User:Shauna Caroselli
Media in Mathematics
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Shauna Caroselli's Mini Course
Topic/purpose (consider Gagne's 5 outcome types)
Incorporating media in a mathematics class is usually not considered. In this course, you will gain a deeper understanding of how media can be incorporated into mathematics lessons. This media can include one or combination of the following: graphics, audio, and video. You will understand the different ways in which these can be used in an effective manner, and will understand the benefits of using such media.
Using media in a mathematics classroom is an interesting and different approach. By doing so, the students within the classroom will be interested in this new approach to teaching- as will the teacher!
Learning Outcomes: - You will learn how to incorporate graphics, videos, and audio pieces within a lesson (Cognitive and Intellectual Skills) - You will be able to better connect students by incorporating media (Motor and Verbal Skills) - You will feel more comfortable using such media within mathematics and understand the connections it can make (Attitude) - You will be able to communicate mathematics to your students in a new and meaningful way(Verbal and Intellectual Skills)
Needs Assessment
1. Instructional Problem
Many educational theories support the use of media within classrooms. Many classrooms do adopt this form of teaching, yet it is hardly seen within math classrooms. Many teachers may see this as difficult to do in a mathematics classroom, or maybe that it is not relevant/necessary. Either way, it can be done and it can benefit learning in many ways.
2. What is to be Learned
Educators will learn how to better incorporate different forms of media within a mathematics classroom. This may be in the form of graphics, videos, and audio. Educators will learn how it can be tied into various mathematical concepts and how students can relate to this form of learning.
3. The Learners
The learners will be middle school and high school mathematics teachers who want to learn other effective strategies for teaching. They will want to build new ideas to incorporate into a classroom that may not be common for a math classroom.
4. Context for Instruction
Throughout the mini course, all relating pages and activities will have to do with being online. Thus it is crucial for the learner of this course to have access to a computer and have the ability to view and hear video/audio.
5. Exploring the Instructional Problem and Solution
Throughout the course, learners will explore different forms of media and how they can be used. There will be many examples of how this can be done as well as ways for the learners to find good forms of media to use within their own classroom.
6. Goals of this Mini-Course
The main goal of this course is for educators to explore yet another teaching strategy. It is not to be said that this way of teaching should be done in every lesson, but it will be apparent that it can be useful in many different mathematical concepts. Not only should teachers and students find this way of teaching different and interesting, it is also a great way for students to learn while being engaged.
Performance Objectives
By the end of the course, participants will be able to:
-Identify specific ways in which graphics, audio, and visual media can help in learning.
-Effectively incorporate graphics into a lesson that engages the learner and relates to the content.
-Effectively incorporate audio into a lesson that engages the learner and relates to the content.
-Effectively incorporate visual media into a lesson that engages the learner and relates to the content.
Task Analysis
Lesson 1: This lesson will be an introductory lesson that will allow the participlant to begin to explore what is considered graphics, audio, and visual media. The lesson will begin to discuss the importance of using such media and how it can benefit learners in the classroom setting. It will also discuss ways to effectively engage media while relating it to various mathematical content.
Lesson 2: This lesson will go more in depth about using graphics in a mathematics classroom. Different examples will be discussed and the student will find his/her own graphic that could be incorporated into a mathematical concept. By the end of the lesson the participant should feel confident in choosing a graphic and understand the different ways to incorporate it.
Lesson 3: This lesson will go more in depth about using audio in a mathematics classroom. Different examples will be discussed and the student will find his/her own audio piece that could be incorporated into a mathematical concept. By the end of the lesson the participant should feel confident in choosing an audio clip and understand the different ways to incorporate it.
Lesson 4: This lesson will go more in depth about using video in a mathematics classroom. Different examples will be discussed and the student will find his/her own video that could be incorporated into a mathematical concept. By the end of the lesson the participant should feel confident in choosing a video and understand the different ways to incorporate it.
Assessment: At the end of each lesson, the participant will come up with their own example of the medium being discussed. The participant will also briefly explain their media choice as well as what they learned in the lesson. This will be graded using the rubrics in Media in Math Rubrics. Also, there will be check for understandings (seen in the "Ask Yourself" section in each lesson) throughout the lessons to ensure the participant is on track with his/her own learning.
Curriculum Map
References and Resources
Larson, M. B., Lockee, B. B. (2014). Streamlined ID: A Practical Guide to Instructional Design. New York, NY: Routledge.
Bransford, J. D. (2000). How People Learn. Washington, DC: National Academy Press.
