Jason Hall – 2016-2017
Moving to Modification & Redefinition with LEGO® MINDSTORMS® EV3
October 2016 Presentation:
The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning. My problem of practice is my concern that I hover too often in the “S&A” end of SAMR and do not incorporate enough “M&R” in the way I integrate technology with my teaching. I know this is a problem from my self reflections. One way of addressing this would be to incorporate LEGO® MINDSTORMS® EV3 robot kits in my classroom. The kits provide students with the opportunity to make many robot versions, program/code them, and share ideas/creations with an online community. My research question will be: How does working with LEGO® MINDSTORMS® EV3 robot kits springboard my students and my teaching practices into modifying and redefining the way we learn and teach with technology? We will use iMovie to create a short (about 15 minutes) documentary of our experience and the changes it creates in our learning and teaching. We will know if we are successful if this activity leads to more M&R experiences. We will be able to attribute any success to the the LEGO® MINDSTORMS® EV3 because a leading question in our documentary will be, “How did the LEGO® MINDSTORMS® EV3 lead to more modification and redefinition of learning using technology in our classroom?” We will share any media created during our experience to the Holler, Twitter, and YouTube.
April 2017 – FIREsummit Presentation:
Lights! Camera! Math!”
October 2016 Presentation:
My problem of practice is the group of math students I will teach during the 2016-2017 school year has responded poorly to traditional teaching methods. I know this from past KPREP scores, last year’s MAP data, and discussions with the 5th grade math teacher and our principal. While I intend to deliver quality instruction, there is a
My problem of practice is the group of math students I will teach during the 2016-2017 school year has responded poorly to traditional teaching methods. I know this from past KPREP scores, last year’s MAP data, and discussions with the 5th grade math teacher and our principal. While I intend to deliver quality instruction, there is a non traditional method that I would like to include. I want to provide my upcoming students an opportunity to create their own video scenarios for teaching math skills. I believe that this would incorporate real world experiences using math and trigger the protege effect which leads to students working harder to understand the material, recall it more accurately and apply it more effectively. While we have access to my personal camera, our production quality is weak in sound and lighting. My research question is: Will student created math videos lead to mastery of those math skills? Success will be measured by student and teacher created exit slips using Google forms. We will measure success based on > 80% of students scoring > 80% on the exit slips. We will also compare this year’s MAP data to last year’s. We will upload students’ videos to our YouTube channel, with links to Twitter and the Holler.