I created the above lesson on Solving and Graphing Linear Inequalities based on the Alberta Grade 9 Curriculum. The specific outcome is “Explain and illustrate strategies to solve single variable linear inequalities with rational coefficients within a problem-solving context.” I have actually decided to add this lesson to my Math Google Classroom for students to use as a review activity.
When putting together this lesson I tried to keep a couple of key things in mind from the readings. Specifically, using a sans-serif font, appropriate font size and a high contrast between font and background (Webster, 2014.) I also believe in both the Work Out Example Principle as well as the Animation Principle as mentioned by Randi Gill (2009) in her presentation; “Learning Design for the Brain – Multimedia Principles.” This led me to create the four following types of multimedia;
- Static Images
- Animated GIF
- Video Screen Capture
- Video Screen Capture with Audio
Static Images
I created two different static images in my lesson. Both of these images are based on the “Representational Communication Function” as described by Clark and Lyons (2010). The goal of both of these graphics was to represent information students either needed to know (inequality signs on slide 2) or do something with (practice questions on slide 7).
Animated GIF
According to Clark and Lyons (2010, p. 19) “Transformational visuals communicate changes over time or over space.” The GIF I created on slide 4 used 5 separate images which I created in Photoshop and then combined together to make a GIF in gifmaker.me. The GIF goes step by step through the process of solving a specific inequality. I could have left the image static, however, I feel by animating it, it helps novice learners chunk the information into useful segments and form a coherent mental model (Gill, 2009).
Video Screen Capture
The two video captures I did on slides 5 and 6 were both made using Quicktime and animations on Powerpoint. These videos were an effective means of sharing both the rules and examples of graphing and solving linear inequalities. The first one organizes the information by combining both the rules and the examples in a chart. The second, like the GIF, chunks the process for solving the inequality into useful segments allowing for students to see the rule in action.
Video Screen Capture with Audio
The final multimedia item I created, which is located on slide 8, takes into account Mayer’s (2014) Cognitive Theory which asserts that people learn more from words and pictures than words alone. By creating a screen capture of the process involved in solving and graphing specific linear equations students get the visual of the process. By explaining the process as I go through the steps, auditory learners are able to follow along. This fits well into the Dual Coding Theory originally proposed by Pavio in 1971. “The chances that a memory will be retained and retrieved are much greater if it is stored in two distinct functional locations rather than in just one” (Thomas, 2014).
Overall, this lesson is pedagogically sound as it meets the specific learner expectation by combining a variety of research supported forms of multimedia. It also addresses a variety of learning styles and allows the learner to interact with the lesson in a way that is meaningful to them.
References
Webster, K.S. (2014). Text Design for Online Learning. Retrieved from
http://courses.olblogs.tru.ca/eddl5131-jan17/week-2-text/text-design-for-online-learning/
Gill, R. 2009. 11. Learning Design for the Brain – Multimedia Principles. Retrieved from https://www.slideshare.net/ranihgill/learning-design-for-the-brain-multimedia-principles
Clark, R.C & Lyons, C. (2010). Three views of instructional visuals, In Graphics for Learning: Proven Guidelines for Planning, Designing and Evaluating Visuals in Training Materials. San Francisco: Pfeiffer, 15-28. Retrieved from
http://site.ebrary.com.ezproxy.tru.ca/lib/trulibrary/reader.action?docID=10469757&ppg=37
Mayer, R.E. (2014). Research Based Principles for Multimedia Learning.
Presentation given at Harvard University, 5 May 2014. Retrieved from
https://www.youtube.com/watch?v=AJ3wSf-ccXo
Thomas, N.J.T. (2014). Dual Coding and the Common Coding Theories of Memory. Retrieved from http://socialmediatoday.com
Hi Abbi,
Very nice work again – I’m always impressed by how you post your assignments at the beginning of the week!
I’ve never used emaze so I went to check out the site and saw that they have lots of EDU templates to use which looks useful. Similarly to how you separated the two sides of an equation using colors in a previous activity, I think the two-color layout is very effective. Also, the animation you used to flip the inequality sign will likely leave a lasting impression for the students.
As for some feedback, when I was watching the video on slide 4, I wish I had a pause button so that I could stop the animation and process all the information on the screen but I guess there is no way to do that with GIFs.
Thanks for sharing!
Actually, upon viewing your enhanced lesson, I reflected and thought that my enhanced lesson would benefit by using emaze or some other slideshow instead of showing graph after graph as I have done. Something to try in the future. Thanks!
Hi Abbi,
You have used multimedia very effectively in this lesson. I like how you highlighted the rule about switching the inequality when dividing or multiplying by a negative number. This is a common error when working with inequalities! Perhaps you could have some more explanation as to why this is the case in the audio portion of the lesson? I also have not worked with emaze and found it quite interesting and unique with a variety of multimedia. I did find the slides rushed, unless you clicked on the slides separately. Is there a way to slow down the slides during the slideshow? Or do you just have to click on the individual slides? Very well done lesson!
Markku
Markku,
I found a way to slow the slides down. Each one is now set to 2 mins however one can still use the arrows to advance if they are done with a slide and want to move on. Thanks for pointing that out.
Abbi