This iMovie is a spoof commercial that illustrates the Teaching Strategy called Wait Time.
The definition of Wait Time is that the teacher is supposed to allow
time between asking the class a question and then soliciting a
response. Most students hear a question and just blurt out a
quick, simple, and often one-word answer to the question.
Providing Wait Time encourages to the students "Think before they
speak," and to demonstrate a more deeper knowledge of the
question being asked. This clip creates a humorous
scene where one student takes an extra long period of time in
order to solicit an extremely detailed response to her teacher's
question.

M3 - Math Movie Minute

This activity, Math Movie Minute, demonstrates
the age old theory that students comprehend concepts better if they,
themselves, teach the concept to another person. Using iMovie
allows students to integrate math knowledge with technolgy to create a
video that teaches their classmates.

The students should be divided into groups and given the task to
create a 2-3 minute movie that focuses on solving and explaining a
"real life" math problem. First, the groups are to agree on a
math concept and problem that could occur in everyday life. The
teacher then introduces the procedures of creating a movie, beginning
with the importance of a storyboard and how to use a digital video
camera with iMovie. The students are then to research their
chosen topic and complete a story board that includes scripts, shots,
plots, and any other element needed in their movie. The
requirements for this project for the students include that each
student should have:

Introductory scenes showing the math problem occuring in the real-world.

Data collection scenes where the students are seen measuring or taking action to collect data.

Documentation scenes where students are seen working out the math problem on the screen.

A conclusion where credits and sources are cited.

Students are then to rehearse and film their movie. When
finished filming, they are to import their footage to iMovie and
edit. Once the movies are completely finished, the students
present them to the class, and the class is to provide feedback and
discuss the process.

The Outcomes after completion of this project provides that each student will be able to:

Apply the concepts learned in the Math Class to "real-life" problems.

Use mathematical vocabulary to explain process, solution, and application.

Demonstrate ability to work individually and collaboratively to problem solve.

Provide a clear explanation of a solution to a problem and justify the processes used to get the solution.

Demonstrate ability to create/use a story board.

Write a script including explanation, supporting details, and logical flow.

Use presentation skills.

Reflection

In this particular project, the teacher must first be familiar with
the technological equipment being used by the students. The
teacher must also be able to clearly explain to the students each
different aspect of the project and how it is to be completed.

One thing I have learned from this activity is that you can
turn everyday concepts into entertaining, yet also educational projects
for students. I have always held a firm belief that students
comprehend concepts better when they teach the concept to another
person, yet this project integrates this theory with real life math
problems and video footage. The child does not simply come up to
the dry erase board and explain how to solve a problem thought of by
the teacher. Rather, they are connecting real life mathematical
problems that they run into everyday with the concepts that they are
learning math class to create an "Attention-Keeper" movie that will
teach themselves, as well as their classmates.

This activity could be used in 8th grade math easily because the
students should be mature enough to handle the responsibility of
working in a group with electronic equipment. They should
also be able to see abstract connections between real life problems and
their in-class math knowledge and be able to solve the problem.

Our Math Trail

This activity, Our Math Trail, helps to show students how math is all around us. The students use iPhoto to demonstrate this concept.

This project is based on a concept presented in the National Math
Trail website. Students are given a list of grade appropriate
math concepts. Working in small groups, the students walk around
the school campus and take digital photos they can use for math
problems related to the concepts of the list. They then download
the photos in iPhoto and create a group iPhoto photo book. They
write the text for the problem on the page with the photo and add the
solution to a page at the end of the book. They can also use Clip
Art or other images on the page that follows a problem to explain the
relevant math concepts. Each student group also adds step-by-step
to each math problem site on a school map, which allows the other
groups to follow that "math trail" and solve the problems. The
completed iPhoto books are printed and given to each other group.

The Outcomes after completion of this project provides that each student will be able to:

Work in a cooperative group to produce a book of math problems.

Complete a map that includes directions.

Show how math is relevant to real life.

Reflection

One thing I have learned from this activity is how you can
facilitate in making connections regarding mathematical knowledge into
almost every aspect of real life. This project gives the students
a variety of different real life ideas to incorporate into their math
class. This activity also helps the students keep their interest
in learning and retaining math skills. Many students dread coming
to math class because most classes are always lecture-based and can get
boring to the students. Keeping this interesting for the students
not only keeps them entertained, but shows them that learning is not
alway tedious and full of lectures. Through this activity, the
students are using their own knowledge to create a math trail and then
solving other groups' problems through trails also. They are
learning and having a positive experience in their math class.

Measuring Speed With iMovie

This activity, Measuring Speed With iMovie,
allows students to be able to make accurate measurements and record
data, which relates to science skills. Students also need to know
how to use math formulas to convert different units of
measurements. This lesson provides real world examples of a
variety of math and science skills. Using a digital camera,
iMovie, and a spreadsheet program, students will be able to measure the
speed of various objects.

In this activity, students record each other running, walking,
throwing a ball, or doing a similar activity for a set distance.
The students then import the clips to iMovie. They use seconds
and frames per second it took to complete each activity in the video to
compute how long it took in miles per hour. They record their
data in AppleWorks and discuss questions that relate to their
observations and measurements.

The Outcomes after completion of this project provides that each student will be able to:

Measure speed of an object using video.

Convert feet/second to miles/hour.

Convert seconds:frames to a decimal value.

Understand the importance of consistent and accurate measurements.

Understand a real-world application of math and science.

Reflection

One thing I learned from this activity is the variety of different
ways technology can be used in the classroom and how you can relate one
specific subject area to another. This activity linked
mathematics with science. A teacher could work together by
coinciding this project with similar curriculum being taught in a
science class. Therefore, the students make not only the
connection from math to real-world problems, but they also
connect math to science. The students will begin to see how
each subject area should "feed" into the other, and help the
students get an overall idea of how everything that they're learning in
school fits together. Everything is not just random
knowledge.

Symmetry in Motion

This activity, Symmetry in Motion,
supports the idea that students who are actively engaged in meaningful
applications of new concepts and ideas internalize, understand, and
retain at a much higher level. In this particular case,
mathematical students who are learning about transformational geometry
will not only look at characteristics and defining features of
translations, reflections, rotations, and dilations of
two-dimensional shapes, but they will explore around them to
find real life examples of each individual type.

In this lesson, students will create an iMovie explaining each
concept and provide real-world examples to clarify and develop
understanding for themselves and their classmates.

The Outcomes after completion of this project provides that each student will be able to:

Understand the mathematical concepts that relate to transformational geometry.

Be able to visualize real-world examples of transformational geometry.

Be able to use a digital video camera and edit using iMovie.

Reflection

One new thing I have learned from this activity is to create
ideas/activities for students to participate in that will make newly
learned concepts "concrete" in their minds. It's one thing to
tell and lecture about geometrical transformations, but that in itself
is a very abstract thought. By allowing the students to take that
abstract thought and make it realistic in their minds by finding
real-world examples helps clarify and cement the concept into long term
memory. The big part of this project is letting the students
create the examples themselves so that they have to decide individually
if their problem is consistent with the mathematical concept they just
learned. Then, the students get to create an iMovie presenting
all the examples they have found, and they get to see what other
student groups created also.