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Lesson Idea Name: Cool Math Videos

Content Area: Math
Grade Level(s): Any
Content Standard Addressed: Any

Technology Standard Addressed:

1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.
4a. Students know and use a deliberate design process for generating ideas, testing theories, creating
innovative artifacts or solving authentic problems.
6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation
or communication.
6b. Students create original works or responsibly repurpose or remix digital resources into new creations.

Selected Technology Tool:

☒ Movie (list application): iMovie, Windows Movie Maker, any other available video editing software
URL(s) to support the lesson (if applicable): SchoolTube (https://www.schooltube.com/)

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL)

This video gives an option for expressive skills and fluency by allowing students to create in a medium outside
of the standard essay format or poster. A checklist for this project would be provided to the students at the
beginning to help improve students’ executive functions. Because the students will be creating their own
videos, they will have more autonomy over the end product and therefore be more engaged with the
learning. Students will also have the option to complete this project as a group, which can help with
sustaining efforts and persistence.

Lesson idea implementation:

Students will be asked to find a mathematical topic or idea that interests them (Pascal’s Triangle, the
history of Calculus, the Mandelbrot set, etc.) and to make a video of at least 5 minutes explaining their choice.
They will have the option to complete the project as a group, with a partner, or individually. This project
would take about two weeks near the end of the semester, but I would ask for them to have chosen their
topic and/or groups before this so I can help those that can’t find a topic.
When their video is completed, the class will view it, and I will upload it to SchoolTube for others to
see it as well. Each class member will be given a short survey about something they found cool or interesting
in each group’s video. Each group will also have the opportunity to administer their own short assessments if
they desire to check in with their fellow peers. During the viewing time I will write written feedback that I will
give to the group along with the peer responses.
This project is meant to show students that we only cover a small portion of Mathematics in the high
school classes they will take, and to therefore not lose interest or develop a false view of mathematics as a
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“boring” topic. Because of the nature of this project, their topic specifically should not have been covered in
class (if not, only lightly introduced). Therefore, they will have to be able to find, analyze, and persevere in
understanding complex mathematical extension ideas.

Importance of technology:
Students could complete a PowerPoint or a poster for a presentation given to the class orally. However,
several aspects of this project would be lost. Firstly, they would lose some creative flexibility and autonomy
because videos can do things PowerPoints and/or posters cannot. Secondly, I would not be able to share their
work on a platform such as SchoolTube, so their work would not be available to a broader audience.

Internet Safety and Student Privacy:

Students would need to be reminded to not include any last names and/or locations when filming, and I
would personally look over each video to ensure that any identifying information was omitted. I would also be
uploading their videos through my account on SchoolTube, not individual student accounts. All students
would need to return a signed permission form confirming their parents understand the project and consent
to having their students on camera and/or their video uploaded to SchoolTube.

Reflective Practice:
I hope that this project would be an opportunity for students to explore mathematics in a fun, light-
hearted, low stakes way. Depending on how I saw students do with this project, I might extend this idea of
extension exploration into a more regular occurrence as part of a blog/journal reflection project.
Google Forms could prove useful in collecting student feedback while the class is watching another
group’s video. This would allow me to check for classroom engagement and easily share feedback with the
students themselves so they can complete the design process by reflecting on any further improvements they
could have made.

Spring 2018_SJB