This was a 4th grade math lesson on finding the missing angle in a right triangle. The teacher provided a problem where an angle in a right triangle was missing and students were required to create a video of them explaining the solution to the problem. The audience for the video was teachers and parents, talk about authentic learning! Students created the video using their laptops and a transparent clipboard (which was effectively used by students as a cheap substitute for Lightboard!). Students shared the finished video with the teacher using Seesaw.
The lesson commenced with the teacher giving out directions of what needs to be done, this took less than 5 mins, impressive for a math class! Then the students spread out in the room and started working on the videos. The teacher was going around observing (formative assessment?) and helping students as needed. Students required minimal help and were engaged in the lesson. When asked, many students responded that they really liked the activity!
Besides integrating the principles of authentic learning, the way technology is leveraged redefines teaching/learning in this lesson (SAMR Model). The role of the teacher has changed from being the expert in the class to that of a facilitator (hard to achieve this in a Math classroom). Additionally, the teacher can use the student created videos to reflect on student learning and her own teaching. The videos can also be used by students to reflect on their own learning (metacognitive skills).
Besides integrating the principles of authentic learning, the way technology is leveraged redefines teaching/learning in this lesson (SAMR Model). The role of the teacher has changed from being the expert in the class to that of a facilitator (hard to achieve this in a Math classroom). Additionally, the teacher can use the student created videos to reflect on student learning and her own teaching. The videos can also be used by students to reflect on their own learning (metacognitive skills).
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