Design, Deliver and Assess Assignment 6010

The speaker discusses their experience of using technology in a math lesson. They chose to use Jamboard to engage students and improve their understanding of graphing coordinate points. The pre-assessment data helped them pair students effectively and identify areas of weakness. However, they encountered issues with students deleting each other's work and struggling to navigate the site. Despite these challenges, the lesson was successful, with most students showing improvement in their post-assessment scores. The speaker reflects on the need for clearer instructions and a more focused use of technology in future lessons. Overall, they found the experience valuable for integrating technology purposefully and reflecting on their teaching. This is Daphne Levy, and I'm going to be talking about my experience of the design, develop, deliver, and assess technology-oriented learning activity. While I was attempting to do this assignment, I first had to spend a lot of time thinking about how I wanted to implement technology into my classroom in a purposeful way. And the main thing that I thought about was that math seems to be the area in my classroom where students disengage the most, and I thought that integrating technology could help with that engagement in a purposeful way. That's why I decided to use Jamboard for that, because Jamboard requires students to interact, and it allows for as many students to participate as possible at the same time. So I took a lesson that we already do in our math curriculum, and I adapted that lesson to use technology, like I said, using the Jamboard. So when I ran my pre-assessment, I had a mean of about 7.59 as my average for points correct out of an 11-point possibility for students. And this was for being able to plot points on a coordinate grid. This is something that some of my students were very confident in. I did have a few students, about four, that were able to totally do this without any incorrect answers, which was nice to know going in, because I knew that those students would be great leaders when putting them with a partner on a Jamboard. I also had some students that really struggled only getting two or three of those correct, which again, knowing my students that were able to get all of those correct, it was nice for me to be able to pair students in an effective and in a way that they can help one another learn. So when I went to develop my lesson, that's one of those things that I had in mind, and that pre-assessment data was really helpful for that. Like I said, I took that lesson that we already do, and using that pre-assessment data, I strategically placed students in partners based off of the scores that they got on that pre-assessment. The purpose of using my Jamboard for this lesson was to have students be able to talk with one another and see other student work to help them be successful. A lot of the times when we do partner work in class, what ends up happening is that I have one student that does all the work, and then the other one just copies it down. But when I used Jamboard, I was able to put those requirements on there that, you know, you need to post your answer on one sticky note, and then you need to post on another sticky note why you know your answer is correct. And for some of my students, I was able to see when I looked at that Jamboard during class and even in more detail after class, that they weren't able to produce very strong answers, and that some of them were. And it was good to know this because the ones that weren't able to produce those really strong answers, they were able to look at their student and that partner that I gave them to be able to produce those answers, which was, again, very, very helpful and beneficial to the students learning from one another, which was part of the purpose that I had when I chose Jamboard for the collaboration aspect of this site. So, in my lesson, like I said, I had students, we did like our warmup, and then they began to use Jamboard where they would post their answers into the Jamboard. And they had the certain requirements where they had to post answers, post explanations, and whatever that may be. I did run into a few issues when using Jamboard in my classroom. I had some students that really struggled with the site itself. It was a little overwhelming, I think, for some of them to be able to be on there with so many other people, and I ran into some issues where students were deleting other students' work. Or one student was trying to do everything and then not letting the other student do stuff. And even though I went over my expectations prior to going into this lesson and allowing them to use Jamboard, they're 10 years old. I think it is understandable that it's not going to be perfect, but this does challenge me to explore further into maybe some other sites that I can use that have that same functionality of so many people being able to be on it at once and working simultaneously so that they can learn and collaborate. But I need some sort of restriction, I think, as far as you can't mess with what other people do. So I think that is also really nice for me when I reflect upon this lesson to be able to look back and go, I need to pick maybe next time a resource that has that for me. I also, when reflecting upon this lesson, maybe would not do the entire worksheet that our students did on the Jamboard. And next time I might just pick the graphing coordinate part or maybe just like the recording of the coordinate pairs part for them to do on the Jamboard. I think it was a little overwhelming and time-consuming for my students, especially those that haven't used the software before, to spend so much time using that. And I found that I felt some of our time was wasted in the lesson with just going over how to use the site and then having to troubleshoot when students couldn't figure it out. So I think that those were some things just as far as implementing that technology into my lesson that I need to be a little bit more cautious of and aware of going forward if I decide to do this lesson again and utilize it. But once the lesson finished and I was able to take a look at my post-assessment data, I did have a mean of about 9 and 73 hundredths points, which was an increase of about two points from our pre-assessment data. And this tells me that this lesson was successful in teaching students how to graph those coordinate points. And I think that part of that was because the lesson itself was very explicit in why that X tells us one value and why the Y tells us another value, because it gave an example in a real-world context for students to see. And I think that that was really nice because in this lesson we looked at that, and then in the post-assessment it was isolated. But because it was isolated, students had that background knowledge now to be able to actively and effectively use the skills that they know to graph those points. So I did have almost all students go up from their pre-assessment to their post-assessment, but I did have one student that regressed. Granted, that one student that regressed, they got all 11 points on the first one. However, they only got 9 on the second one. So despite that it was a regression in the amount of points, I can chalk this up to misinterpreting directions, and they still, even with the 9 points that they got, they were still ahead of some of my other students. So this also tells me that maybe I can just go back over with the student quickly how to graph coordinate points and easily bring that back up to full understanding or close to. But overall, I do think that this lesson was very successful in challenging me to use technology in a meaningful way and to reflect on my teaching, especially in how I integrated technology and how it was used purposely in my lesson. So that is all for my design, deliver, and assess lesson. Thank you for taking the time to listen.