In my Algebra 1 classroom, I have students arriving to high school with a wide range of math skills. In order for all students to be able to pass the Algebra 1 STAAR test, which is needed to graduate high school, I have to be very creative in the ways that I deliver the lessons so that ALL students are engaged. It is also very important for them to be able to show that they have mastered the lesson at the end of the day. My students thrive on getting instantaneous feedback on their classwork, so that they can learn from their mistakes, and also thrive on using technology in small groups.
The goal here is to use online resources like Pear Deck, where students can show all their math work on their computer (whether at home or in the socially distant classroom) and I can correct their work instantaneously with the iPad. This allows students to receive corrections on their work, as they are working on the problems. I have found that students learn and remember the content if they are corrected on assignments right away. The longer they wait to receive feedback, the more likely they have already forgotten how to do the problem as a whole.
The second iPad is used for small groups. Small groups look like students with Special Needs, students who are English Language Learners, and students who just need a little extra help. The groups are no bigger than 4 students at a time, and hyper-focus on a high leverage topic in Algebra 1. The students can use the iPads to play pre-recorded videos, examples, and the touch screen allows more versatile options for students who need more help.
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In my Algebra 1 classroom, I have students arriving to high school with a wide range of math skills. In order for all students to be able to pass the Algebra 1 STAAR test, which is needed to graduate high school, I have to be very creative in the ways that I deliver the lessons so that ALL students are engaged. It is also very important for them to be able to show that they have mastered the lesson at the end of the day. My students thrive on getting instantaneous feedback on their classwork, so that they can learn from their mistakes, and also thrive on using technology in small groups.
The goal here is to use online resources like Pear Deck, where students can show all their math work on their computer (whether at home or in the socially distant classroom) and I can correct their work instantaneously with the iPad. This allows students to receive corrections on their work, as they are working on the problems. I have found that students learn and remember the content if they are corrected on assignments right away. The longer they wait to receive feedback, the more likely they have already forgotten how to do the problem as a whole.
The second iPad is used for small groups. Small groups look like students with Special Needs, students who are English Language Learners, and students who just need a little extra help. The groups are no bigger than 4 students at a time, and hyper-focus on a high leverage topic in Algebra 1. The students can use the iPads to play pre-recorded videos, examples, and the touch screen allows more versatile options for students who need more help.
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