Creating Multimedia Lessons for the Middle Grades

1. Creating Multimedia Lessons for the Middle Grades Judith Preiner, Markus Hohenwarter Florida Atlantic University Boca Raton, USA

2. Overview • Standards Mapped Graduate Education and Mentoring • General Information • Math and Science Partnership Institutes • Multimedia Lessons • Effective Use of Technology • Creation Process of Multimedia Lessons • Examples for Multimedia Lessons CADGME June 2007

3. The SMGEM Project Standards Mapped Graduate Education and Mentoring • For Middle School Mathematics Teachers • NSF Math and Science Partnership (MSP) • Florida Atlantic UniversityDepartment of Mathematical Sciences • School Board of Broward County • “Master of Science in Teaching” degree in Middle School Mathematics CADGME June 2007

4. The SMGEM Project Standards Mapped Graduate Education and Mentoring • Funded by the National Science Foundation • Original award August 2004 for 5 years • Supplements August 2006 and May 2007 • Grant based on 10 years of prior NSF funding for FAU / SBBC teacher enhancement projects • Principal Investigators • Dr. Heinz-Otto Peitgen (PI) • Dr. Richard F. Voss (Co-PI) CADGME June 2007

5. The SMGEM Project Standards Mapped Graduate Education and Mentoring • Specially designed evening classes • Summer Institutes • Biannual Pedagogy Conferences • Goals • Increase mathematical and pedagogical content knowledge • Effective use of technology for learning and teaching mathematics • Impact on university, school district, and students CADGME June 2007

6. MSP Institute Components Master of Science in Teaching • Track for Middle Grades Mathematics • Through the FAU Department of Mathematical Sciences • Fewer math prerequisites but more school relevant courses • Emphasize technology • Connections across disciplines • Journals and lesson plans • Focus on Sunshine State Standards CADGME June 2007

7. MSP Philosophy • Awareness of standards and classroom realities • Extend and enhance • Content knowledge • Teaching strategies • Teachers teaching teachers • Teacher leaders • Best practice examples • Emphasis on journals, narrative, and lesson plans rather than traditional homework and exams CADGME June 2007

8. MSP Philosophy • Discovery (active) learning • Web of connectivity multiple paths through traditional disciplines • Multiple representations algebraic, geometric, numeric, and narrative • Use of technology CADGME June 2007

9. Creating and Implementing Multimedia Lessons

10. Effective Use of Technology? • Selective use of software for teaching and learning • When does it make sense to use software? • Which contents should rather be taught in a “traditional” way? • Which type of software is appropriate for which content? • Best practice examples from lead teachers • How do I use software efficiently in my classroom? • Exchange of “real world” experiences using technology in a classroom CADGME June 2007

11. Design Principles for Multimedia • Multimedia Principle Use words and graphics rather than words alone • Contiguity Principle Place corresponding words and graphics near each other • Coherence Principle Adding interesting material can hurt learning • Personalization Principle Use conversational style and virtual coaches • Learner Control Principle Use learner control for learners with high prior knowledge or high meta-cognitive skills Source: Clark, R.; Mayer, R.E.: e-Learning and the Science of Instruction. San Francisco: Pfeiffer, 2002. CADGME June 2007

12. Technology Tools • GeoGebra – Dynamic Mathematics Software • Excel – spreadsheets • PowerPoint – presentations • Word – text processing • NVU – html-editor • HotPotatoes – tests and quizzes CADGME June 2007

13. Design Guidelines General layout • All contents (text & construction) should fit on one screen • Students should not have to scroll between the task explanations and the construction • Take 1024x768 pixel or 1280x1024 pixel as the usual screen sizeTip: use tables in NVU to achieve this • Example by B. Perez Area of a Rhombus CADGME June 2007

14. Design Guidelines Dynamic construction • Allow as much dynamic variation as possible! • The size of the applet matters! It should be… • … big enough to allow discoveries • … small enough to fit on screen and to leave space for explanations and tasks • Fix texts and slider positions • When a worksheet is opened you should be able to read all labels • Example by G. Barmoha: Rotated Point Practice CADGME June 2007

15. Design Guidelines Text • Use as little text as possible - every word counts! • Convention • On top of the construction • Short explanation of what this page is about • Short description of the dynamic construction • Below the construction • Tasks and assignments • Instructions like "move point A" are part of the tasks • Example by M. Yanes Adding Integers on the Real Number Line CADGME June 2007

16. Design Guidelines Tasks and Assignments • Limited number of questions on one worksheet • If a worksheet is just for presentation by a teacher… • it might be better to have no tasks or questions on it • if you have text there it has to be clear for students • Solutions or information for other teachers • Should not be part of the worksheet • Add an additional document that describes your ideas CADGME June 2007

17. Design Guidelines Guidelines for tasks / assignments • Make clear what the students should do • Avoid questions like "What is always true?“ • Explain new terms (e.g. "congruent") by giving examples related to the construction • Should the answer to a question be written down on paper? If yes, say so on the worksheet or at least in accompanying material (e.g. lesson plan) CADGME June 2007

18. Multimedia LessonsExample by J. Carter Area of Circles and Probability • 8th Grade, Pre-Algebra • Objectives of the lesson • Finding the area of circles and complex figures. • Describing how the radius of a circle affects it area. • Calculating the probability of a simple event. • Using technology as a tool to solve a problem. • Instructional materials • PowerPoint Presentation • Dynamic Worksheets CADGME June 2007

19. Multimedia LessonsExample by N. Perez Adding Fractions • 7th Grade, Regular Math • Objectives of the lesson • Converting fractions to equivalent fractions with a common denominator • Adding fractions with a common denominator • Simplifying fractions to mixed numbers • Instructional Materials • PowerPoint presentation • Excel spreadsheet CADGME June 2007

20. Multimedia Lessonby B. Walker History ofPythagorean Theorem • 7th Grade, Intensive Math • Objectives of the lesson • Become familiar with the history of Pythagorean Theorem • Having a better knowledge of Pythagoras • Becoming familiar with the Pythagorean Theorem • Instructional Materials • PowerPoint presentation • Sequence of HotPotatoes files • Quiz • Gap-close exercise CADGME June 2007

21. Multimedia LessonsExample by B. Perez Area of Trapezoids, Rhombuses, and Kites • 8th Grade, Geometry • Objectives of the lesson • Deriving the formulas for area of a trapezoid, a kite, and a rhombus. • Using the formula for the area of a trapezoid / kite to solve problems. • Instructional Materials • Series of Dynamic Worksheetse.g. Area of a Trapezoid CADGME June 2007

22. GeoGebra @ CADGME GeoGebra in Secondary School Teaching Workshop by Markus Hohenwarter Thursday, 14:30 – 16:00 Room 244 CADGME June 2007

23. Thanks for your attention! Judith Preiner, jpreiner@math.fau.edu Markus Hohenwarter, mhohen@math.fau.edu Florida Atlantic University