Summer

2018

EDU 595 Classroom Interaction and Engagement

ARTIFACT PORTFOLIO
PARSONS, AMY

DANIELSON FRAMEWORK FOR TEACHING | Domain 3

Table of Contents

Introduction and Experience with Domain 3

Artifact 1: Peer Teaching

Artifact 2: Effective Questioning and Discussion Techniques
Artifact 3: Student Engagement and Contribution to Content
Artifact 4: Use of Assessment to Monitor Learning and Inform Teaching
Artifact 5: Student Self-Monitoring
Artifact 6: Student Interest and Need

References
Introduction and Experience with the Danielson Framework for Teaching

I like to think of the framework as a four-part Venn diagram. All of the domains overlap, and
the best outcomes for our students occur when there is harmony between the four
areas. Domain 3 may be the "show," as some of my colleagues call it, but the quality of
instruction is directly linked to planning, the classroom environment and professional
responsibilities.

Domain 3D is one that is frequently discussed in our weekly meetings as a math team with
administration. In this age where so much data can be collected on our students, it is an
ongoing goal to make sure assessment is meaningful. However, assessment is only as useful as
much as it is then used for further planning. That is where the assessment aspect ties in with
Domain 4A, reflecting on teaching. For example, my team uses a program called Study Island to
monitor student mastery of specific eligible content. Some weeks, we spent more time than
other weeks reflecting on what the students' results meant. Those were the weeks where we
then made better adjustments and interventions in the classroom. When reflecting on the data
was made a priority, the assessment had more of an impact on improving student
understanding.

Another major focus for our building this year has been questioning techniques, as described
in Domain 3B. We are reading Powerful Problem Solving by a Drexel expert, and workshopping
with him and his colleague, and then implementing some of their ideas. By making it a priority
to build understanding with students through discussion about problems, we have seen
improved participation. This directly correlates though to Domain 2A, B, and C. In order for
students to feel comfortable participating in questioning or math talks, they must first feel
respect and rapport with the class community. It is an ongoing process to establish a class
culture (with middle schoolers) so they are less self-conscious and more tolerant of mistakes -
their own and others. Total participation techniques help with the procedures mentioned in
2C.

Finally, Domain 3C, engaging students in learning, directly links with Domain 1B,
demonstrating knowledge of students. Two of my classes are very different than the other two.
While some days are still a challenge, I think what finally helped to break through to one tough
group was realizing that they love projects. It can be tough to implement project-based learning
in an established setting, but knowing that my group loves certain tasks has made all the
difference in their engagement.
Artifact 1: Peer Teaching
Description:

This artifact is a rubric for my students to use during an upcoming Math Talk. The rubric has
three main focus areas: "I Notice," "I Wonder" and "Participation." There are four possible
levels of performance from accelerated to novice. This year, a major focus for my grade-level
team has been using noticing and wondering techniques with word problems or extended tasks
so this vocabulary is familiar to them. The participation part of the rubric prompts students to
identify one area they feel confident in fully explaining or contributing to the larger math talk,
and one area to seek out feedback or help with.

Rationale:

I designed this rubric to give structure and guiding behaviors for a notice/wonder talk with a
middle school math word problem or task. My team has been working with Annie Fetter and
Max Ray Riek of the Math Forum at NCTM. They have written several books and great talks on
how to get students to fully participate in problem solving. The idea is that if students can
notice things about the problem or wonder different things about it, the problem is already
more approachable and they are inclined to persevere in solving it. My principal loves to see us
trying these notice/wonders, or as I call them math talks, even if they are works in progress. I
would like to do a full math talk for my next observation, but only if students are familiar with
the structure and expectations. I think this rubric will help do that.

A notice/wonder talk looks very much like the buzz groups listed as a group strategy
suggestion in the Briggs article. The class is divided into groups who brainstorm about the task
at hand and then present to the class some time later. I think in order for the math talk to be
most successful, there is total participation from each student. In this rubric, students must self-
identify a strength and weakness to follow up on. This will naturally set up peer teaching within
the small groups as well as the whole class discussion. The Briggs article also mentioned
rewarding positive behavior. This has been a department wide initiative lately, where we hand
out tickets for demonstrating active learning behaviors, working constructively with peers and
going above and beyond. Therefore, I think these small groups within the larger class math talk
will be a great opportunity to reward students who work well as “tutors” or “tutees.” To
encourage positive interactions, I made a number of posters around my room with examples of
meaningful talk and kinds of talk between partners or groups.

This artifact represents Distinguished Teaching in Domain 3 because there are extensive
opportunities within a math talk for “students to contribute to extending the content by explaining
concepts to their classmates and suggesting strategies that might be used.” This is indicated in the
rubric artifact under the participation category. This rubric (and premise) is based on the element
that “If asked, students are able to explain what they are learning and where it fits into the
larger curriculum context.” This type of task has “the teacher inviting students to explain the
content to their classmates.” Students “suggest other strategies they might use in approaching
a challenge or analysis.” Finally, this math talk structure/rubric represents Distinguished
Teaching in Component 3 because it is closely linked to a specific task tied to direct instructional
outcomes. Students fill this in on the top of their rubric, because I believe it is important for
them to identify and isolate the content we are working on. I believe the more math talks we
have, the richer they will become and I’m glad I now have this artifact to help. I believe a math
talk that is successfully organized hits all ideals in Domain 3.
NAME: ________________________________________ PERIOD:________________ DATE:_________

MATH TALK RUBRIC for the MATH TASK ABOUT ____________________________________________

Advanced Proficient Apprentice Novice

“I Notice” I did a thorough, I made a list of I am not sure I need help
active read of several things I that I noticed all breaking down
the problem. I noticed as I read important this problem.
made an the problem. pieces of
organized list of Some of these evidence from
what I notice. items important the problem. I
This includes key vocabulary or have several
words, facts, keywords. things I noticed
context, ideas while I read.
and more. This
list will help my
group talk
through this
task.
“I Wonder” I brainstormed a I wrote down My question I am not sure
list of what this several looks very what the
problem made questions I have similar to the problem is
me curious about the original asking or what
about. This is a problem itself. I problem. to ask next.
detailed list that can talk about
will help get these questions
conversation with my group.
started during
our math talk.
Participation I picked one I can explain I can mostly I am not sure
area of my what my group’s explain what my
group’s strategy strategy or idea something to my strengths or
to share during is. I know there small group but weaknesses are
the math talk. I is another part not the whole as it relates to
can confidently of the problem class math talk. this problem. I
explain this idea. that I need help do not think I
I also wrote on. can share.
down one
aspect of the
problem that I
need feedback
from a peer on.
Artifact 2: Effective Questioning and Discussion Techniques

Description:

This activity has evolved into one of my student’s best loved projects. Several years ago, I
was working on the fundamental counting principle with seventh graders – i.e. five appetizer
choices times four entrees times 6 drinks times 3 desserts = 690 possible dinner combinations
at a restaurant. I mentioned Sonic Restaurant’s claim that they offer over a million drinks
offhand, and the students’ eyes lit up. Over the years, I refined this challenge to have students
evaluate Sonic’s claim and use the math in our probability chapter to prove or disprove it.
Students generally work feverishly on the project and I usually have to cut it off after a few
days! Sometimes I have gotten (or my husband has!) Sonic drinks to reward them at the end.

This project has been most successful when:

1. Students work in groups.

2. I avoid connecting any dots or suggesting which formulas from the chapter to use. In
fact, it makes an excellent anchor task to kick off the chapter.
3. There is plenty of time for students to work through the task and use materials as they
see fit, without rushing.

I structured the PDF students are given to include authentic restaurant graphics which seem
to be very motivating. The graphic organizer included has phrases frequently used in class –
“We Notice,” and “We Wonder” as well as “Workspace.” Groups are given a large piece of chart
paper to record their thoughts, evidence collection and calculations. Another direction is that
each group member must write on the chart paper and each uses a different color. The poster
paper must include a key on the back of color-coded names.

Students ask many, many questions during this project – both of me (which I try not to
answer) and of each other. Some common questions are:

Does this claim include all drinks, like coffee too?

Can drinks have more than one flavor add-in?
Do all Sonics offer the same menus?
Can we call Sonic and ask them?

We also discuss expectations about group work and how to tackle this task as a team. I have
posters in my room that model meaningful talk stems and I walk around to monitor
conversations.

Common misconceptions or struggles are usually taking on too much at once and getting lost
in the “trees” rather than considering the “forest.” Groups that take one basic drink and find all
combinations pertaining to it can then usually estimate a solution. Some students will apply
only the Fundamental Counting principal, but that over-simplifies the situation.

Rationale:

I believe this lesson has been so successful because of its high student engagement and
accessibility – it is “low floor, high ceiling.” It is an example of Distinguished Teaching in
Component 3B because students are given a focus, much like the Rothstein and Santana article,
and then their creativity and curiosity is unleashed. Students have to record their group’s
thought process and questions (“I Wonder”) and then prioritize and refine their thoughts.
Students feel as if the task is fairly black and white – Sonic is either correct or not – but they
quickly find that the justification requires much more problem solving and critical thinking than
expected. Students are highly challenged, and when we do presentations of our chart papers,
they have to reflect and explain their thinking (metacognition). In this activity, students ask
many, many questions to try and gather more information – it really is a student-driven task.
Group members challenge each other as they make decisions about what to include from the
menu and how to structure their math. There are many opportunities for peer teaching during
this cooperative task. I have added the color-coded group poster to make sure that all voices
are encouraged and heard and that all students take ownership in the group. Something my
team has talked about this year is a “healthy level of frustration,” and I believe this task
includes that along with a challenge to work together to sort out a complex problem solving
situation.
Name:_______________________________ Date:_______________Period:______

The Challenge

Sonic Restaurant once offered whoever correctly guessed the

number of drink combinations they sell that many dollars in
cash prize money! They now claim to offer over 1 million
different drinks.

Your group’s task is to evaluate this claim and prove its

reasonability.

Is Sonic correctly advertising their drink menu?

Your only materials are the Sonic Menu, located here:
https://www.sonicdrivein.com/menu/170-ultimate-drink-stop-r

and your math skills, calculators and teamwork.

This is the graphic organizer your group will complete on chart paper as
you work through your evaluation of Sonic’s claim. Each group member
should use a different color marker on the chart paper. Make a key to
indicate which color is which group member.
We Notice… We Wonder… Workspace

Final Group Evaluation and Justification:

Artifact 3: Student Engagement and Contribution to Content

Description:

This is a lesson I designed for exponential growth and decay. The objectives are that
students identify examples of exponential growth, model it in table or equation form, and make
connections between growth and real-life topics. I have used it with seventh and eighth
graders and this year with accelerated sixth graders. It is a multi-day lesson. The lesson begins
with a warm up question (a daily routine) of which students would rather receive: one cent the
first day, two cents the next day, and so on doubling your payment every day for the next thirty
days, or exactly $1,000,000? Next, we watch the YouTube reading of the Legend of the Rice and
the Chessboard. I also have a Slides presentation that I work through to explain the concept
with gradual release of responsibility to have students completing prompts in a packet. They
move to complete the rest of the activity in stations – Station 1 is “Paying It Forward,” Station 2
is “Half-Life,” and Station 3 is “Gone Viral.” At the stations, students are challenged to
represent situations using a sketch, a table, a graph, and read, discuss and synthesize about an
article with their groups. Finally, students complete an exit ticket to explain a joke and create
their own exponential growth situation.

Rationale:

This activity is one of my favorite to use with students. I find students relate to the situations
because they are interested in zombies, chemistry, YouTube, money, etc. As mentioned in the
Collier article, “if students think what they're learning is relevant to their lives, they give it
greater value. And getting them to see the relevance of their classroom content doesn't have to
be difficult.” I also find that the stations set-up and opportunity for partner or group work
increases the expectancy-value model as well.

I believe this lesson hits the distinguished characteristics on the framework for Component
3C because it challenges students to think critically, contains scaffolding and release of
responsibility, and consideration for students to compile their own thoughts and responses to
the content. The nature of the topic, exponential growth, is one of relative unfamiliarity to
students, and yet one they can learn to see in their everyday lives. The topic allows for many
different types of responses, from calculation, to modeling, to more complex thinking like
identifying patterns, making connections and synthesizing results. There are several points in
this lesson where students have to explain their thinking, from the opening question through
the stations and ending in the exit ticket. This explanation plus the group discussion and
student-driven stations increases student ownership in the content. As mentioned in the
framework, students can also “serve as resources to each other.” Finally, the structure of
stations activities, where appropriate, can be very beneficial for classrooms of students who
learn at different paces. This structure and natural differentiation allows students to process
and digest the information in the time they need.
Lesson Title: Exponential Growth and Decay

Class: Algebra or Accelerated Pre-Algebra

Length: Several class periods

Common Core Standards:

CCSS.MATH.CONTENT.HSF.LE.A.2
Construct linear and exponential functions, including arithmetic and geometric sequences, given a
graph, a description of a relationship, or two input-output pairs (include reading these from a
table).

CCSS.MATH.CONTENT.HSF.LE.A.3
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a
quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

CCSS.MATH.CONTENT.8.F.A.2
Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions)

Objectives: Students will…

 identify examples of exponential growth

 model it in table or equation form
 make connections between growth and real-life topics

Assessment: Formative and summative assessment provided through teacher observation,

participation in group discussion, packet answers, and exit ticket.
Exponential Growth/Stations Teacher Talk

Good morning – please note your group assignments on the board. Sit with these classmates.

Here is our daily warm up – “You have won the Miss Mills Math Lottery! You have payment options: Would
you rather receive one cent the first day, two cents the next day, and so on doubling your payment every day for
the next thirty days, or exactly $1,000,000 ?”

You have one minute – go!

Stop! Show of hands – how many people chose Option 1? How many people chose the million? Why?

Let’s see if reading a little story doesn’t change some of your minds. Take a paper while I read.

The Legend of the Rice and The Chessboard: Once upon a time, a grand sultan was very bored. He had a
contest for whoever could best entertain him. One wise man invented the game of chess, and the sultan was so
pleased, he granted the man whatever he wanted. When the wise man asked for a single grain of rice, and a
chessboard, the sultan was offended. Are you insulting my wealth?! No your majesty, the man explained, you
must promise me to double that grain of rice until the chessboard is full. So on the first day, you give me one
grain of wheat, on the second day you double it and give me two grains, on the third you double that and give
me four grains, and so on. The sultan, eager to show off his wealth, agreed to this seemingly small request.
However, FILLING IN ON CHART ON SMARTBOARD, we can see that these grains of rice would really
add up – in fact to beyond trillions of grains – enough to cover the entire earth several inches deep.

Anybody wanna change their answer about the lottery? It would come down to about 10 million versus 1
million.

So this idea – we are going to call it exponential growth – is nothing new. However, this idea of an output not
only increasing, but the RATE at which it increases doubling, tripling, etc. every unit. has some big modern
implications.

Who can think of a situation in which outputs grow or decay very rapidly? SHOW SLIDES.

Now we will look at how this compares to our prior knowledge of functions and equations.

Taking a look at your note paper – what is the difference between our good old linear function in Figure 1 and
the rapid exponential growth in figure 2?

Now let’s go back to the rice problem. There is a pattern to our equation here.

You’re going to use this pattern in the station activities.

In your groups, you are going to move to each station. Do the best work you can, and be sure to raise your hand
if you have a question. You will have _________ minutes. Choose a station, and move clockwise from there.

Ok – switch! Ok – switch!

Let’s get back together. Does anyone have any questions? What did we learn about how a linear function and
exponential growth/decay differ? Hopefully you now have a better feel for some applications of this in real life.

What was easy? Hard? Fun? Surprising? Here is your homework/exit slip. Be sure to write this in your planners.
Name: _____________________________________Date:_______________Class:_______________

Exponential Growth

What are the differences between Figure 1 (Our familiar linear function), and Figure 2 (Exponential Growth
Function)?

Figure 1: Figure 2:

F(x) = ½ x + 1

Exponential Growth: Not only does the output increase, but the RATE at which it increases doubles, triples, etc.
every unit. This can set up huge growth or decay (falling at an ever-increasing rate).

Our Formula for Exponential Growth:

Y = (is the rate doubling? – use a 2. Tripling? Use a 3. Quadrupling? 4.) ^ x

Rice problem:

Y = 2x because the grains doubled each day, x = days, y = number of grains for that day

We’re going to use this pattern in our station activities!

Station A: Keep Calm and Please Pay It Forward!
Pay It Forward is the idea that if someone does something nice for you, you repay them by turning around doing
something nice for x number of people. In this way, the good deed keeps going and rippling outward.

You are the recipient of a kind act. You now have to pay this act forward to 3 people,
and they to three people each, and so on.

Sketch a tree-diagram of this situation.

Fill in how many people do a good deed each day and the missing exponents in the
pattern:

Day 1 Day 2 Day 3 Day 4

1
30 31

Rule : y=
 Station B: Half-Life
Half-life is the time required for ½ of a radioactive substance’s
atoms to decay. First ½ of the substance disintegrates, then ½
of what is left disintegrates, and so on. This phenomena is
used to date fossils and rocks!!

What’s a half of a half of a half of a half?

I half no idea…
The radioactive substance Einsteinaniam has a half-life of 5 days. See if you can graph how much
of the substance is left over a period of time if you started with 60 molecules of it…

60

MOLECULES

LEFT

5 10 15 20 25 30 35

DAYS
Rule: y=
Station C: “Gone Viral”
Article: “Viral growth trumps lots of faux followers” by Seth Godin

Read this article. What’s your opinion?

Discuss with group members. Would you
rather have a bigger fan base or a truly
original idea, that starts slow but goes viral
(Grows exponentially)? What kinds of
things tend to go “viral”, or should we say
exponential?

Many brands and idea promoters are in a hurry to rack up as many Facebook fans and Twitter
followers as they possibly can. Hundreds of thousands if possible.
A lot of these fans and followers are faux – or FAKE! In one experiment I did, having 200,000
followers led to 25 clickthroughs. Ouch.
Check out the graph on the left. The curves represent different ideas and different starting points.
If you start with 10,000 fans and have an idea that on average nets .8 new people per generation,
that means that 10,000 people will pass it on to 8000 people, and then 6400 people, etc. That's
yellow on the graph. Pretty soon, it dies out.
On the other hand, if you start with 100 people (99% less!) and the idea is twice as good (1.5 net
passalong) it doesn't take long before you overtake the other plan. (the green). That's not even
including the compounding of new people getting you people.
But wait! If your idea is just a little more viral, a 1.7 passalong, wow, huge results. Infinity, here
we come. That's the purple (of course.)
A slightly better idea defeats a much bigger but disconnected user base every time.
The lesson: spend your time coming up with better ideas, not with more (faux) followers.
Artifact 4: Use of Assessment to Monitor Learning and Inform Teaching
Description:

I uploaded a PDF that I modified from Total Participation Techniques: Making Every Student
an Active Learner by Himmele and Himmele. This book was given to the faculty by our
administration and it contains really useful, immediate and practical suggestions. The PDF, if
printed on card stock and trimmed down, makes a little foldable that each student has on their
desk. I am also uploading a picture of one put together. There is a clothespin that goes with
each stand-up card, so students can move it to their answer. The choices on one side are: true,
not true, true with modifications and unable to determine and on the other side: A B C or
D. The picture also shows both sides of cardboard boxes that students put on their desks on
other days. Students turn the boxes around to show me if they are still thinking or ready to
share. I spent a long time wandering around Toys R’ Us in the fall to find something that would
be cheap enough to get a class set, but could not be easily beat up, thrown at peers, picked
apart, etc.! These boxes are actually oversize Jenga pieces folded inside out! The purpose of
both of these materials is to make student progress “visible,” to use a phrase from the AFL
article this week. This was my first year using these tools, and while it takes some management
and training of students in how to give feedback appropriately, they have been great! I find that
in addition to my getting instant feedback and formative assessment of how students are
progressing, or actual answers to my questions, that students are more engaged and on task. It
really does become total participation, even from students who do not typically raise their hand
or share. Some students who struggle to stay on task will work just so they can turn their box
around or move the clothespin to their answer. It is low tech, but depending on how I structure
the questions I am asking, provides immediate information. I can then work with students who
show an incorrect answer or are unable to determine one.

Rationale:

I believe this tool is very valuable in providing informal data and assessment, and a driving
part of a distinguished lesson according to the framework’s 3D component. I had some
reservations before using the materials that it would take too long or students would be
distracted. However, once the students have been explicitly taught the proper way to use the
boxes or cards, these TPTs really do become a seamless part of the instruction and class
dialogue. I can instantly inform my next instructional steps based on what I see from the
students. If many students indicate mistaken thinking or cannot use the cards as a tool, then I
know there is a break-down somewhere. I would then either reteach material or use
interventions with various students or the whole class, before reassessing. I believe students
also appreciate getting tangible feedback from what they display before a quiz or test.
Sometimes in math, I find students (and parents!) can over-focus on summative grades rather
than all the feedback along the way that is designed to help them. These TPTs also fit in well
with questioning-heavy lessons, which tends to be my style. Finally, the responses from the
materials are very visible, so in addition to me, students often give each other feedback based
on what they see. This opportunity for partner teaching or small group discussion is great, too.
 THINKING
READY
Share

Still
to

Processing Card
 D C

B A

TRUE NOT TRUE

TRUE WITH UNABLE TO

MODIFICATIONS DETERMINE
Artifact 5: Student Self-Monitoring
Description:

This is an artifact that I found online some time ago that is very useful for my students
working through open-ended responses, solving word problems, and writing their rationales for
problem solving. It is a hybrid rubric/checklist for areas that some of my kiddos sometimes
struggle with. It is also organized into a catchy phrase..."let me take a SELFIE" to sum up the six
components students are asked to reflect on. I like that the list includes some tangible items,
like showing work and using math vocabulary, but also some mindset components like, "I found
multiple ways to solve," or "I persevered through the problem." Finally, it included eliminating
careless mistakes which is a frequent reminder in class. There are two columns in the rubric
(which compares work to needing a "filter" for my social-media conscious students) for both
self-assessment as well as a column that says "Other Assessment." I have used this column to
rate students' work, and we have also used this rubric so a partner or group member fills it
out.

Rationale:

Student involvement in reflection and assessment has been a topic that has come into the
forefront of my thinking this year. My school is going to be continuing a second chance test
policy, where students reflect on a poor grade, conference with me, accept practice problems
and then take a retest personalized to them. This is a new program that I'm sure will evolve
over time. However, I think that if students were encouraged to self-assess and monitor
mastery before tests, that would decrease the number of students who need to request a
second chance. Therefore, for the past few months, I have been trying to introduce both self
and peer assessment during class work time and assignments. I also sought to include informal
assessment of longer open-ended assignments leading up to PSSAs.

I like this form because it is catchy for middle schoolers, and balances a good breakdown of
skills to reflect and assess on. The double columns are also good conversation starters - does
the student and her peer rate the work similarly? Does the teacher rating match the
student's? This checklist could also be edited for other topics, or for a list of items that
students brainstorm themselves.

This document is an example of distinguished teaching because it clearly outlines some

common learning targets and gives structure for students to compare their work against. If
given at the start of a task, it can give students ideas about how to proceed, and then can be
used to monitor and evaluate their progress. This is also a helpful tool in starting a conversation
or conference between students, peers and teachers. In order to be fully distinguished and the
most meaningful for students, this should be used in conjunction with follow-up and
evaluation, and replication as mentioned in the flow-chart of the Falchikov article. Then, when
students have completed more than one of these sheets over a trimester, they hopefully see
the progress they make with practice.
 BUT FIRST, LET ME TAKE A

#SELFIE
Name: Date:

Rate each category on the following scale:

1- Very blurry! I need to do better next time. 3- Needs a filter! I could do even more.
2-Out of focus! I could be more detailed. 4- Picture Perfect! I did this very well.

Self- Assessment Other Assessment

S howed my work

E xplained my answers

L ots of math vocabulary used

F ound multiple ways to solve

I persevered through the problem

E liminated careless mistakes

Artifact 6: Student Interest and Need
Description:

This is a project I developed a few years ago and use as a trimester project grade. The school
has a cart of iPads, and as a staff, we were looking for ways to meaningfully incorporate the
technology. This is more of a menu of project options. I did not want to turn students loose on
the iPads so there are 11 specific options with choices of various apps that I preloaded on the
iPads and some ideas for how to use them to make a product about math. I tested out these
apps beforehand to make sure they were user friendly, and hit a variety of modalities and
interests. I selected some to be more production or video oriented, some to have writing
pieces, others to be more visual or artistic. Many of my students were (and are) interested in
graphic novels, rap music as well as YouTube video production so those are included as well. To
balance out the choice factor, I tried to include suggestions as well as scaffold productivity with
clear directions, expectations, dates and a rubric so students were aware of the expectations
for the final product. This was also completed in class so as to manage productivity.

Rationale:

Whenever possible, my major project assignments include a variety of options for students
rather than one set product. There are so many things that kids are interested in (love this
about my middle schoolers!) and luckily, math can be interwoven with many of them. As the
McCarthy article described, student choice and engagement really complement a constructivist
classroom approach. I found that I receive better final products from students on this
assignment and others when they can own the learning process and then share and present it
to me and peers. I feel this idea/goal represents the distinguished component of the
framework because it is designed with student ownership in the forefront. It also naturally
differentiates for varied student strengths and weakness. I could also suggest to students to
focus on an area they need the most intervention with (i.e. "make a video about converting
mixed numbers to improper fractions"). Then, from topic selection through observation of
students working, I can use this information to inform further teaching: What are my students
most interested in? What connections do students make or struggle to make? What types of
learners are these students?
iProject
iPads+Project = Awesome
Are you looking to use iPad technology in your classroom?
Me too! But when I looked for samples of trimester projects
that I could assign my upper elementary and middle school
students, without driving myself crazy or losing them in the
details, I couldn’t find anything. So here is my iProject, a
project prompt with student/parent pledge, directions, app
checklists, handouts, a rubric, and enough open-ended idea
suggestions that each student can create a unique twenty-first
© Amy Mills century product. You do not need any special technological
skills to navigate these options, but the sky is the limit! I find
Check out my TPT Store!
that student-chosen tasks lead to the most meaningful results
and we have so much fun with this one! This could be
adapted for non-math subjects as well. Happy learning!
Name:____________________________________Date:___________________Class:________

iProject
This project is designed with the twenty-first century learner in mind!

You will be applying, synthesizing, and presenting your research using the iPad. You will select
one of the options listed below. If you have a different idea you would like to pursue, present it to
me by _______________ so that I may approve it and any necessary apps can be downloaded. We
will be using only free apps, but there is a world of possibilities out there!

π You may work individually or in a group of up to three students.

π While the iPad use will occur in class, you must formulate a plan, organize, research and
coordinate with any group members out of school. If you expect to do all work in class, you will
not finish, and extra time may not be given. Part of your grade is how efficiently you utilize work
time.

π Some of these apps require or are easier to save and export your work if you have an email
address you can log in and out of. I am not requiring you to have one, but if your parents allow
you to set one up on your own at home, that may be very helpful.

Important Dates:

_______________ Report to the teacher which option you are pursuing.

_______________ Rough Draft/Progress Check

_______________ Class Work Time

_______________ Final Due Date

iProject Pledge

I, _______________, am aware that this is both a home and school project. I understand
that if I do not show progress at the times listed above, it will be noted and reflected in my grade.
I will use the Internet responsibly and appropriately. When handling the iPads, I will use the
utmost caution and will follow all directions. If I do not, I could receive a failing grade. I am
excited to use this amazing resource!!!

_______________ Student Signature

_______________ Parent Signature(s)

iProject Options

π Make an iMovie or iMovie Trailer.

iMovie allows you to choose clips or pictures that you want to use, insert titles, add effects, and
include music. iMovie can be very simple or it can get very complicated. iMovie trailers are a little
more pre-made already, and come in themes. If you are a beginner, then choose the iMovie trailer
option over regular iMovie.

Think about what you could make a movie about. Mathematicians, math current events, math
around school, a new invention, a funny but math-y remake?? Remember, content is very
important.

π Make a video tutorial using Educreations App.

This app allows you to write on a blank slide, and record yourself talking. Make a video(s) for
concepts like, “How to Convert a Mixed Number into an Improper Fraction” or “How to Solve a
Two Step Equation.” These could go on my YouTube!

π Write reviews of various YouTube math videos, or a “Top Ten Helpful YouTube Videos
for Fractions” and include details about each.

π Use QR Codes.

QR codes are like barcodes that you can make. You can turn websites, text, pictures, links, videos,
and more into its own code, with a click of a button at http://www.qrstuff.com/ Then, you use a
QR reader app on smart devices to scan the codes and instantly go to the original place! You could
make a scavenger hunt, a review game, a practice test where you scan some codes for the answers to
check, and more! Think about making a gallery or picture walk, or a math museum where viewers
obtain more information by scanning a code at each station.

π Write a Math Blog or make a Math Website

Use the WordPress app for blogging, or http://weebly.com for a free website. Maybe a “Cooking
My Way Through Math” blog is right up your alley?
π Record yourself using AudioBoo.

Use this to narrate about something like a real life model or picture. Make a listening gallery of
pictures you print out or draw and tape up, and then people listen to you talk about, just like in a
real museum.

π Create Math Raps.

Use the AutoRap app to turn what you say into a rap. Type up the mathematical lyrics so I can see
them.

π Write a book using the Book Creator App. Write a math picture book for a younger
student. Think of math riddles, or a biography that you could author! A cook book with fractions?

π Use Puppet Pals App to make animated cartoons – Use animated people to talk about
math, famous mathematicians, ask questions, explain concepts, and more!

π Use the Face Talk App to make photos talk – Einstein with facts about his life? You with a
math lesson? A career person’s picture with how they use math?

π Use the Story Me App to make collages, comic strips, cartoons and math memes. You
don’t need to be an artist to use this app to create awesome graphics!
iProject Rubric

This paper is to be turned in by you, when you present your final project.

Following 5 4 3 2 1
Directions
Appropriate use 5 4 3 2 1
of materials
Efficient Use of 5 4 3 2 1
Class Work Time
(-1 each time
spoken to)
Progress is shown 5 4 3 2 1
at each check-in
point and project
is turned in on
time
Relation to 5 4 3 2 1
Mathematics
Difficulty 5 4 3 2 1
Creativity 5 4 3 2 1
Attention to 5 4 3 2 1
Detail – no typos,
spelling errors
Mathematics/facts 5 4 3 2 1
are correct
Presentation 5 4 3 2 1
(Volume, interest,
knowledge of
what you are
talking about)

Score: /50 times 3 = final grade out of 150 points

Teacher App Checklist

 iMovie (Not free, but often comes with school software)

 Educreations

 YouTube

 QR Scanner

 WordPress

 AudioBoo

 AutoRap by Smule

 Book Creator

 Puppet Pals

 Face Talk

 Story Me
 References
Adams, G., Danielson, C., Moilanen, G., & Association for Supervision and Curriculum

Development. (2009). Enhancing professional practice: A framework for teaching.

Alexandria, Va: ASCD

Assessment for learning. (2012). The National Foundation for Educational Research. Retrieved

from https://www.nfer.ac.uk/pdf/getting-to-grips-with-assessment-3.pdf

Briggs, S. (2017). “How peer teaching improves student learning and 10 ways to encourage

it.” InformED, Open Colleges, 24 Mar. 2017. Retrieved from

www.opencolleges.edu.au/informed/features/peer-teaching/

Collier. L., (2015, June). Grabbing students: Researchers have identified easy ways to boost

student success by increasing their engagement in learning. American Psychological

Association. Retrieved from http://www.apa.org/monitor/2015/06/grabbing-students.aspx

Danielson, C. (2012, April 17). Making Teacher Evaluations Meaningful: for teachers, for

administrators, and for students. Lecture presented at Percy Julian Middle School, Oak Park,

Illinois.

Falchikov, N., (2003). Involving students in assessments. Psychology Learning and Teaching,

3(2), 102-108. Retrieved from

http://journals.sagepub.com/doi/pdf/10.2304/plat.2003.3.2.102
Himmele, P., & Himmele, W. (2011). Total participation techniques: Making every student an

active learner. Alexandria, Va: ASCD.

McCarthy. J., (2014, August). Learner interest matters: Strategies for empowering student

choice. Retrieved from https://www.edutopia.org/blog/differentiated-instruction-learner-

interest-matters-john-mccarthy

Rothstein, R.. and Santana, L. (2014). The right questions. ASCD. 72(2). Retrieved from

http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/The-Right-

Questions.aspx