Using the iPads to address the ambiguous case

The iPads have continued to grasp student attention and keep them focused throughout a 75 minute lesson.


Video Examples with 2Ps

I have continued to create and share solution videos with my 2Ps with this week and these videos have become a staple in my instructional strategy.

Following a teacher-led demonstration where students have an accompanying solution with pieces missing or notes to add, students have the option of accessing a "Video Example" on the iPads or trying the example on their own. I have found that many students utilize the video example and even pause or "rewind" the video as they work through it. Some students have resisted the iPad videos and have chosen, instead to work through it on their own asking myself or a partner for help, but I guess that's differentiated instruction!

The beauty is that because so many students are working with virtual me, it frees up real me to focus on students that require that extra 1-on-1 support. Students have been great at using the iPads for their intended purposes and I have had almost no issues with misuse or abuse. They respect the technology and are very good at closing them down and tucking them away / plugging them in each day.

Today I had students work through a linear systems summative activity with a partner and full access to the iPads and all apps therein. It was great to see students taking the initiative to run the myScript calculator app, access pdfs and videos on the course website, and revisit the video examples in their Google drives.

My goal of improving students online literacy, resourcefulness and competence seems well within reach.

Drawing diagrams with 3Us in Sketchbook

Sketchbook is a tremendous piece of free software that allows students to put a lot of creativity and variety in their diagrams. Yesterday, I had students draw the diagram for a real-life trigonometry example and upload it to our class folder on Google drives. Because the situation was "ambiguous", and the first ambiguous situation they had dealt with, the effect of seeing the alternative diagrams was very rewarding. Students were able to peruse their peer's diagrams on their iPads and on the smartboard and realize that two diagrams are possible and equally correct! It was great. (see photo below for example of each)

Working towards digitized peer assessment

I have been experimenting with Sketchbook and Skitch as complementary programs to have students write solutions and then provide descriptive feedback through Google Drive sharing. I am running into roadblocks with solution space as only short questions can be written in the limited space provided. Trying to find a program that will allow students to write a little more :)

-Dave