Next month my grade 6 students will begin to look at the Shape & Space strand,  starting with Understanding Angles. My module focuses on the first lesson of the unit “In The Real World”. Grade 6 is the first year that students really dive into working with angles, and I have always believed that it is important for students to see their math outside of the classroom. With Lumi I was able to create a video that visually accommodated this goal. Students will access this module from Google Classroom with a link to their Google Site. When they get to the site they will navigate their way to Lesson 1: In The Real World. The layout is quite simple so that students do not get overwhelmed and can ease into their learning. Below is a breakdown of how students will work through the module.

Step 1: Video – Students will watch the interactive Lumi video.

Step 2: Notes – Students can choose to copy their notes during or after the video is complete. I decided to do fill-in-the-blank notes to save time and keep students engaged. Having notes to go along with the video also ensures students will watch it (or at least part of it).

Step 3: Paper Practice – These questions are meant to support the video and notes provided in steps 1 and 2. They are not graded but students will have a chance to correct their work during the “pause” portion of the module.

Step 4: Padlet – In the past, I have used Mathletics as a formative assessment for each lesson. However, real-world application is never an assignment option. In this case, I decided to use Padlet so that students can see and share the experience with their classmates. With the focus of this lesson being that angles are everywhere, I thought it was necessary for students to physically find objects around them. If you are unfamiliar with Padlet, it is a digital board on which students can collaboratively post comments, pictures etc. The expectation for my students on this step will be for them to walk around the class and find 5 examples of angles, take a photo of one and post it on Padlet for their classmates to see. I will then use their responses as a formative assessment.

Step 5: Every 2 lessons students will complete a paper exit ticket which they hand to me before moving on to lesson 2. Since this is lesson 1, they will not do an exit ticket.

My students have been using Google Sites since the start of the school year. I have been trying to figure out how to make it more engaging and personalized. With using Lumi to create my own videos (own voice) instead of random YouTube videos I think my students will look forward to watching the videos and actually being able to interact with them. Padlet will also help with engagement as students get to see what their classmates post and share their learning with one another.

Module Links

• Google Site
• Lumi Video
• Padlet

Student/Student-Instructor Interactions

For my course prototype, I have decided to stick with Google Classroom and Google Sites as my LMS. My students have been using Google Classroom since they were introduced to using Chromebooks in grade 2, and all but one teacher in our school uses the platform. As students move into grade 7 (except my grade 6 students) they begin navigating Google Sites. I would like to keep the consistency with the platforms that my colleagues use so that it is a smoother transition each year. 

Within Google Sites, I will be embedding lesson videos using Lumi. I have not explored this tool to its full potential yet, but I plan to create engaging videos using my voice that not only introduce the topic but also have interactive elements such as polls, multiple choice, and fill-in-the-blank questions. Up until this point I have been using YouTube videos created by other teachers for my 6th grade website. After watching the videos from Micheal Wesch last week, I have reflected on my approach and realized that I am missing the personal connection with using YouTube videos. Even though I am still in the classroom with students and they connect with me that way, the videos that they are currently watching aren’t me. 

Another tool that I will embed into my Google Sites is MindMeister. I plan to use this tool as a collaborative discussion area where students can post questions and reflect on their learning as they go. With my math class having the “at your own pace” element I find it challenging to have discussions because not all students are on the same lesson at the same time. With utilizing MindMeister students can enter the conversation as they complete the lesson. 

Tools that I will use for check-ins are Mathletics and Google Forms. Both applications offer students instant feedback to help them reflect on their learning and decide if they need to review or move forward. In addition to these online check-ins, students will complete an end-of-lesson exit ticket that they will hand to me. With my module being math-focused, I believe that students still need paper/pen practice. The exit ticket with allow students to show their work and get an official check-in with me.