Evaluation of Lesson One (ESC413)

The Web based learning activity described in Lesson One consists of a combined approach of a Flipped Classroom for pre-learning, explicit instruction in the classroom for revision and consolidation and a self-paced web-based activity to engage learners in applying their knowledge. A whole class discussion supports the web-based activity and the lesson concludes with a web-based summative assessment task. This lesson is designed to be used towards the end of a sequence of learning on Non-Linear relationships and their representations.

The lesson has been designed and presented with TPACK (Mishra & Koehler, 2006) in mind. In particular, the teacher’s Technical Knowledge is supported by the availability of instructional videos for the lesson. A key to ensure the success of technology integration in the classroom is the teachers technical competence (Hao & Lee, 2017). The instructional videos have been specifically created for the lesson (under the “Teachers! Click here” link) in an attempt to reinforce teacher confidence with technology use, thus improving the efficacy of technology integration (Hao & Lee, 2017).

The activity begins outside of the classroom, normally as “homework” with students viewing a Khan Academy video which summarises the content being consolidated and revised from the sequence. The use of a “flipped classroom” approach has been shown to increase achievement in mathematics classrooms (Bhagat, Cheng-Nan, & Chun-Yen, 2016; Lai & Hwang, 2016), allowing for activities to construct or co-construct (Bower, 2017) their knowledge with the support and scaffolding of the classroom teacher. When supported with appropriate in class technology, which allows students to experiment and explore the flipped classroom approach promotes understanding (Muir & Geiger, 2016)
in line with the Syllabus goals for students to be creative and confident users of mathematics (Board of Studies NSW, 2012).

Desmos Marbleslides, used in the body of the lesson, encourages deep student understanding of the connections between algebraic and graphical representations, aligning with outcome MA5.2-10NA (Board of Studies NSW, 2012). The use of programs such as graphing calculators, which Marbleslides is based on, allows students to use higher level approaches that wouldn’t be possible without technology (Muir, Callingham, & Beswick, 2016). This activity reimagines the possibilities in teaching algebraic concepts and is a “Redefinition” of the task (Hamilton, Rosenberg, & Akcaoglu, 2016) which would not be possible using traditional classroom resources. The ‘gamification’  and use of e-learning assists students to be motivated (Harandi, 2015; Kebritchi, Hirumi, & Bai, 2010) in completing the task which in turn leads to better academic achievement (Guo, Parker, Marsh, & Morin, 2015).  Students and teachers alike can experiment with the equation, seeing the immediate results displayed graphically in real time. 

When the teacher is demonstrating the lesson using the Interactive White Board (IWB), they are afforded the opportunity to prepare beforehand as well as the flexibility to skip material if required (Muir et al., 2016). At any point they can “reset” the problem to the starting state. Marbleslides also allows for some variation in answers, demonstrating to students that there isn’t always “one right answer” which can be a common misconception about mathematics (Goos, Stillman, & Vale, 2007, pp. 7-9). When students are allowed to be flexible in their approach, they are able to develop understanding of the connections between mathematical abstractions and real world situations (Goos et al., 2007, p. 17). This flexible approach also aligns with the aim of the mathematics syllabus for students to be “confident and creative users and communicators of mathematics” (Board of Studies NSW, 2012).

The conclusion of Lesson One incorporates a Kahoot! Quiz. The aim of the quiz from a teacher’s perspective is to test student knowledge as a summative assessment task to ensure learning outcomes have been met. Students however may have a different view point. Studies show that using Kahoot! in a classroom environment not only improved engagement and motivation (King, 2017) but also led to improved classroom dynamics and, importantly, improved learning outcomes (Licorish, Owen, Daniel, & George, 2018). The results of the Kahoot! quiz can be drawn upon not only to assess student achievement but to plan future lessons to ensure that students are not left with gaps in their foundations (Khan, 2015).

As an additional feature, the site incorporates a user forum which can be used as a medium for both teachers and students to ask questions or deliver feedback on the lesson plans available.

References

Bhagat, K. K., Cheng-Nan, C., & Chun-Yen, C. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142.

Board of Studies NSW. (2012). NSW K-10 Mathematics Syllabus. Sydney: Author.

Bower, M. (2017). Design of technology-enhanced learning : Integrating research and practice. Bingley, United Kingdom: Emerald Publishing Limited.

Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics : research and practice for the 21st century. Crows Nest, N.S.W.: Allen & Unwin.

Guo, J., Parker, P., Marsh, H., & Morin, A. (2015). Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective. Developmental Psychology, 51(8), 1163.

Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433-441. doi:http://dx.doi.org/10.1007/s11528-016-0091-y

Hao, Y., & Lee, K. S. (2017). Inquiry of pre-service teachers’ concern about integrating Web 2.0 into instruction. European Journal of Teacher Education, 40(2), 191-209. doi:10.1080/02619768.2017.1285278

Harandi, S. R. (2015). Effects of e-learning on students’ motivation. Procedia - Social and Behavioral Sciences, 181, 423-430. doi:http://dx.doi.org/10.1016/j.sbspro.2015.04.905

Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427-443. doi:10.1016/j.compedu.2010.02.007

Khan, S. (2015). Sal Khan: Let's teach for mastery -- not test scores. [Video File] Retrieved from http://www.ted.com/talks/sal_khan_let_s_teach_for_mastery_not_test_scores

King, A. (2017). Using kahoot! Australian Mathematics Teacher, 73(4), 35-36.

Lai, C.-L., & Hwang, G.-J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140. doi:https://doi.org/10.1016/j.compedu.2016.05.006

Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 9. doi:10.1186/s41039-018-0078-8

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017.

Muir, T., Callingham, R., & Beswick, K. (2016). Using the IWB in an early years mathematics classroom: An application of the TPACK framework. Journal of Digital Learning in Teacher Education, 32(2), 63-72. doi:10.1080/21532974.2016.1138913

Muir, T., & Geiger, V. (2016). The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class. Mathematics Education Research Journal, 28(1), 149-171. doi:10.1007/s13394-015-0165-8