MIT-22: Prototype Testing

What is this project looking like in the classroom? 

The biggest progress is getting my students to learn and do more algebra. We're learning about the different parts of an algebraic equation and trying our best to use the language in our problem solving. This "groundwork" is vital as I'm starting to see how much more other parts of math have become relevant. These areas include knowledge of times tables, integers, algebraic notation, order of operations - all areas which I'm considering might need to make up some sort of "sub" element to my digital tool. 

How have your prototypes played out? 

Prototype at the moment has been very basic. I've been able to record a few instructional videos with students. They have enjoyed seeing themselves and being able to revisit something they'd learned about in class was quite rewarding for them; proof they could achieve in maths that was previously perceived as challenging or impossible. 

At the moment, I believe the bones of the site are still relevant. The overall layout needs attention with aesthetics and how this could look. I still want my students to feature throughout the site, so thought needed as to how this happens. 

What tweaks, designs, successes, failures have you encountered? 

I had a release day to work on my project in the same week as our Term 2 Hui. This was useful as I had momentum to continue in the week for getting more tasks done towards my project. I spent quite a bit of the day researching and looking into the New Zealand Curriculum and how my project will support student learning and achievement in maths. I'm happy to say that it definitely connects, as students must be able to make and use linear equations at Level 4. 

In saying so, I couldn't help but feel frustrated at how much I was needing to research. This was important though because I need to justify the purpose of this project. I ended up down quite a big rabbit hole of research, of which I was able to do quite a bit of (see linked doc). While useful, I couldn't help but feel I could have got more recording done. 

Again, the groundwork needs to be done and that involves teaching my class how to do algebra, as well as all the other parts that come with it. 

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