/03/20/project-based-learning-connects-to-flip-learning-plus-hundreds-of-resources/.
I rate this lesson a 3, because this was Mrs. Girguis’ first attempt at transforming her classroom with the flipped lesson/classroom design, and she is aware that there is always room for improvement.
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