For the next revision of my original lesson plan I want to look at how networks (both my own and my students’) can be leveraged to create a higher quality lesson. I want to quickly recap my lesson with it’s revisions. First, students will engage in an inquiry activity where they will do an exploration using this Wolfram Alpha widget. We will then have a group discussion looking at the patterns students noticed in exploring different functions with the widget. I will then transition into the proof of the Fundamental Theorem of Calculus. During this, or immediately following, I will ask students to backchannel, explaining the questions they still have with the proof, a part they understood the best, and how it fits with the activity they just did. I will then move into modeling a couple problems. They will then try some problems in small groups using the mega whiteboards, sharing out solutions with the class when they’re done. Finally, they will have independent work time. The following day we will follow this system for clearing up misconceptions on the assignment. At the end of the week they will write a blog post with the prompt “What kind of inductive and deductive reasoning did you utilize in constructing your understanding of the fundamental theorem of calculus?”
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How I Currently Utilize Networks
The biggest way that my lesson currently uses networks is through their blogs. I can do a better job of making this an effective use of networks (see below), but I will often tweet out quality blog posts to my network and will occasionally get feedback from people in my network. In addition, I knew Wolfram Alpha was a great math and science resource so I explored that and (surprisingly quickly) found a simulation that increased the quality of the lesson. Although I use networks a small amount in this lesson, I think that they can be implemented in a much more effective way that will further enhance the quality of the lesson.
How Networks Could be Better Utilized
I want to focus on two specific aspects of using networks: how can I leverage my network to increase the quality of the lesson, and how can my students use their networks to gain a better understanding of the concept.
One way that I can use my network is to have them look at the backchannel the students do during/after the proof. Let me explain. The backchannel will happen on a Google doc. I won’t change anything in the Google doc (I may leave students comments but I won’t change what they originally wrote). I will then ask specific math teachers that I’ve connected with previously to scan the Google doc and give me feedback on students’ misconceptions. What do they think I need to go back and reteach? Do they have ideas for extending the concepts? What trends do they notice that I should address? I really think this would be a powerful use of my network that would certainly help me increase the quality of follow up instruction on the topic.
Another idea I’d like to explore is connecting with the physics teacher to discuss overlap in our lessons. I know the fundamental theorem has implications in science and I’d like to look at how to leverage that overlap to bring a more real world context to the concept. It might be worth my time to develop a project for the end of the unit in collaboration with him.
I also think that students could leverage their network in creative ways to increase their learning. First, I’m going to have students comment on other students blogs while considering the following questions. How does that student’s understanding of the concept differ from yours? What did he/she leave out that you would put in? What did they explain that you missed? Can you help to give that student a better understanding of the concept and if so, how? This should help each student better construct the knowledge in their own mind as well as help the person whose blog they are commenting on. This idea of explaining and discussing mathematics is especially important for gifted and talented learners to extend their learning beyond a surface level understanding of a topic (Sheffield, 1994, p. xx).
I also want them to tweet out their article using both the hashtag #mathchat and #calcchat asking for feedback on their ideas. Many of them probably won’t get feedback, but the potential for a random person to actually read their post and give feedback will motivate them to do better work.
Last, as an extension for the motivated learner, I’d like them to find a video online over the concept and critically analyze it with questions like “What did the creator do effectively and what did he/she miss?” They will then post the link to their analysis in the comments. This gives students the opportunity to participate and contribute to the conversation in mathematics. This is authentic, motivating (for some students) and will help them deepen their understanding of the Fundamental Theorem of Calculus.
Sheffield, L. J. (1994). The Development of Gifted and Talented Mathematics Students and the National Council of Teachers of Mathematics Standards. Storrs, CT: The National Research on the Gifted and Talented.