Sketchpad videos

http://www.youtube.com/user/KeyCurriculumPress#p/c/ED9B0FBDA2677A82/5/SdzLQWTraIQ

I chose an introductory video because GS is new to me. I liked how is suggested to let the students just "play" for a while to understand the functions. This has made me rethink my presentation this week. I was going to walk the class through the operation functions but I might just give them some time to "play". In retrospect, that is how I learned the operation buttons.

I also like the teacher that talked about using GS as a demonstration tool only. She has a valid point when she explained it is not always easy to get your students into a lab. This is very easy for me as I already have a laptop and projector.

Using Google Earth as a constructivist approach

Solving prop0rtions is not just about solving for x, its about finding a relationship and using math to find out the number that makes the relationship true. As teachers, we need to present situations to students that allow them to compare them and find relationships so students understand proportional reasoning. This google earth activity is exactly what we need to be doing! Not only did the students meet the math standards, they were also meeting the process standards defined by NCTM. I am definitely going to use this activity in my MS classes.

Sugata Mitra & Dan Meyer

While both Meyer and Mitra use technology, they use it in very different ways. I'm not sure if I agree with technology teaching students because I worry that it takes away from math discourse. Students learn from sharing ideas and defending their answers. I like how Meyer uses technology to get discussions started and brings students into the conversation who would otherwise not participate.

WCYDWT? Burning Man 2009.

How many people are in each section? How can we use that information to find out how many total people attended? Write an expression that would work for any number of people in a section.

Online Grading thoughts

1. I have never taken a college course and gotten a final grade that came as a surprise. I have always been given clear expectations and a grade outline for each project prior to starting the course.

2. I have never posted student grades online because I never knew how.

3A I am absolutely going to post grades online this year (Thanks Richard!). I post grades in my classroom with "code names" and update them every few weeks. The benefit of posting them online is parents can access them with their child. I have many parents who are checking my homework calendars this year. I will send out a letter home to let parents know this will be a new feature on my website.

WWYDWT

I would project this picture and challenge students to make two equivalent expressions using any order of operations. I could also ask how many possible numbers can be created using only the numbers from each plate.

Should I? Could I? Would I? Thoughts on Podcasting.

I would like to use podcasts in my math class. As I am sure everybody else is blogging, time is a factor. With the budget cuts shortening our year, I already feel behind and we are only two weeks into the school year! In brainstorming ideas on how to get around the time issue, perhaps all teachers on my team could teach about podcasting during advisory. That way we could all use it during our content without investing any time on the "how". I agree with the Pannell and Hutchinson that technology is a powerful tool. I liked how they talked about students using podcasting to present their ideas. I am concerned about using it instead of writing. They wrote, "podcasting can be especially fruitful for those students who struggle with writing." I think it can be a great way to form an understanding that they then write about.