Author Archives: Mary Grant

Tessellations with Illuminations

I found that LfU- Learning for Use framework (Edelson, D. C. 2001) and Illuminations merged perfectly as the learner is motivated through simulations to understand the specific content or skills based on a recognition of the usefulness of that content beyond the learning environment. Moreover, Illuminations and Applets support increased motivation through tasks/lessons that are constructed and scaffolded to allow the learner to perceive themselves to be competent (Srinivasan, S. et al., 2006). As a primary teacher, I often struggle with the implementation of stimulation activities and whether it is more advantageous over real hands-on applications. For instance, using Minecraft vs. Makerspace materials to evaluate the suitability of different materials and designs for their use in a building task. Finkelstein, N.D., et al., 2005 noted that simulation does not lend itself to“mess around” and it was less restrictive compared working with real equipment. For this reason, the below lesson integrates an inquiry-based task with simulations which can be used to enhance students’ understanding of tessellations while making it learner-focused and meaningful (Edelson, D. C. 2001).

Grade 3: Geometry: Tesselations

Image source

Motivation- Western education often artificially separates learning into discrete subject areas. A First Nation, Metis, Inuit (FNMI) believe perspective uses an integrated approach. For example, the making of a star quilt would be seen as an art involving geometry (including symmetry and rotations), an opportunity to meet a quilt maker from the community, and a way to learn cultural teachings regarding the star pattern and quilt. Quiltmaking is often a communal experience and this working with others to meet a common goal is an opportunity to explore and learn about the importance of establishing and maintaining relationships (Education, A. 2005).

Elicit Curiosity- The mayor of our city has asked us to create a Canada 150 storytelling quilt and it will be displayed at the City Hall. The challenge is to use only tessellations with a 150 Canada symbol in the middle.

Observe- Regular and Irregular Tessellations

In small groups, students are given an example of tessellations and “non-tessellations”. These varieties allow students to see that tessellations can come in multiple forms and will help avoid misconceptions. This activity allows for different perspectives and experiences to commonly discuss tessellations. The LfU (Edelson, D. C. 2001) constructivism model poses two processes that enable learners to construct understanding:

observation through firsthand experience, and
reception through communication with others.

Communicate- A tessellation is a repeating pattern of polygons that cover a plane with no gaps or overlaps. What kind of tessellations can you make out of regular polygons? https://illuminations.nctm.org/Activity.aspx?id=3533

What shapes tessellate? If shapes can be combined to make patterns that repeat and cover the plane, then they tessellate. What patterns can you find?

Which of the shapes tessellate by themselves? Can you cover the plane with just triangles? just squares? just pentagons?
Try to find a way to make a tessellation with just squares and octagons. Which other combinations of shapes tessellate?
Is there a way to tell if shapes can tessellate by looking at the properties of those shapes? How?

As Finkelstein, N.D., et al., 2005 stated computer-based activities:

Increased student access to productive concepts, and representations
Constrain the students in productive ways. (p. 6)

Reflect- https://calculationnation.nctm.org/Games/

By using the simulation game, teachers can examine the geometry and strategy used in the game without specifically focusing on it. While students are playing the game, circulate the room, and ask students questions such as:

How are you choosing where to put your next tile?
Which type of tile do you like using the best? Why?
Why do you think the game creators designed the game board in this way?

Once students have completed one game, have them select a tesselation then share the strategies they used for winning or playing the game.

Apply- The Exit Ticket: students generate a definition of a tessellation, in a group of four and provide each group with two images, an example and a non-example of a tessellation. The group should work together to determine which image is a tessellation and give a detailed explanation as to their answer. Be sure to have students also describe why the non-example is not a tessellation, as to clear up any misconceptions.

Extension- Finally, as a group, the students can create a Canada 150 tessellation quilt piece. Similar to the FNMI culture, this quilt making experience will bring the classroom culture together to work collaboratively making the Canada 150 quilt (tessellations) to tell a story.

I appreciated Finkelstein, N.D., et al. (2005) stating that simulations are a useful tool to promote student learning. In saying that, whether it is virtual or real equipment used to promote conceptual knowledge either learning environment should foster the development of students’ critical and reasoning skills.

I stumbled across this resource, it did not fit into this posting but I thought someone might find it helpful. Virtual Manipulatives: http://nlvm.usu.edu/en/nav/topic_t_3.html

A couple of quesitons:

Will students soon expect some form a simulation activity or virtual environment in every STEM lesson?
Did you believe simulations provide teachers more time to design and more freedom to assist with individualized student instruction?

Education, A. (2005). Our words, our ways: teaching First Nations, Métis and Inuit learners. Edmonton, AB: Alberta Education.

Edelson, D. C. (2001). Learning‐for‐use: A framework for the design of technology‐supported inquiry activities. Journal of Research in Science teaching, 38(3), 355-385.

Finkelstein, N.D., Perkins, K.K., Adams, W., Kohl, P., & Podolefsky, N. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physics Education Research,1(1), 1-8

Srinivasan, S., Perez, L. C., Palmer,R., Brooks,D., Wilson,K., & Fowler. D. (2006). Reality versus simulation. Journal of Science Education and Technology, 15 (2), 137-141

Leading through Constraints

Compare the examples of networked communities you focused on. What are several cognitive and social affordances of membership in these networked communities? How might understanding of a math or science misconception be addressed in these technology-enhanced environments? Name the misconception and describe it in your post, drawing upon the reading(s) you did for the social construction of knowledge.

I can honestly say, I was excited to delve into the networked communities of the Exploratorium and various virtual field trips and web-based expeditions.

The Exploratorium believes that “The Science of Sharing” experiences aren’t just about play but importantly thinking about critical challenges that can lead to knowledge and reflection of the worlds pressing problems.
Various Virtual Field Trips and Web-Based Expeditions

Both of these networked communities have students engaged in practical and discovery activities which can lead to deeper understanding. Gutwill, J. P., & Allen, S. (2011) stated that experimental inquiry games, similar to tasks in Exploratorium, culminate two inquiry skills:

Proposing actions: making a plan or asking a question at the start of an investigation
Interpreting results: making observations, drawing conclusions, or giving explanations during or after an investigation. Furthermore, Gutwill, J. P., & Allen, S. (2011) recognized several key principles when students are embodied in the design of authentic learning experiences in math or science:
Builds on on learners prior knowledge
Teaches through modeling, scaffolding and fading
Identifies skills explicit
Supports metacognition
Supports collaboration
Strikes a balance between choice and guidance
Places realistic demands on teachers

I found that principle of finding “ a balance between choice and guidance” is the true essence of STEM. Earlier in this course, Confrey stated, “children develop ideas about their world, develop meanings for words used in science, and develop strategies to obtain explanations for how and why things behave as they do” (Confrey, 1990, p. 3). If this is true, teachers need to promote “change in pupils’ ideas is to show pupils the limitations of their discrepant event” (p.89). During a PL session for STEAM, we were given makerspace materials to create projects, and we were given time to consolidate with our group to make the project. Right before we started we told that we could “take” 1 item from someone elses group to enhance or better our own project. Unbeknownst to us, a major component for our project was taken! Morgan, A., & Barden, M. (. e. (2015) Constraint-Led method and mindset that embraces constraint when developing new ideas.

Image Source

This approach to addresses scientific content in an area where misconceptions are held, then through leading through constraints drives many students to reconstruct their thinking. Students can deconstruct their knowledge and reconstruct their thoughts using critical thinking and logical reasoning. Finally, Gutwill, J. P., & Allen, S. (2011) concluded that learners who were engaged in activity structure within a networked community tended to make correct interpretation after instruction (p. 149).

Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom. Educational researcher, 23(7), 5-12

Gutwill, J. P., & Allen, S. (2011). Deepening students’ scientific inquiry skills during a science museum field trip. Journal of the Learning Sciences, 21(1), 130-181

Morgan, A., & Barden, M. (. e. (2015). A beautiful constraint: How to transform your limitations into advantages, and why it’s everyone’s business. Hoboken, New Jersey: John Wiley & Sons, Inc.

Photomath

(click on the above icon to go to a video)

Photomath is a free mobile application that is available on Google Android and iOS.

Typically, I would explore an app I have used in my classroom and explain how it impacts students learning. On the other hand, I have decided to investigate Photomath (higher level math) because my own children (grade 8 and 10) have occasionally used this app to support their mathematical understanding. I want to examine the affordances and drawbacks of using this app to understand more complex mathematical algebraic equations.

What does Photomath do?

Point your phone camera toward a math problem and Photomath will show the result with a detailed step-by-step instructions.

Photomath provides:

Camera calculator Handwriting recognition
Step-by-step instructions
Smart calculator
Graphs (NEW)

Photomath supports:

Operations with: Integers, Fractions, Decimal numbers, Powers, Roots, Logarithms
Algebraic expressions
Equations: Linear, Quadratic, Absolute value, Rational, Irrational, Logarithmic, Exponential, Trigonometric
Inequalities: Linear, Quadratic, Absolute value, Rational, Irrational, Logarithmic, Exponential
Solving Systems using: Comparison, Substitution, Elimination, Gauss-Jordan method and Cramer’s Rule
Calculus: Derivatives, Integrals
Trigonometry: Converting Angles, Calculating trigonometric values, Finding Periods of trigonometric functions, Calculating with trigonometric expressions
Graphs of Elementary Functions

Resource: https://photomath.net

In ETEC 565A: Learning Technologies: Selection, Design and Application, I was introduced to The SECTIONS model (Bates, A. W., & Poole, G. 2003), which is a framework for selecting and using technology. At the same time, Motiwalla, L. F. (2007) argued that mobile learning does not transcend instantly, rather educators need to learn how to apply appropriate pedagogies from both social and constructive and conversational theories.Bates, A. W., & Poole, G. (2003). Effective Teaching with Technology in Higher Education: Foundations for Success. Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256.

Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & education, 49(3), 581-596.

Embodied Learning: Primary Learner

When discussing your practice, describe a topic that you teach that you think would benefit from an embodied learning approach and explain why.
E-Portfolio: How could you use what is developed in these studies to design learning experiences for younger learners that incorporate perception/motion activity and digital technologies? What would younger children learn through this TELE (technology-enhanced learning experience)?

The notion that your body influences your mind is the central premise of Winn, W. (2003) article and that learning occurs when people adapt to their environment. Winn, W. (2003) claimed that “we must think of the learner as embedded in the learning environment and physically active in it, so that cognition can be thought of as embodied as well as cerebral activity” (p. 3). Additionally, Lindgren, R., & Johnson-Glenberg, M. (2013) research showed conceptual development and comprehension are enhanced with the creation and manipulation through engaging and interacting with your physical surroundings. Moreover, they found that Mixed Reality (MR) technologies, virtual environments, are “well suited for facilitating embodied learning because they combine physical activity with salient and compelling representational supports” (p. 447).

Personally, I have seen a rapid shift in the classroom where students can connect with abstracts concepts in virtual and online learning environments. Klopfer, E., & Sheldon, J. (2010) noted that participatory simulations “enables students to see the world around them in new ways and engage with realistic issues in a context with which students already connected” (p. 86).

I am lucky to be part of my school division’s STEAM Cohort (mostly elementary teachers) which incorporates art (A) with the standards of science, technology, engineering and math. We recently changed a typical paper-and-pencil animal research project to be more immersive and embodied by incorporating Mixed Reality and Learning-for-Use environment (motivate, construct & reflect).

Design Challenge: Can you create an animal that would help you SURVIVE?

Note: Station 1 uses the Animal VR cards. The cards provide the opportunity for the students bring the animals to “live” and by connecting the animals with other cards (food, predators or prey). As Klopfer, E., & Sheldon, J. (2010) concluded these embodied environments has the “potential to engage students by seeing information in context and providing a platform through which they creatively explore content by designing and exploring scenarios through the lens of games” (p. 93).

The TPACK framework is useful in learning because it supports active and collaborative blended learning. Typically, most MR applications for primary students have embodied learning environments which provide few opportunities to collaborate with peers. In other words, they mostly include single user applications.

How can primary students be better supported to work with their peers in an embodied environment?
How is it possible for primary students mix virtual/augmented realities? Is it essential to manipulate realities at a young age?

Klopfer, E., & Sheldon, J. (2010). Augmenting your own reality: Student authoring of science‐based augmented reality games. New directions for youth development, 2010(128), 85-94.

Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational Researcher, 42(8), 445-452

Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114.

TELEs all summed up!

Important takeaways from Module B:

Visualization is seen throughout all 4 TELEs. One of the essential affordances of technology is the ability to use visual images, modeling and simulation to enhance learning. In fact, some aspects of the Bloom’s Taxonomy are included in each of the TELEs which creates differentiated learning environments for students to become independent thinkers.
All 4 TELEs focus on the importance of “real-life” inquiry. The education ministry in Alberta is redesigning their curricula across the board, as some components date back as far as 1996. There is no doubt the new curricula will include learning outcomes related to digital technologies and a greater focus on student-centred learning. School divisions will need to focus on opportunities for students to practice and apply their knowledge in real-world scenarios, while at the same time using 21st-Century production tools, software and techniques in demonstrating their learning and expressing their ideas.
Constructivism is built in each of the TELEs. Modern educators today are creating constructivist learning environments where learners are engaged in meaningful interactions. All the while the TELEs use Vygotsky’s theoretical framework and zone of proximal development to construct lessons and activities to meet the specific needs of their students (Vygotsky, L. S. 1980).
As an elementary teacher, I found most TELEs approaches were more adequate for higher grades. With that being said, there still is a need for younger students to have opportunities to modify and evaluate simulations and technological applications.

In closing, all four TELEs strive to create an environment that promotes learning from an inquiry pedagogical perspective as technology is not a stand-alone commodity. Rather it becomes a meaningful tool to support more profound understanding. More importantly, technology integration should help teachers to prepare their students for the world they live in and to adopt technology-enhanced learning environments that will surely be part of their future world.

References

Edelson, D. C. (2001). Learning‐for‐use: A framework for the design of technology‐supported inquiry activities. Journal of Research in Science teaching, 38(3), 355-385.

Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905

Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.

Attracted to T-GEM

I found the teacher quote in Khan, S. (2007) Model-based inquiries in chemistry article resonated with me.

“I want [students] to learn chemistry, [but] I don’t want them to just understand the concepts–I want them to understand where to get the concepts and where they come from” (p. 881).

This teacher is facilitating metacognition through inquiry, this allows for students mental models to be enriched and revised. Khan (2007) argues the aim of model-based teaching is to develop teaching strategies that foster learning environments that build, extend, elaborate and improve mental models of the way of the world works. Model-based inquiry lesson, as seen below, facilitates the critical evaluation, but lends to opportunities where students challenge misconceptions.

One of my favourite units to teach is Grade 2 Magnets and other magnets because most students have some prior knowledge how a magnet works and the authentic learning that takes place with hands-on learning.

Describe the interaction of magnets with other magnets and with common materials.

Students will:

Determine which materials are attracted to a bar magnet.
Define the term “ferromagnetic.”
Observe the interaction of bar magnets.
Determine that like poles repel and opposite poles attract.
Understand that magnets exert force at a distance.
Observe magnetic field lines for attracting and repelling magnets.
Use magnetic field lines to predict if an object will be attracted to a magnet or repel

My School Division has access to Gizmos that are interactive online simulations for math and science education in grades 3 – 12, through our Moodle Portal. Through the simulations, students will drag bar magnets and a variety of other objects onto a piece of paper. Clicking play will release the objects to see if they are attracted together, repelled apart, or unaffected. Students will be able to sprinkle iron filings over the magnets and other objects to view the magnetic field lines that are produced.

Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905.

Lfu-Gr. 2 Social Studies

2.1.2 – Students will investigate the physical geography of an Inuit, an Acadian, and a prairie community in Canada by exploring and reflecting the following questions for inquiry:

Where are the Inuit, Acadian and prairie communities located in Canada?
How are the geographic regions different from where we live?
What are the major geographical regions, landforms and bodies of water in each community?
What are the main differences in climate among these communities?
What geographic factors determined the establishment of each community (e.g., soil, water and climate)?
How does the physical geography of each community shape its identity?
What is daily life like for children in Inuit, Acadian and prairie communities (e.g., recreation, school)?
How does the vastness of Canada affect how we connect to other Canadian communities?

Program of Study – LearnAlberta.ca . (2018). Learnalberta.ca. from http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=564423#235575

The above Alberta Education Outcome almost seemed overwhelming when I first taught grade 2. I found this week’s reading on Edelson’s Learning-for-use technology design framework had a direct connection with my Inquiry-based unit for Canada’s Dynamic Communities. This is the first time I have seen the My World GIS program; perhaps it is due to that the program is intended for middle school through college geosciences audiences and geography courses. As an elementary, I found the program not a viable option for my elementary students. In saying that, I have used a similar application, Google My Maps, that paralleled My World GIS program design and implementation features that made it more workable for this age group. Edelson, D.C. (2001) illustrates “Learning-for-use is a framework to support the design of learning that integrate content and process learning” (p. 381). Sadly, when I first taught this unit, I used the textbook (yes, there is a textbook for grade 2!) and we systemically went through each unit and answered the questions at the end of each unit. It was all direct instruction and not opportunities to using a GIS tool that can “effectively develop students’ spatial awareness while they” (Perkins, N.et al. 2010 p. 218) examine how living things depend on one another for survival.

Edelson, D.C. (2001) noted technology supports inquiry-based learning and Learning-for-Use. Inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas, and observations at the centre of the learning experience. Educators play an active role throughout the process by establishing a culture where ideas are respectfully challenged, tested, redefined and viewed as improbable, moving children from a position of wondering to a position of enacted understanding and further questioning (Scardamalia, 2002). In other words, by using Google My Maps, students can explore the similarities and differences of the geographic areas and explore and search for data and understand how the vastness of Canada affect how we connect to other Canadian communities.

Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.

Perkins, N., Hazelton, E., Erickson, J., & Allan, W. (2010). Place-based education and geographic information systems: Enhancing the spatial awareness of middle school students in Maine. Journal of Geography, 109(5), 213-218.

Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago, IL: Open Court.

Wise Inquiry

I customized the Photosynthesis: Initial Ideas activity on the WISE platform. Personally, I have not taught science above grade 6. Therefore this was a topic I could relate to you. From the outset, I found the original inquiry project to be very text heavy with no visuals, audios or videos. I believe the creator of this project did not take into account the constructivist approach, where learning is active social and situated to alter and empower the learner and in this case through the use of technology.

The original Photosynthesis: Initial Ideas activity did not design and develop their project around the four key components for knowledge integration (Slotta, J. D., & Linn, M. C. 2009). First, making learning accessible is designed to guide students to hypothesize, investigate and make possible predictions. Moreover, asking them to interpret the results of activity based on their predictions. Second, the many multiple choice questions did not allow for making thinking visible. There were a few open-ended questions that did provide some opportunities for the learner to gain insight into their own learning. Third, this article noted the importance of the Learner from others. This project could have included peer review activities where students are guided to critique others thoughts and opinions. Especially, since this more of background knowledge project, it would be vitally important to conduct these types of discussion to alleviate any misconceptions about photosynthesis. Lastly, the authors illustrated that “WISE has many different tools and activities to promote autonomous learning, such as graphing, drawing, data collection, online discussion, note-taking concept-mapping, peer-exchange and reflection” (p. 70), none of the features were used in this project to enhance the learning for the student.

I altered the first three activities in this project to guide students in a more autonomous form of learning that reflects that nature of scientific investigation.

#1 I introduced the concept of photosynthesis by incorporating a comic strip. Constructivist educators believe that prior knowledge impacts the learning process (Vygotsky, Lev S. 1987). In trying to solve scientific problems students have the opportunity to construct new information into their existing understanding of photosynthesis actively.

#2 As reiterated in the Jasper project, video can be as good an instructional tool to give real-world facts or demonstrate procedural requirements that assist with solidifying the information into long-term memory. For this page, I video gives visual cues of the importance of food has for all living things.

#3 chloroplasts can be a complex concept for students to understand. The luxury of the video is that students can rewatch and understanding those misconceptions. By scaffolding the knowledge (SKI) through the WISE activities students are guided through the process of scientific investigation Furtak, E. M. (2006).

In closing, I did ask a colleague, with significant science and teaching experience, to navigate through the WISE platform. Interestingly, he came back saying it would not be an instructional tool he would use because the setup and limitation to customize the overall project would deter him from using in the future. I would like to further explore if there other options for providing effective science materials online.

Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90(3), 453-467.

Slotta, J. D., & Linn, M. C. (2009). WISE science: Web-based inquiry in the classroom. Teachers College Press.

Vygotsky, Lev S. 1987.. Collected Works of L. S. Vygotsky, Vol. 1: Problems of General Psychology, trans. Norris Minick. New York: Plenum.