Recipe Cards

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 Recipe Card 1 – Increasing engagement through question construction and test taking

In this Recipe Card we combine together Socrative, Mathspace and Google Docs to enable students to engage with formative assessment and question construction.

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MathSpace (https://mathspace.co) was used to engage students in regular formative assessment questions undertaken as a plenary. Once confidence of a concept was built the next stage is to use Google Docs to enable students to collaboratively construct mathematical questions.

google-docs-icons-590d5dfe3df78c928309366b20160418_184618Using Google Docs enabled students to work together in real time to construct, test and rewrite effective Math questions.  Socrative, a classroom app for fun, effective classroom engagement, enabled students to then build quizzes using the questions they had designed. The quiz acted as an authentic audience for the work studenst had undertaken through question engagement, design and test setting.  Fundamental to this intervention is the application of Socrative as a formative and summative assessment tool (https://socrative.com).

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uk-_intervention_recipe-google-docs


Recipe Card 2 & 3 – Increasing conceptual understanding through digital visualisation

Created_with_GeoGebra-logo.svgIn these Recipe Cards we use the free online tool GeoGebra to enable students to visualise and manipulate complex mathematical concepts. GeoGebra is an interactive geometry, algebra, statistics and calculus application, intended for learning and teaching mathematics and science from primary school to university level. Find out more about the applications of Geogebra here https://www.geogebra.org

Access the recipe card here:ro-_intervention_recipe2-geogebra

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uk_intervention_recipe2-google-docs


Recipe Card 4 – Promoting independent learning through accessing research materials without teacher guidance and developing problem solving skills beyond the syllabus.

In this Recipe Card we combine together Underground Maths and Google Forms to enable students to engage in self-directed research activity guided by in class learning. Findings based on the research are turned into presentations made to and shared with the class. The final phase is self evaluation, through Google Forms, resulting in a formative assessment of the process. Find out more about Underground Maths here https://undergroundmathematics.org

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ro-_intervention_recipe2-geogebra


Recipe Card 5 – Using video tutorials to support flipped teaching-learning-assessment-feedback

In this Recipe Card we use screencast -O-matic (https://screencast-o-matic.com) as a tool for recording math video tutorials, have student engaged with the video and address questions prior to a lesson. This Flipped approach facilitates learning any time anywhere, instant feedback and the option to use the outcomes to shape follow up learning.

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ro-_intervention_recipe2-geogebra


Recipe Card 6 – Using video tutorials to support flipped teaching-learning

6959359In this Recipe Card we use Zaption  as a tool for recording math video tutorials, have student engaged with the video and address questions prior to a lesson. This can be used as a n approach to save in-class time and as a means of identifying in advance areas of weakness and strength.

Unfortunately Zaption, despite being excellent as a flipped-learning tool, no longer exists.   Below are some similar sites than can be used to support flipped-learning in the manner discussed within the Recipe card. Playposit, EDpuzzle and Nearpod all over similar platforms. We have not written here about our use of Nearpod (https://nearpod.com) but this is a wonderful Flipped and Blended learning tool supporting instruction and feedback.

 

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ro-_intervention_recipe2-geogebra


Recipe Card 7 – Using video tutorials to support flipped teaching-learning

com.softronic.vklass.androidIn this Recipe Card we further explore flipped learning aproaches using a different tool, Vklass. Vklass can be used to build and assign courses to class groups. Unlike Screen -o -matic or Zaption this does not enable you to make videos but doesn’t enable videos to be pulled from Youtube and similar sites and build them into a course. It also enables questions to be linked to the video supporting engagement and focused learning. Activities can be assigned as Home Learning tasks, activities completed online and the results collected for further use by the teacher.

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uk-_intervention_recipe-google-docs


Recipe Card 8 – Using video tutorials to support flipped teaching-learning

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In this Recipe Card we further explore flipped learning approaches using a different tool, ScalableLearning (https://www.scalable-learning.com/#/home). This approach was similar to Recipe Card 7, working with pre-existing videos, building courses to prepare students for lessons. The recorded benefits of such an approach is that students come to lessons with a curious attitude and pre-knowledge to be built upon within the face to face lesson.

“With ScalableLearning teachers can easily add quizzes and surveys to videos for active student preparation, understand where students need help with teacher analytics, bring students’ online questions directly into the classroom, and use active in-class teaching techniques connected directly to the students’ online performance.”

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uk-_intervention_recipe-google-docs