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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

performance.

Grade Level: 11th grade

Content Area: Pre-calculus

Technology Used (check all that apply): Movie Audio Podcast Vodcast Other: (list)

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

come.

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.

1

MULTI-MEDIA AUTHORING TEMPLATE

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.

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