Interactivity 4: Teaching Math Using Technology with Purpose

I chose this particular lesson plan because it incorporated many student-centered learning strategies. From past experiences as well as formal interviews conducted with current students, I believe student-centered learning is much more effective than teacher-centered learning. Being that this was a review lesson, it was the perfect setting for student-centered learning, since the students should be familiar with the material. It gives the students a chance, then, to think critically when being presented with a more interactive lesson.

I believe that the lesson met the goals set forth at the beginning of the lesson plan. If possible, however, I would use a SmartBoard instead of an overhead projector, because the SmartBoard allows for student interactivity much more than a blackboard or overhead projector, by way of programs such as Geometer’s Sketchpad. Before sharing their findings with the whole class, I would allow for the students to talk to one another in small groups. By first working in small groups, students can become more confident in their answer, and would be more inclined to want to share their findings with the whole class. Since students often feel more comfortable asking their peers questions about a concept they did not grasp rather than asking the teacher, this could serve as an opportunity for peer teaching to occur in the classroom.

The SmartBoard as well as the program Geometer’s Sketchpad were essential as far as showing the students how the movement of one point of a triangle can change its classification. It allowed for students to ask critical thinking questions and make assumptions about the different types of triangles that would be formed based on the orientation of the point being moved. The blackboard/SmartBoard/overhead also were necessary for students to take accurate notes when going over the proofs.

Links:
Spreadsheet
Lesson Plan