MultiMedia Tools

Lesson Idea Name: Transformation

Content Area: Geometry
Grade Level(s): 7th, 8th, 10th
Content Standard Addressed:
MGSE9-12.G.CO.4
Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular
lines, parallel lines, and line segments.
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.
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):
☐ Audio (list application):
☐ Other: (list)
URL(s) to support the lesson (if applicable):

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 activity will meet different aspects of the Universal Design for Learning for my students. By allowing the
students to create a video, it will adhere to students who have difficulties with writing since this will be done
on computers and students will be typing. This will also meet those students who are kinesthetic learners
because it will allow them to use their own creativity in their learning. The visual and auditory learners will
also be able to look back and either watch or listen to the video to learn the standards
Lesson idea implementation:

The teacher is going to first show the students an example of different websites that they can look at when
they are trying to look at information on different mathematics concepts. I will show them reputable websites
like Khan Academy, Mathamaticians, and other websites which will give them a basic knowledge of the
content that is being asked of them. After the students watch the videos, they are going to look deeper at the
content standard and start to form their creativity and discover how they can display the information in the
best way. It will probably take the students at least two class periods because they will need to do the
planning/gathering of research and then the second day they will actually be putting together and editing the
video. Student learning will be assessed through having the students present their videos and letting the class
discuss which video they thought was more creative and also which video demonstrated the knowledge
better. The final product will differentiate learning, because it will allow students to show their own different
ways that they view transformations and examples that they can think of outside of the classroom. I will

Spring 2018_SJB
 MultiMedia Tools
extend the student learning to a higher learning level by having the students make sure they relate this topic
to examples that are in the real world. I think that it is important for our students to be able to learn the
information and view the concept as something that they will see, and it is not just a definition or a formula. I
will conclude the lesson by having the students write about the process of making the video and where they
got their own creative ideas from along with what they thought about their class mates videos and if they feel
like any of the other videos allowed for the information to be represented in a different way. By bringing in
writing into the math classroom, it will not only show the connections between a mathematical concept and
use of it outside of the classroom but also allow for students to connect the mathematical concept and
be able to write and explain what they now know about this concept. I will provide feedback to the students
by looking back at the videos and allowing students to have access to the videos that I think will be the best
way to review over the concepts.

Importance of technology:
Using a multimedia authoring tool is critical to this project because it allows the students to use their own
creativity to extend their own education. I think this type of learning is what allows our students to really be
able to understand the concepts since they are being asked to take responsibility for their learning. The
project could not be completed without the video technology because it would not allow for the students to
visually be able to see the transformations that are shown. This would mean that the students could not see
how the shapes are being transformed to represent a reflection, rotation, or a transformation. You could use
graphing calculators to demonstrate some of the transformations, but it would be much more clear to see
them on a video where they can also add dialogue and other information on top of just the visual
representations.

Internet Safety and Student Privacy:

When we are dealing with student privacy on the internet, I think the first thing it is important for educators
to do, is to review over what the district and the schools’ policy itself when it comes to technology and
dealing with copyright. I will have the students only be able to choose their information from reputable
websites along with having them only use the creating/editing of the video from certain software that I have
reviewed over before giving it to the students. I think it is best to be proactive and have my students have
certain limits when it comes to using the internet for school related assignments. I will alleviate any fears by
parents and administrators by having them be aware of the assignment that I am asking of my students to
complete. I will even encourage students to get ideas from their parents or other family members so that it
can encourage parents to get involved with their student’s academic assignments.
Reflective Practice:
I think that the students learning would definitely be encouraged by this activity because it will allow for thestudents to
take control of their own learning instead of just having me go over notes and handing theminformation. I do think that
we could use graphing calculators for this particular mathematical concept aswell. If we had a way for students to work
through examples of problems on a graphing calculator and thenallow for students to record doing this and put it into
the video that they create.

Spring 2018_SJB