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Discussion for Geometry Lesson
Laura LaFrenier (Teacher (K-12))
A concise and appealing lesson and format for educating students on these basic geometric terms. The theme is pleasing to the eye. In addition, the applause and animated star for correct answers will appeal to students at the targeted grade level. The author does a great job of keeping the slides simple with to-the-point descriptions that are easy to understand. A recorded reading of the questions would make the presentation more accessible to all students no matter the reading level or first language.
The presentation could be improved by providing more feedback to the learner if they choose an incorrect response. Currently, the presentation just directs the student back to the description slide with no feedback. Direct feedback that is connected to the specific incorrect choice the student made would greatly improve the presentation. For example, if the question asks the student to choose which is a ray and the student chooses a line, a slide could explain the difference between the two and then direct the student back to the question. In addition, the Internet could be utilized as an extension for further information or as a review (links could be inserted to take the reader to a website).
All in working order.
John Hertel (Teacher (K-12))
Positive Feedback: Clean, crisp slide designs. Slide design was very consistent throughout presentation. Slides contained good information, without too much text on one slide. Presentation provided quiz questions and feedback, immediately after covering a concept. Presentation was set up in a linear fashion with little to no possibility of getting lost while navigating through. By slide going back to concept when you clicked on the wrong answer it did a good job of not demoralizing a student for not getting the correct answer.
Critical Feedback: The slideshow allowed little to no choice in which concept a student would cover. The wrong answer takes the student back to the concept, but does not actually give feedback as to the fact that they got the question wrong. Feedback for right answers was positive and consistent, but also repetitive and somewhat mundane. Three out of the five answers on the multiple choice were “C.” More variance in correct answers would probably be more authentic. When a student gets an answer wrong on the quiz it takes the student all the way back to review that element, with no choice to go directly back to the quiz after reviewing. A recorded reading of concepts to go along with the text would add to the accessibility and of this lesson and help to follow UDL principles. The slides contain only mathematical based images, and should include “real world” examples like a picture of the top of a door for line segment, a picture of two streets running parallel on a map, and a picture of a laser pointer, etc. These again would help relate this lesson and would follow UDL principles. Also, this lesson could include foreign language equivalents, especially of basic terminology like lines, etc. This would seem appropriate for a common language like Spanish.
All technical aspects that were created seemed to work well. Above comments address aspects that could be more detailed and further developed.