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    09 Online Learning Project Lesson Idea Template

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    This document describes incorporating the online collaboration site Brilliant into a geometry lesson on translations. Students would first read definitions of translations and see examples of shapes being transformed. They would then work through practice problems on Brilliant at their own pace and get feedback. This allows the teacher to assess student understanding and identify areas needing more instruction. Students would collaborate by commenting on each other's work. Required technology includes internet access and devices like laptops or iPads. The lesson supports higher-order thinking and collaboration outside the classroom.

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    © All Rights Reserved
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    09 Online Learning Project Lesson Idea Template

    Uploaded by

    api-475993590
    38 views3 pages
    This document describes incorporating the online collaboration site Brilliant into a geometry lesson on translations. Students would first read definitions of translations and see examples of shapes being transformed. They would then work through practice problems on Brilliant at their own pace and get feedback. This allows the teacher to assess student understanding and identify areas needing more instruction. Students would collaborate by commenting on each other's work. Required technology includes internet access and devices like laptops or iPads. The lesson supports higher-order thinking and collaboration outside the classroom.

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    09 online learning project lesson idea template

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    This document describes incorporating the online collaboration site Brilliant into a geometry lesson on translations. Students would first read definitions of translations and see examples of shapes being transformed. They would then work through practice problems on Brilliant at their own pace and get feedback. This allows the teacher to assess student understanding and identify areas needing more instruction. Students would collaborate by commenting on each other's work. Required technology includes internet access and devices like laptops or iPads. The lesson supports higher-order thinking and collaboration outside the classroom.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    38 views3 pages

    09 Online Learning Project Lesson Idea Template

    Uploaded by

    api-475993590
    This document describes incorporating the online collaboration site Brilliant into a geometry lesson on translations. Students would first read definitions of translations and see examples of shapes being transformed. They would then work through practice problems on Brilliant at their own pace and get feedback. This allows the teacher to assess student understanding and identify areas needing more instruction. Students would collaborate by commenting on each other's work. Required technology includes internet access and devices like laptops or iPads. The lesson supports higher-order thinking and collaboration outside the classroom.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    Online Projects, Collaboration Sites and Publishing Opportunities

    Lesson Idea Name:​ Translation fun!


    Content Area:​ Geometry
    Grade Level(s):​ 9​th​, 10​th​, 11​th
    Content Standard Addressed:
    MGSE9-12.G.CO.4 ​Develop definitions of rotations, reflections, and translations in terms of angles, circles,
    perpendicular lines, parallel lines, and line segments.
    MGSE9-12.G.CO.3 ​Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and
    reflections that carry it onto itself.
    Technology Standard Addressed: ​ISTE-S Standards
    1c
    Students use technology to seek feedback that informs and improves their practice and to demonstrate their
    learning in a variety of ways.
    2b
    Students engage in positive, safe, legal and ethical behavior when using technology, including social
    interactions online or when using networked devices.
    3a
    Students plan and employ effective research strategies to locate information and other resources for their
    intellectual or creative pursuits.
    4d
    Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended
    problems.
    5c
    Students break problems into component parts, extract key information, and develop descriptive models to
    understand complex systems or facilitate problem-solving.
    5d
    Students understand how automation works and use algorithmic thinking to develop a sequence of steps to
    create and test automated solutions.
    7b
    Students use collaborative technologies to work with others, including peers, experts or community members,
    to examine issues and problems from multiple viewpoints.
    ISTE-T Standards
    1a
    Set professional learning goals to explore and apply pedagogical approaches made possible by technology and
    reflect on their effectiveness.
    1c
    Stay current with research that supports improved student learning outcomes, including findings from the
    learning sciences.
    2c
    Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital
    resources and tools for learning.
    3b
    Establish a learning culture that promotes curiosity and critical examination of online resources and fosters
    digital literacy and media fluency.
    3c
    Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights
    and property.
    Spring 2018_SJB
    Online Projects, Collaboration Sites and Publishing Opportunities

    4c
    Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually
    with experts, teams and students, locally and globally.
    4d
    Demonstrate cultural competency when communicating with students, parents and colleagues and interact
    with them as co-collaborators in student learning.
    5b
    Design authentic learning activities that align with content area standards and use digital tools and resources
    to maximize active, deep learning.
    6a
    Foster a culture where students take ownership of their learning goals and outcomes in both independent
    and group settings.
    6c
    Create learning opportunities that challenge students to use a design process and computational thinking to
    innovate and solve problems.
    7a
    Provide alternative ways for students to demonstrate competency and reflect on their learning using
    technology.
    7b
    Use technology to design and implement a variety of formative and summative assessments that
    accommodate learner needs, provide timely feedback to students and inform instruction.

    Selected Online Project/Collaboration Site/Publishing Opportunity:


    URL(s) to support the lesson:​ https://brilliant.org/wiki/translation/

    Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
    classroom:
    I would incorporate the collaboration site Brilliant into my classroom. When teaching the unit on
    transformations to my geometry class I would first have my students read the first paragraph that describes
    the definitions of different translations. These transformations include rotations, reflections, and translations
    on top of having the shapes show how they can be transformed on to one another. The students can then
    work through the online collaboration site so that they can answer some of the questions with problems that
    gradually get harder every question. I think it is important for our students to work through them self-paced
    so that they can understand how to work through each question instead of just trying to keep on the same
    pace as their peers.
    The students can then submit their answers and the educators can look back at what each student says and
    provide feedback for them. This feature also allows us as educators to see which students are still struggling
    with the concept of transformations. Since I would use this as an introductory section to a lesson, this would
    allow me to be able to see how much information I need to teach to our students and what all they already
    know or what they can learn through the online collaboration site.
    What technologies would be required to implement this proposed learning activity in a classroom?
    The students must have access to the internet to implement this learning activity in the classroom. Since the
    students need the internet, I would need to bring in either ipads or laptops or allow for us to be in the
    computer lab.
    Describe how the following features are addressed in this learning experience (note: all of them may not be
    addressed in the project, but most should be if you are reaching a high LoTi Level).
    a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
    school:​ The students will be able to collaborate with their peers when they go to submit an answer.

    Spring 2018_SJB
    Online Projects, Collaboration Sites and Publishing Opportunities
    The online collaboration site also allows you to read comments from people outside of the classroom
    and the student can comment on what other people were saying about the topic.
    b. Higher-order thinking:​ The students will use their higher order thinking when they are trying to look
    through the examples that are given. The students will then try and learn the information on their own
    since I will be using this lesson as an introduction to the geometric unit.
    c. Students publishing their original work to others who will use/care about their product:​ The students
    will be publishing their own original answers for others to see and can also post their own comments
    about the individual questions and ask questions with other mentors or their peers can see and reply
    on.
    Bloom’s Taxonomy Level(s):
    ☐​Remembering ​☐​Understanding ​☐​Applying ​☐​Analyzing ​☐​Evaluating

    Levels of Technology Integration (LoTi Level):


    ☐​Level 5: Expansion

    Universal Design for Learning (UDL):


    The technology tool Brilliant supports different universal design for learning, or UDL, tools. The online tool
    allows for students to engage with other students who might struggle with answering questions by allowing
    them to input answers on the online forum. The online forum also allows students to be able to discuss with
    mentors outside of the class by letting them ask questions or comment on other people’s thinking as well. For
    my students who need options for language and symbols, they will be able to be pre-taught on the vocabulary
    for transformations along with the definitions that show how they are connected. For students who need help
    with comprehension, they will be activating prior knowledge by looking at examples and other images to see
    which parts they already understand.
    Lesson idea implementation and Internet Safety Policies:
    The website that I chose, Brilliant, only allows for students over the age of 14 to create an account. Since I am
    wanting to teach in a high school classroom, I will not have to worry as much about violating the students’
    privacy policies for students that are under 13. The students are able to learn more about the topic of
    translations and transformations without posting information publicly which could open up issues for anyone
    to be able to see the information.
    Reflective Practice:
    I believe that overall the Online collaboration site would be useful to use in the classroom. I think it is
    important for our students to use this as an introductory activity into the geometric unit on transformations. I
    think we could further extend the lesson by having students go out and figure out how shapes in the world
    are actually showing translations. For example, the students could use the website “Math is fun” to see the
    geometric translations on the graph and then be able to go out and look at pictures or in real life with the way
    that shapes can transition to be right back onto itself.

    Spring 2018_SJB

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