The Technofication of a Lesson

According to the Montana Common Core State Standards, the Pythagorean theorem is a critical area for eighth grade students.  It is also a concept that is used in many real life contexts.  For example, a 22-inch TV has a diagonal length of 22 inches, which is the hypotenuse of a right triangle.  Also, painters and construction workers need to know the size ladder to use to get to the top of a wall.  Geologists use the Pythagorean theorem to find the center of an earthquake.  Surveyors use the theorem to calculate the height of a mountain.  Triangulation is a more complex version of the Pythagorean theorem that helps pinpoint locations on earth.

There is no doubt that it is an important concept for success in adult life.  However, the traditional method of teaching it would most likely involve direct instruction.  A teacher would demonstrate the skill; students would practice and then there would be a quiz.  See original lesson plan. 

Substituting technology still keeps the lesson direct instruction but it is more engaging and interesting for students.  See substitution lesson plan.  Augmentation cleans up the substitution plan but still only enhances the original direct instruction plan.  See augmentation lesson plan.

Student Work - Google Earth

To transform the lesson, one has to think outside the box.  Flipping the classroom is one such idea.  In a flipped classroom, the direct instruction is done outside of the classroom as homework.  Students watch videos that introduce concepts.  In class, students work on activities or investigations that apply those concepts.  For a significant redesign from the original lesson see modification lesson plan.

Student Work - Wheel of Theodorus

A Menu is not a new pedagogy.  It has its roots in the elementary classroom’s stations.  However, redefining a menu takes the best of the old pedagogy and makes it rich with technology.  A menu is a way to organize the classroom for instruction that includes problems, activities, games and investigations.  It allows students to have choice that helps them work within their own strengths as well as challenges them to step outside their comfort zone.  An internet-based menu uses their world to help students have success.  The menu in my lesson is located on a Google web page so that students have access to it anywhere.  It consists of an appetizer, a main dish and a dessert.  The appetizer introduces the Pythagorean theorem.  The main dish consists of activities and investigations that use and apply the Pythagorean theorem.  The desserts allow students to be creative with triangles.  For a more in-depth description see redefinition lesson plan.

Most students are highly motivated as they work their way through the menu.  They begin by watching several YouTube videos that reinforce their fragile understanding gained from watching the stop-motion movie that I created to introduce the topic. (The Pythagorean Theorem Movie).  The students are required to choose two main dishes.  A favorite activity is the Pythagorean Triples and Google Earth Activity.  When students get to the desserts, the have a good grasp of the Pythagorean theorem and are ready to have some fun.  Since I have used and revised this menu, I have never had a student fail the culminating quiz.