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Jhodi Leong
Deb Kim
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new material. Learning in context through problem-based learning tasks will encourage students
to think critically about various topics, which will allow students to see the applicability of what
they are learning to experiences outside of the classroom.
We will be framing our educational activities through a variety of problem-based learning
tasks that appeal to a wide variety of learning styles. Students will have ample opportunities to
explore topics with their peers in an attempt to solve novel problems. Students will be required
to take risks with their learning as they attempt activities that will require much trial-and-error
through student-led solutions. In addition to requiring students to be active participants in the
learning process, we will provide appropriate resources and materials to aid learning.
Supplemental material will be provided to students through a wide variety of forums such as
tutorial videos, podcasts, or games.
Our primary forum for the delivery of this unit will be Edmodo. We will use Edmodo as
a social networking environment for students to collaborate and have discussions on a regular
basis. We will also provide students with links to external resources and activities such as
YouTube, TeacherTube, podcasts, games, or webquests. We will use features of Edmodo such
as quizzing, polling, and grouping to guide discussion and collaboration, and to check learning.
Students will also be able to find tutorial resources, assignments, grades, projects, and many
other helpful and relevant links to success in the unit.
Enhance learning by scaffolding necessary skills through lessons, tutorials, practice and
quizzes with instant feedback.
Each of these goals is a product of our research into academic literature. The following sections
will summarize the theory behind each goal, providing them with academic credibility and
clarifying for us how we will work these goals out in a practical way throughout the unit.
help and provides them with the necessary guidance to learn the information necessary to take
the next step in the problem solving process. This guidance is typically presented as a self-guided
study (Hmelo-Silver, 2004). It is imperative that the teacher does not make any direct links with
this information to the problem itself but rather supports learning through open ended
questioning. The problems need to be structured in such a way that each of several solutions
would require several steps to solve. Each step could then be supported with scaffolding to reach
the final outcome (Barron, Schwartz, Vye, & Moore, 1998). The problem solving process and
solution should reflect an understanding of the initial goals of learning. This method of learning
provides the student with purpose and underlying motivation that makes the task meaningful and
engaging. This builds skills for life-long learning as well as promoting self-efficacy.
Learning Communities
Due to the lack of face to face interaction in this online unit, it is important that we provide the
students with opportunities to interact and collaborate (L. O. OZYURT et al., 2011). As the PBL
section already indicates, peer assessment for learning through online discussion will be essential
in several ways. Discussion with others through exchange of ideas often triggers prior
knowledge through connections to shared experiences and learning (Rose & Smith, 2007). It
also promotes social negotiation and accommodation of ideas through interactive reasoning
amongst group members. Through guidance by the expert teacher, this can lead to a
community-of-practice where each member is comfortable with their contribution to knowledge
building (Maor, 2003). Each student needs to feel okay with taking risks, even guessing at
possible solutions without feeling threatened by what others think or by a possible numerical
evaluation by the teacher. This develops teamwork and camaraderie, both important
characteristics in life.
Scaffolding
Since the students are not expected to be able to solve the problems as presented, scaffolding
them through the problem solving process will be needed (Hmelo-silver, Duncan, & Chinn,
2007). This scaffolding is designed to connect their mathematical thinking of what they already
know into areas where they are unfamiliar (Verenikina, 2003). By using discovery learning and
guided practice along with assessment activities with instant feedback, students will be able to
make connections with the problem they face, allowing them to generate possible solutions to the
problem. Having the students discuss these activities in a forum will provide peer scaffolding as
well as allow teacher assessment for intervention and possible further guidance. Quiz marks
collected and reported by the Edmodo software will give the teacher the necessary information to
move things along or review. Scaffolding in context of the greater problem will allow stronger
connections to long-term memory as well as the ability to apply learning to new situations
(Reiser, 2004).
Project Based Learning
This will provide the students the opportunity to exhibit what they have learned in a practical
sense (Markham, 2011). Since students are expected to be able to master the expectations of an
apprenticeship program through this unit, it is logical that they apply their learning to a practical
project that connects to a trade of interest. Research shows students, who are able to apply
knowledge in a team environment to a hands-on artifact as a product of learning, gain retention
of learning and ability to communicate that learning clearly among other benefits (Barron et al.,
1998; Grant, 2011; Lattimer & Riordan, 2011; Moylan, 2008).
There are those who may argue against these goals as the guiding principles in presenting a unit
for learning. Kirschner, Sweller and Clark (2010) argue that the minimal guidance provided by
the teacher is detrimental to learning. These authors conclude from their review of research that
learning techniques such as inquiry-learning, problem-based learning and other constructivist
approaches to learning provide no significant benefits in comparison to strong instructional
guidance. They indicate that these approaches lead to negative consequences such as strong
misconceptions and incomplete or disorganized knowledge. Mayer (2004) also questions the
validity of arguments that constructivist learning situations receiving minimal or no guidance
produces more knowledgeable students. He argues that constructivism, as a learning theory,
needs to be defined with more clarity and precision so that its claims can be tested through
rigorous scientific research. We feel we have addressed these concerns by providing a necessary
amount of guidance both through the sequence of instruction as well as opportunities for
intervention (Hmelo-silver et al., 2007).
Our pedagogical goals for this unit fit very well with those advocated by curriculum documents
produced in both British Columbia and Alberta. The BC Integrated Resource Package for
Apprenticeship and Workplace Math 10 includes the content of this unit in its teaching
requirements in Outcome D1(Education, BC Ministry of, 2008). The guiding principles of
Communication, Connections, Mental Mathematics and Estimation, Problem Solving,
Reasoning, Technology and Visualization are all covered through the activities of this unit. This
is also reflected in the Alberta curriculum document titled Outcomes with Assessment Standards
for Mathematics 10- 3 in the Geometry Section (Education, Alberta, 2010). Our model of
instruction reflects the proposed BC Educational Plan suggested goal of real-world skills,
flexibility, adequate and timely intervention, technological integration and varied learning
opportunities to address the diversity of students (Education, BC Ministry of , 2011).
We will accomplish these goals using Edmodo as our primary technological tool. Edmodo
affords us the ability to present all aspects of the unit in one place as well as allowing for student
privacy. It allows seamless integration with a variety of other software types to allow the
presentation of learning materials in a variety of ways. Since it is an online platform,
accessibility for students should not be a problem. Edmodo presents us with the ability to create
social learning groups, interactive quizzes, immediate feedback, sequencing of instruction and
ease of assessment and intervention by the teacher. As our primary tool to present the unit to the
student, it allows us to fulfill all desired pedagogical goals.
Conceptual Knowledge
Terminology:
o
hypotenuse
adjacent
opposite
Procedural Knowledge
Steps to solving trigonometry problem
steps to identifying similar triangles
Formulae:
o
a2 + b2 = c2
Reference:
o
http://cnx.org/content/m32620/1.3/
Mastery of the conceptual and procedural knowledge is required for students to be successful in
problem-based and project-based learning, and as an active participant in the learning
community (Long, 2005). Conceptual knowledge will be presented in the form of brief written
introductions and short video clips, whereas procedural knowledge will be mainly presented
through video tutorials and follow-up discussion activities. These will form the foundational
knowledge to scaffold students toward application. The Transmissionist-based delivery of basic
material is short-lived in this program, and is quickly blended and later replaced by StudentCentric Learning. The Student-Centric portion of learning will involve group assignments;
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completion of such assignments require cumulative conceptual and procedural knowledge at the
foundation of the scaffolding process. These group assignments encourage consolidation of basal
knowledge, as well as individual ideas and learning experiences.
This generation is native to technology; unlike other generations, they see technology as an
essential part of daily life (Kruse, 2004). They connect with the world through social media, such
as Facebook and Twitter, on a daily basis. This mode of communication replaced much of the
face to face interaction that you see in Baby Boomers (1946~1963) and Generation-X
(1964~1980) cohorts. Hence, Edmodo was chosen as the delivery platform for Trig for
Apprentices, as it supports digital interactions much like that in Facebook.
We can learn much about the Generation Y learning style by examining how this group self
learns content of their interest (be it games, hobbies or more academic subject matter). When
seeking information, this generation would often first direct their attention to Internet search
engines and digital resources, as it is a natural library to them: for procedural knowledge, they
watch videos through YouTube; for conceptual knowledge, they base their research in
Wikipedia. After they gain their initial understanding, they proceed on with that knowledge and
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The design of Trig for Apprentices follows how most Millennials would conduct self learning watch (via media), chat (digitally) and consolidate (within their own minds). This mode of
learning is very similar to that proposed by Vygotsky in Social Constructivism. Students develop
in their zone of proximal learning through watching their teachers; they discuss with their peers
to gain multiple insights; finally, they construct their own understanding of the concept in
question. Therefore, the structure of learning delivered electronically and incorporating social
media makes logical sense for the current grade 10 population as it matches closely to their
natural communication and learning preferences.
Section 4: InterActivities
Our lessons on Trig for Apprentices are divided into 6 sections, according to the
Prescribed Learning Outcomes in the current BC Curriculum. There will be at least one or two
activities in each section prepared for grade 10 students intending to enter a trade or
apprenticeship.
In particular, the interactivities will be covering B2, B3 and B4 in the Geometry section
of the Prescribed Learning Outcomes (PLOs) listed in the BC Apprenticeship and Workplace
Math 10 curriculum
(http://www.bced.gov.bc.ca/irp/pdfs/mathematics/WNCPmath1012/2008math_app_work10.pdf).
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Objectives:
Students will be asked to draw the following square accurately and divide it into
sections as shown below:
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Then, they will be asked to cut out the 6 parts of the square above and rearrange
the 4 triangles to form a square with a side length of 7 cm.
There will be a video tutorial of how to draw the Bronowskis square available
in our Edmodo website. The video tutorial can be found on YouTube and we
will provide a link so that students can follow instructions while they are
working on the interactivity. In case we cannot find a YouTube video tutorial on
the Bronowskis square, we will create an instructional video tutorial and upload
it to YouTube. The link will be shared among the students in Edmodo.
There are questions to follow after the hands-on activity is complete. Students
will be asked to discuss their answers to the questions in the Edmodo discussion
forum. As participation in discussion will also be assessed, it is mandatory for
all students to participate in the discussion.
Objectives:
PLO B2.5: Explain why a triangle with the side length ratio of
3:4:5 is a right triangle.
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In this interactivity, students will be asked to draw the following diagram with a
= 3cm, b = 4cm, and c = 5cm using educational software called GeoGebra. They
will also be asked to draw a diagram with a = 5cm, b = 12cm, and c = 13cm and
so
on.
Similar to the first interactivity, we will provide a video tutorial on how to draw
the diagram using GeoGebra. After watching the tutorial on YouTube and
working on the diagram, students will engage in discussion in the Edmodo
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discussion forum. They will be asked to post their drawings and compare their
results with other classmates.
In addition, students will make a table to determine and compare the areas of the
squares on the 3 sides of a right triangle using MS Excel or MS Word. This
activity will help students understand the relationship among the areas of the
squares on the sides of a right triangle and find the length of a side of a right
triangle.
Objectives:
PLO B2.5: Explain why a triangle with the side length ratio of
3:4:5 is a right triangle.
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Objectives:
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Using a guided GeoGebra lesson, students will learn how to calculate the sine of
an acute angle of a right triangle. In this interactivity, they will develop a table
of values for the sine ratio. They will then use it to draw a graph and solve
related problems. While working on the interactivity, students will actively
participate in discussion in the discussion forum to determine the relationship
between an angle and its sine.
Objectives:
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Using a guided GeoGebra lesson and a real-life example (e.g. Ferris Wheel),
students will find the relationship between an angle and its cosine. Considering
that Ferris wheels are constructed using many right triangles and using angle
measurements that are multiples of 10, they will determine the lengths of the
horizontal segments by filling in a chart like the one below. This will be created in
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MS Excel or MS Word.
Objectives:
Using a guided GeoGebra lesson and the Ferris wheel diagram used in the
previous interactivity, students will be asked to consider the ratio of the vertical
distance to the horizontal distance of the Ferris wheel. They will create the
following table and use the values in the table to sketch a tangent graph.
Then, students will participate in discussion in the Edmodo discussion forum to
find the relationship between an angle and its tangent.
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Objectives:
Using a YouTube video instruction, students will build and use a clinometer to
measure actual angles of elevation to calculate the height of an object such as a
building or a tree.
They will choose at least five objects whose height they cannot measure directly
around their neighbourhood to determine the angle of elevation as well as the
distance from the base. They will have to provide camera pictures of the activity
and digital drawing (Photoshop, Paint, MS Word, etc.) of the situation to show
their work and results. Their pictures and drawing will be posted in the Edmodo
discussion forum.
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Objectives:
Using a guided PowerPoint presentation on the history of the Tower of Pisa and
on how to determine an angle and a side length of the Tower of Pisa using
primary trigonometric ratios, students will determine all the possible angles and
side lengths they are able to find in the Tower of Pisa photo.
Objectives:
In this interactivity, students will use trigonometric ratios to determine the angle
of elevation to the sun and the height of an unknown object. This could be done
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References
Barron, B., Schwartz, D., Vye, N., & Moore, A. (1998). Doing with understanding: Lessons from
research on problem-and project-based learning. Journal of the Learning Sciences, 7(3),
271-311. Retrieved from http://www.jstor.org/stable/10.2307/1466789
Carter, T. (2008). Millennial Expectations and Constructivist Methodologies: Their
Corresponding Characteristics and Alignment. Action in Teacher Education, Fall, Vol. 30,
Issue 3
Centre for Innovation in Mathematics Teaching. (1995, May). Mathematics enhancement
programme. Retrieved from http://www.cimt.plymouth.ac.uk/projects/mep/default.htm
Driscoll, M. P. (2005). Psychology of Learning of Instruction. Toronto, Ontario, Canada:
Pearson.
Driscoll, M. P. (2005). Psychology of learning for instruction. (pp. 384-407). Toronto, ON:
Pearson.
Education, BC Ministry of (2008). APPRENTICESHIP AND WORKPLACE MATHEMATICS
Grade 10. (pp. 19-28). Retrieved from
http://www.bced.gov.bc.ca/irp/pdfs/mathematics/math_app_work10.pdf.
Education, BC Ministry of (2011). BCs Education Plan. Education. Retrieved from
www.bcedplan.ca
Education, Alberta (2010). Outcomes with Assessment Standards for Mathematics 10-3.
Assessment. Retrieved from http://education.alberta.ca/media/1292306/math10_3.pdf
Grant, M. (2011). Learning, Beliefs, and Products: Students Perspectives with Project-based
Learning. Journal of Problem-based Learning, 5(2), 37-69. Retrieved from
http://docs.lib.purdue.edu/ijpbl/vol5/iss2/6/
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Maor, D. (2003). The Teachers Role in Developing Interaction and Reflection in an Online
Learning Community. Educational Media International, 40(1-2), 127-138.
doi:10.1080/0952398032000092170
Markham, T. (2011). Project Based Learning: A Bridge Just Far Enough. Teacher Librarian,
39(2), 38-42.
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The
case for guided methods of instruction. The American psychologist, 59(1), 14-9.
doi:10.1037/0003-066X.59.1.14
Moylan, W. (2008). Learning by project: Developing essential 21st century skills using student
team projects. International Journal of Learning, 15(9), 287292. Retrieved from
http://ijb.cgpublisher.com/product/pub.30/prod.1895
OZYURT, L. O., Besikduzu, T., & OZYURT, T. H. (2011). Investigating the effect of
asynchronous discussions on students learning and understanding of mathematics subjects.
The Turkish Online Journal of Distance Education, 12(October), 17-34. Retrieved from
http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:INVESTIGATING+THE
+EFFECT+OF+ASYNCHRONOUS+DISCUSSIONS+ON+STUDENTS++LEARNING+
AND+Understanding+of+mathematics+subjects#0
Borgen, K., Edwards, C., Harrysingh-Klassen, S., Healy, M. & Yuill, Craig (2010) MathWorks
10. Vancouver, British Columbia: Pacific Educational Press.
Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and
problematizing student work. The Journal of the Learning Sciences, 13(3), 273304. Taylor
& Francis. Retrieved from
http://www.tandfonline.com/doi/abs/10.1207/s15327809jls1303_2
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Rose, R., & Smith, A. (2007). Chapter 9: Online Discussions. What Works in K-12 Online
Learning (Vol. 57, pp. 143-160).
enda, S., & Ferhan Odaba, H. (2009). Effects of an online problem based learning course on
content knowledge acquisition and critical thinking skills . Computers & Education, 53(1),
132-141. doi:10.1016/j.compedu.2009.01.008
Verenikina, I. (2003). Understanding scaffolding and the ZPD in educational research.
Conference papers of AARE/NZARE. Retrieved from
http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Understanding+Scaffoldi
ng+and+the+ZPD+in+Educational+Research#0
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Well
elaborated
Unclear
Specific Focus
Too general
Use
of
Scholarship
Good
use
of
research
literature
Appropriate literature
Omission
of
important
research
Research-based
design
framework
Research-based
description
of
learners
Achievable Scope
Inappropriate
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Excellent----------X--------------------------Avg--------------------------------More
Work
Needed
Poor fit
Knowledge-telling
(descriptive)
Quality
of
Writing
Knowledge-transforming
(analytical)
MySide bias