Talk about a learning experience

I put a problem on the board for most of my classes to do and was shocked at the results.  I put 2(x+3)-3(x-2)=18 up and many of my upper level students had trouble doing this problem.  Only one student in the Algebra I class could do it.  I discovered this using the favorite bad assessment I talk about in yesterday's post.  It is a great assessment that takes all of 5 min and gives a good view of the topic.
Yesterday, I had students work on standardized problems alone on their iPads using gloss.  Over all it went pretty well but I think I'll have them help each other so each group gets all the correct answers.  If a student asked what perimeter is, I told them to look it up.  I think by helping each other, they will actually learn it better and it involves peer tutoring. 
Instead of giving finals, I am assigning projects to three  of my 5 classes using Haiku Deck.  I said they had to use their own words, make their own diagrams and they had to use complete sentences.  One of the students objected that this is a math class not an English class.  I laughed and told them there is English in Math.....LOL.
Next step is to figure out what type of flipping I can do with the limited or no internet my students have on their mobile devices.  Actually, I should think of homework assignments they can do using their mobile devices or assignments my traveling students can use mobile devices on.

Semi-off topic but still related to math.

Someone I know told me I should read Dracula.  I've never read it, only seen the movie interpretations of it.  He said the original was superior to any media interpretation.  So my first thought was to download it.  So much has changed in the past few years with mobile devices.  We can download music, books and pdf's.  We can create books to upload and sell.  We can create podcasts, interactive books, presentations, documents, etc and place them on the web to share with others. We can find textbooks that have been digitized and are free.  We can set up our mobile devices to be our offices so we can sit on a beach and do our work.  Even printers are now small enough to put in a bag and take with us.  No you don't always need an electrical plug as you can buy those flashlights that you crank and they even allow you to charge your cell phones.  So  if the connection is the right type, you could power your printer.  With the increased improvement in phones, you can use the phone for your office.
I know there is a  push to integrate technology into the classroom but its hard because the textbook publishers are a bit behind the technology and most publishers do not have the digitized books.  Even the publishers who have books available, these books are not interactive because the interactive element adds to the file size.  This does not mean that you as the teacher could not down load a chapter, add links, etc so that students can annotate, make notes, etc and make the students more interactive readers.
Why couldn't we take examples from the books, create presentations so that when the students play them, the steps with explanations come on, one step at a time.  Make it with audio, with drawings etc.  I know it is common to make videos showing the steps etc but some students do not have a good connection so video is much harder to view while a presentation can often be used in the same situation.  I think it is important to create material using presentations, slide shows, audio podcasts, etc. 

Calculators, thoughts and a student question.

This morning I explained to my Algebra II class that beginning next week I will be assigning a set of projects for part of their quarter grade.  At the end a student raised his hand and asked if he could do the projects on his own mobile devices rather than on the class iPad set.  This shows me that he would like to be able to work independently and work outside of class.  I said I'd let them know on Monday but I was beaming inside at his question.  I think I am going to allow it.
When I was growing up we learned our math facts and could do them in our sleep.  Now there are all sorts of calculators for students to use including equation solvers.  Even our state tests will allow calculators that they provide as part of the online test.  My concern is that most students accept the answer they get as the correct answer.  They do not take a min to check to see it is reasonable.  Almost like the idea that if they find it on the internet, it is the total truth. 
I am thinking of having students use the equation solvers when we do systems of equations to show their work.  They will show their work but may check the answers for problems that are not in the book.  If they provide answers only, I do not plan on accepting the assignment.

General thoughts

I saw an infographics which showed how mobile devices are being used rather than how they should be used.  In other words most uses seem to be more of the throw the app in to be used rather than using the app as a tool to increase understanding.  I admit I often throw the device in because I do not always take time to ask myself the most important question "will this further their understanding."  Sometimes, I put an activity in for expedience rather than for actual learning.  When I integrate any activities on the mobile devices, aim going to have to ask myself how this is going to further their understanding and not just throw something in.  

It always takes time to plan a lesson in depth to create a proper learning environment rather than falling back on worksheets and the same old same old.  This is something I struggle with on a regular basis.