509 FINAL PART 2

Crystin Irwin

The two technologies used in the lesson about graphing slope-intercept form were very
different: an instructional video from Khan Academy and Desmos, an online graphing calculator.
These two technologies work together to provide support for the lesson in teaching students how
to graph slope-intercept formula.
The video from Khan Academy provided a visual representation of how to graph
equations. This type of technology was used to help gain students attention. This type of
multimedia helps meet the different learning styles of our students. In the 2013 article, How
Technology is Changing Math Class it states, Students may pay better attention to a nontraditional lecture format, one with which they aren't too sure what to expect. The visual element
adds to the appeal and offers stimulus for different types of learners (p. 5). The video is
captivating, clear, and aligns with the Common Core Standards for this lesson. The video can be
paused during class in order to discuss certain parts or it can be viewed again if students need
extra support during guided or independent practice.
The other type of technology used was Desmos, an online graphing calculator. The
educators advocate the use of these tools to reduce tiresome computations and tasks so that class
time can be more effectively used for learning mathematics (Reznichenko, 2007, p. 2). Since
Desmos is a free online graphing calculator, it takes the place of expensive handheld graphing
calculators that might not be accessible to everyone in the class. Desmos also offers other
features that make it appropriate for this lesson. It has a projector display so graphs can be easily
visible from the back of the classroom. This is an important feature used during the presentation
of new content and guided practice. Graphs on Desmos can also be saved and shared. This helps
foster collaboration throughout the classroom and assist in the formation of the student
assessment portfolio.
Reflecting back on our lesson, it is clear there are some shortcomings. Our lesson takes
place in a blended classroom with the instruction taking place in the physical classroom and the
independent practice taking place in the virtual one. With the change in venues, our lesson does
not offer enough support for students outside the classroom. Students have access to the
instructor and peers but lacks any other ways of self remediation or enhancement. We should
offer ways for students to self assess their learning more so than just providing a rubric for the
project portfolio. Students should be able to assess themselves and then be guided to the
appropriate resource they need. Many times it is easy to think of ways to help students that
struggle by offering more practice problems with video explanation but the students who excel,
dont receive the same courtesy.
Another area of concern is collaboration inside and outside the classroom. The students
do not have a strong communication role in the lesson. Students are active in the participation of
creating graphs but not discussing graphs. We should add that during the guided practice stage to
have students critique graphs so they can have experience distinguishing between the different
parts of a graph and using the vocabulary correctly. Another way that could enhance
collaboration outside the classroom would be for students to post their graphing portfolios to the
website and then comment on each others graphs.

To solve these flaws in instruction we could flip the blended classroom, so instead of
students receiving instruction in class and independent work at home, they do the reverse. Fulton
claims the blended classroom offers unique benefits that would help all learners (2012, p. 20).
When the instruction is outside of the classroom, students can work at their own pace. Teachers
no longer have to fill a 45 minute class period with instruction or offer tutoring after school in
the flipped classroom. Students that need to view the video multiple times to understand how to
graph slope-intercept form may do so and it also meets the needs of the higher achieving students
as they are not forced to sit through a classroom lecture on a concept they already know.
Students can spend more or less time learning the material and are not limited to a traditional
class period. The flipped classroom also enhances parent communication and contact. It
provides parents with more information about what is happening in class since the class is at
home. Fulton (2012) states parents can watch videos with their children, refreshing their own
math skills (p. 21-22). The flipped classroom also supports many learning theories. It requires
students to monitor their learning and review material if needed. Since the guided practice and
independent practice is completed in the physical classroom the social learning theory is strongly
present. Students use the classroom time to work in groups to complete projects, like in our
lesson, students can work together in teams to compile a group portfolio about slope. By turning
the blended classroom around, we will be able to offer students more support during the learning
process and promote more social interaction amongst peers and instructors.

References
Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20-24.
How Technology is Changing Math Class. (2013). Curriculum Review, 53(2), 5.
Reznichenko, N. (2007). Learning with Graphing Calculator (GC): GC as a Cognitive
Tool.
Online Submission.