Creating Multimedia Lessons for the Middle Grades

Judith Preiner, Markus HohenwarterFlorida Atlantic UniversityBoca Raton, USA

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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

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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

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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)

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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

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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

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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

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MSP Philosophy Discovery (active) learning Web of connectivity

multiple paths through traditional disciplines Multiple representations

algebraic, geometric, numeric, and narrative Use of technology

Creating and Implementing Multimedia Lessons

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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

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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.

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Technology Tools GeoGebra – Dynamic Mathematics

Software Excel – spreadsheets PowerPoint – presentations Word – text processing NVU – html-editor HotPotatoes – tests and quizzes

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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

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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

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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

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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

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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)

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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

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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

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Multimedia Lessonby B. Walker

History of Pythagorean 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

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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 Worksheets

e.g. Area of a Trapezoid

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GeoGebra @ CADGME

GeoGebra in Secondary School Teaching Workshop by Markus Hohenwarter

Thursday, 14:30 – 16:00Room 244

Thanks for your attention!

Judith Preiner, jpreiner@math.fau.eduMarkus Hohenwarter, mhohen@math.fau.eduFlorida Atlantic University