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States of Matter StAIR

Rating: No Rating (Comment only)
Used in Course: Not used in course
Submitted by: Dawn LeComte (Teacher (K-12)), May 01, 2012

It took me about 45 minutes to thoughtfully review this resource for its educational potential.  It took about 15 minutes to review the content and an additional 30 minutes to explore the six links included at the end of the resource. 

Overall, I thought this was a very clean interactive slide show.  The elements of the slide show that stood out to me included the use of informative feedback throughout which included graphic examples, the use of balloons at the end to monitor progress, the addition of an age appropriate video, and links to websites for reinforcement and enrichment of concepts covered in the slideshow.  With this said, the links at the end of the slideshow provide proactive classroom behavior management reminding the student to explore these links until computer time is done. 

The addition of back buttons might increase students ability to master concepts and students ability to interact with material.  While the addition of audio for reinforcement and further animation of graphics might increase student engagement, the availability of headphones and the context in which this might be distracting to other students completing other tasks is unknown.  Finally, the authors addition of reading some slides would be beneficial to readers not at grade level and ESL students. These comments reflect ease of use. 

Further review of this material is more closely based on the TPACK model and UDL guidelines.  Multiple means of representation where provided with the inclusion of a video which allowed for visual and auditory alternatives while addressing multiple intelligences with the use of song.  The video in particular would be highly engaging for this age group.  Key concepts were illustrated non-linguistically through the use of graphics. Likewise, background was activated with the use of age appropriate graphics.  Capacity for monitoring progress was enhanced by the balloons being filled upon correct response.  Multiple means of engagement was developed through the use of individual choice at the end of the slide show to through the use of different links to websites for reinforcement and enrichment.  Appropriate cues and prompts included "taking a closer look at the question" and  viaual graphics assisted in scaffolding learning.  In terms of the TPACK model, content learning was supported and enhanced by the use of technology. 

Technical Remarks:

There appeared to be two broken links in this resource.  Although it was unclear it they were broken or if this was intentional.  For example, on both the solids and liquids slides when I was asked to choose a solid or liquid it only allowed me to choose the correct graphic.  It is unclear to me if there was audio with this slideshow because I didn't hear any and I remember this author mentioning working with audacity to embed sound. 

Time spent reviewing site: about 45 minutes