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Name: Sare Curtis

PART A: Describe how students could create and publish an original movie, audio file, podcast, or vodcast in order to achieve
required learning standards. Challenge: For an “A” provide an idea where the learning activity reaches a LoTi level 4a or
above. To do this you will have to design a project where students engage in higher-order thinking and publish their work to an
audience that will use or care about the results. Broad feedback for their work is also a great way to boost interest and
Grade Level: 11th grade
Content Area: Pre-calculus
Technology Used (check all that apply): Movie Audio Podcast Vodcast Other: (list)

Content Area/Grade/Standards/Topics Addressed:

This is a project that would be done at the end of the year and would address nearly all standards
that were taught throughout the year of learning Pre-calculus
MM4A1. Students will explore rational functions
MM4A2. Students will use the circle to define the trigonometric functions.
MM4A3. Students will investigate and use the graphs of the six trigonometric functions.
MM4A4. Students will investigate functions.
MM4A5. Students will establish the identities below and use them to simplify trigonometric
expressions and verify equivalence statements.
MM4A6. Students will solve trigonometric equations both graphically and algebraically
MM4A7. Students will verify and apply sinCabA 2 1 = to find the area of a triangle.
MM4A8. Students will investigate and use inverse sine, inverse cosine, and inverse tangent functions.
MM4A9. Students will use sequences and series. a. Use and find recursive and explicit formulas for
the terms of sequences.
MM4A10. Students will understand and use vectors.
Brief Description of Learning Experience: As you address the standards, what will students and teachers do? How will
the project be introduced? How long will it take to complete? What audience will use/care about the multimedia projects
students are creating? How broad is this audience? How will student work be assessed and by whom? Who will provide
feedback to students about their work? (Overview should be a minimum of 2 paragraphs)

Students will be working in small groups. Each group will be assigned a specific topic area. These topics will cover units
or parts of units that we have learned about in Pre-calculus this year. Students will take their topic and create a video
with audio and music that explains their topic to an audience. They will explain their topic, acknowledge important
vocabulary, share all necessary equations and provide several problem examples that range from easy to challenging.
Essentially, students will be creating a study guide centered around their topic. Their video should be something that
various other students could use to relearn or simply learn about that pre-calc topic. The project will be introduced as a
final assessment for students to use to prepare themselves to go into Calculus next year. A lot of pre-calc topics will come
up again when they take Calculus and having access to these videos about pre-calculus will help them in their classes to
The students will have a month to complete the project as a decent amount of work will be required to finish it. The
audience that is most going to care about the projects are other students. New incoming students will be able to use the
videos to act as an aid to their pre-calculus lessons. Meanwhile students who make the videos will be able to use the
information from these pre-calculus videos when pre-calc topics come up in their Calculus classes. It will act as a useful
refresher of what they have learned. It is not too big of an audience, as the information in these videos would mostly be
useful to high school and college students. However, the videos would be useful to anyone learning pre-calculus or
calculus. The videos would mainly be assessed by the teacher assigning the project, as the teacher knows best about what
to expect of their students. However, other students would also watch their peers videos in class and give quick feedback
about how they think they did. However, the final grade would come from the teacher; the teacher would also be the one
to give the students the feedback from their peers.


Student Engagement/Higher-Order Thinking: What SAMR would this lesson be and Why?
This fits into the Redefinition level of SAMR. This project allows for an opportunity to create tasks that
were previously inconceivable. Creating these videos is more than just creating a written study guide. It
allows more information in a single project, more visual step by step explanations, a neat organization of
the ideas of a unity, and more shareability. If this was just a small part of a study guide, most of these
aspects would not be possible. Having it be in a video format allows for all of this.

Importance of technology: Why is using a multimedia authoring tools critical to the project? Could the project be
completed without this technology? What would be lost without using it? What other types of technology, if any, are
going to be used in the learning experience?

Yes these tools are all critical for this project. Without the video format, you would not be able to
explain out a step by step process for solving problems in a way that is similar to a teacher explaining
it. Instead, the step by step process would just be written out on a piece of paper, which doesn’t feel
as personal or work as well as a written and spoken problem solving procedure. You would not be
able to share it as easily as you can in a video format. You could not organize the information in a
more compact way. Listing out vocabulary, equations, problems, and rules becomes longer and more
complex in a word document where you have to scroll through pages and pages of information.
Meanwhile, the video can allow for collection of this information in a quick 10-15 minute video.
There could be many other types of technology in this learning experience, but it all depends on what
students use. They may use IWBs to record their examples. They may use instructional software to
use online graphing calculators or demonstrate something with a geometric sketch pad. Students
could use Basic Productivity tools like PowerPoint to help make the slides they want to put in their
videos. It all depends on the students, but many more technologies can be used beyond multimedia.

Inspiration (optional): If you used existing multimedia projects as a model for your project (whether in part or whole),
include the URL(s) so we can visit. Explain what concepts you “borrowed” from others.

Internet Safety and Student Privacy: Briefly discuss some possible issues surrounding internet safety and student
privacy that could arise while implementing this learning experience and explain how you’d minimize risks to
students/yourself, alleviate any fears by parents/administrators, and follow school districts’ Internet Safety/Use Policy.

A few issues that could arise with this learning experience is that in giving students access to other
students projects to use for reference later on, I will need to post the videos somewhere. This could
cause some issues with student privacy so to alleviate these issues, I would first place the videos
somewhere where I know that students will need to request access from me as the teacher in order
to use the videos. Second of all I would have to find a way to ensure that students would only be able
to watch the videos and they would not be able to download them. I would not want students
downloading these videos and posting them somewhere else, thus once again putting student privacy
at risk. So, I’d make sure that wherever I post these videos, not only are they protected by needing
permission to access them, but also ensuring that they can only be viewed and not downloaded.
Other comments about your proposed student multimedia authoring activity: This learning activity, done well
and with a good amount of effort from students, will provide with useful tools that they can look back on
for years to come as they enter more advanced math classes and need a refresher on certain topics.
Additionally, using multimedia authoring can provide more for these students in several different ways,
than would be gained through simply writing out an end of year study guide.