Hi everyone! I hope you are all doing well, especially with the chaos going on right now. An article came across my feed this week and I wanted to share it with you. In your responses to the article we read last semester about robots taking over teachers’ jobs, many of you emphasized the need for human interaction for learning. This article expands on that idea and applies it in a more generalized setting. I thought most of you might like to read it.
I’m on campus on Tuesdays and Thursdays this semester. Stop by my office if you’d like. I’d love to catch up with you all!
Final grades have been submitted. Blackboard is down for maintenance for a few days, but once it’s back up, I’ll upload the grades for the final exam, projects, and portfolio, so you’ll be able to see where you final grade came from.
I hope you are all having a relaxing break and happy holiday so far and I hope to see you in the new year!
In a previous post, I’ve included links to the articles you’ll be presenting tomorrow in case you’d like to have them handy for your presentation. Since the articles shouldn’t be posted freely on the internet, I’ve protected the post with a password. Here is the password hint: the first word in the title of this course with the first letter capitalized.
Title: Map, Scale, proportion, and Google Earth
Author(s): Martin C. Roberge and Linda L. Cooper
Published: April 2010
This article is based on the concept of using sources such as Google maps and Google Earth in order to teach students proportions in terms of large and small-scale scenarios. The tools are used in a pedagogical sense, by enabling students to use what they already know about places, ratios, and measurements and apply it to real life situations where they make connections with geography and proportional reasoning calling for a higher level of thinking. So, not only are the students learning how to read a map, use its key to measure the distance between places or objects, but they are able to convert the maps measurements to real ground measurements through proportioning to get approximates of distances with a very small margin of error. This activity also forces students to look past the ideas of proportionality typically taught in the classroom by making them use their reasoning skills to come up with the basic format taught in the class and other ways that also lead to correct answers.
Question: How do can we incorporate a tool such as Google Earth into our lesson plan without it being overwhelming to our students?
In order to incorporate a tool such as Google Earth into our lesson plan we can guide our students to recognize the different types of images on the computer from different perspectives and then zoom in and out and encouraging the students to think about what words can they use in order to describe what is happening as you manipulate the picture of the object in relation to size and distance. Once the students realize the action that you are doing you can relate this to “zooming in and out,” on a phone or computer (everyday activities), and then introduce maps of different scale factors starting out with things that are familiar—such as, their neighborhood, the area surrounding their school and once they grasp the concept of proportions based on a large scale, then we can broaden the area of the map based on an entire city, then region and so forth using a smaller scale this way the students will not be overwhelmed with converting the measurements on the map with real life measurements. This really forces students to critically think and analyze each situation and also forces them to create and answer many questions on any type of picture.
- What is the relevance of using a source like Google Earth in a mathematics classroom?
- How can we adapt the activity for a younger audience (6th graders)?
- How can we adapt the activity for an older audience (high school students)?
- What are some ways to access students learning using Google earth as a pedagogical tool?
- What other concepts can we have students learn by using Google earth?
- What other ties does this topic have to other fields in STEM?
If you and your partner haven’t already claimed a research article that you’ll present on Thursday, please indicate your choice ASAP as a comment on this post.
As discussed in class, the final exam will have a Maple component. In order to ensure that you have the relevant Maple skills, there are two sources of information:
- Your classmates’ Maple Anything projects, download them from here,
- Professor Douglas’s Maple worksheet here.
Here is a link to the peer feedback for this morning’s presentations. This spreadsheet will be updated with the feedback from this afternoon’s presentations when it’s ready. (Edit: the spreadsheet has been updated.)
Your revised projects are due via email to Professor Rojas and me by tomorrow (Friday) night. Please send both of us all your files/links as a single package. (In case there’s a problem, use both of my email addresses: firstname.lastname@example.org and email@example.com.) If you used GeoGebra for your lesson, upload the file to GeoGebraTube and include a link to that worksheet in your email.
I strongly suggest making revisions according to the feedback you receive today. This is your chance to learn from your presentation to improve your project and to improve your grade on an assignment that’s worth a lot for both of your MEDU classes! I especially recommend making revisions to address feedback about different cognitive levels and potential issues students may have, and to address incorporating technology into the lesson.