TI-Nspire Navigator System Encourages a Higher Level of Thinking and Provides Immediate Feedback

Throughout the year, my algebra students have used the TI-Nspire handhelds (graphing calculators) in conjunction with the TI-Navigator System in a variety of meaningful ways. This technology encourages collaboration, individual learning and problem solving, and immediate assessment of each student’s progress.  I can easily observe each student’s level of understanding at any point and adjust the lesson if necessary.  Some features that are unique to the TI-Navigator System include:

• Class Screen Capture - At any point in the lesson, I can capture the progress of each student and the class as a whole with a quick Screen Capture.  This encourages rich, math discussion as students analyze each other’s graph/work for accuracy.  As the teacher, each Screen Capture immediately reveals exactly which students understand the algebraic concepts as well as those students who may need additional explanation or practice.  The lesson either builds in complexity at this point or reinforces the algebraic concept based on the evidence from each Screen Capture.

• Quick Poll – This feature has many advantages: I can introduce a concept with an “I Wonder” question, survey the students to discover the most challenging homework/class problems, or send a specific problem or activity to the entire class and immediately see their answers in the form of a class graph.  This feature is invaluable as it helps accurately assess the level of understanding of not only the class as a whole, but also of each individual student.

• Live Presenter - Any student can easily become a ‘Live Presenter’ and project their handheld screen from anywhere in the classroom in real-time mode. I use this feature to introduce a new concept or graphing process so students can observe the procedures one step at a time.   

The continual use of the TI-Nspire Navigator System with its real-time features meets the Redefinition stage of the SAM-R model.  Without the use of this technology, students would not have the ability observe their peers’ work and the overall level of understanding for our class at any time throughout the lesson.  This system encourages a higher level of thinking for every student that simply does not occur otherwise.

The Many Uses of "Google Classroom"

Throughout the year, I have utilized "Google Classroom" in a variety of ways as an ongoing communication tool between students, parents, and me.  Each class has their own Google Class site.   https://classroom.google.com/c/MTU1ODM2NVpa

Some of the ways we used Google Classroom include:

• Sharing a "Math Procedures" presentation at the beginning of the year.

https://docs.google.com/a/richland2.org/file/d/0B9evqcP_1tpebkFOWXo0MjV1Qm8/edit

• Posting daily homework assignments and announcements.
• Sharing warm-up, journal writing, and other class assignments.

https://docs.google.com/a/richland2.org/document/d/10pVAcUyF_JcCbUCo-f_SSEtTk6XyG3RRx674jPNM-CM/edit

• Students completing a reflection form to share their strengths, struggles, and any specific questions pertaining to the math concepts for that chapter. https://docs.google.com/a/richland2.org/document/d/1k9pYscn-HFlqPsbfsxUqeEHiOts7TcFEysJCRN6hlK8/edit?usp=drive_web&authuser=0
• Posting necessary forms for students to access at any time - Math Tutorial Request Form, Rebound Form, Cornell Notes Template, Reflection Form, graph paper. https://docs.google.com/a/richland2.org/file/d/0B9evqcP_1tpeSmQzTnl5WGJFbmc/edit
• Students creating math practice problems to share with their peers as they review for Chapter Tests.  They also collaborate to create online review games and share with their peers before a test. https://docs.google.com/a/richland2.org/presentation/d/19hIDQZeAn2_rt-_doIFXQ1j8TQBs0imtgb2NqhMWz5c/edit#slide=id.p
• Students creating a variety of online projects throughout the year and post their presentations through the Google Classes.  Using this site, students could view and make comments/suggestions on their peers' presentations.   https://docs.google.com/a/richland2.org/document/d/1lgL39z2sTTXaqvTi1D6NRj7ktdCWrMksk8I2Rc6kCrg/edit
• Sharing the day's assignments with each class through the Google Classes when I attended the District Leadership Team session. https://docs.google.com/a/richland2.org/document/d/1crOSGyXx_p7UitplD3AB2r96IIN8pvK5hV01pt85Ba4/edit?usp=drive_web&authuser=0

The extensive use of “Google Classroom” this year meets the Modification and Redefinition stages of the SAM-R model. Utilizing this site on a continual basis to communicate with classes, parents, and students with their peers redesigns these tasks in meaningful ways that cannot be accomplished without the use of technology.

Math Homework with "Digits" is a Real-Time Experience

Students in my pre-algebra classes use their chromebooks daily to access their online “Digits” assignments.  This digital curriculum program includes video lessons, online tutorials, homework practice, online quizzes and tests - all in real-time.  Each assignment is customized to fit my student’s learning needs.

For homework assignments, I set the number of attempts to three tries per problem. At any time during the assignment, students can choose the “help me solve this” option or “show me a similar problem” option for clarification.  As they answer each problem, students receive immediate feedback so they can rework any missed problem.  This instant feedback provides the positive motivation for them to continue through the assignment.  

As soon as students submit their assignments, I can assess their level of understanding.  When I choose the “view submissions” option, I can easily see exactly how much time was spent on each problem, view their answers, and their number of attempts.

At the beginning of each topic, I can customize a short pre-assessment, assign to each student at the beginning of class, and in a matter of minutes assess each student’s level of understanding.  This capability immediately determines the direction of the learning for every student.  

Using the “Digits” curriculum in math meets the Modification and Redefinition stages of the SAM-R model.  While the traditional paper-and-pencil provide students with important practice on classwork and homework assignments as well as assessments, the addition of the technology features enhances the teaching and learning.  The real-time capabilities through the use of technology provide immediate feedback on the success of each student at any given time. Because this type of assessment cannot be accomplished in this quick amount of time without the use of technology, it becomes a strong example of the redefinition stage. Students are also more motivated to complete their assignments and do their best work when they receive ongoing progress of their level of understanding.  And because this digital curriculum provides instant results for every student, I can design the work in more meaningful ways.