Engineering Design Process (EDP)
How will students test or implement the solution? What is the evidence that the solution worked? Describe how the iterative process from the EDP applies to your Challenge.
Select Solution: The students will select a media type to design and construct a Web-based Algebra I online tutorial.
Implement Solution: After students finish creating their Web-based Algebra I online tutorial, the students will present it to their peers who will evaluate their tutorial using a peer evaluation rubric.
Evaluate Solution: Once students have received feedback (Communicate) from their peers about their tutorial presentations, the iterative design process will guide students in determining what type of adjustments (Refine) they need to implement to improve their tutorial.
Communicate Solution: Students will present their tutorial to the entire class.
How will students present or defend the solution? Describe if any formal training or resource guides will be provided to the students for best practices (e.g., poster, flyer, video, advertisement, etc.) used to present work.
As needed, I will teach students to use Power Point, Movie Maker, and an animation software. Students will present their initial Web-based Algebra I online tutorials they created to the 8th grade Algebra I class. After the tutorials are refined, students will present their tutorials to the 7th graders and allow them to evaluate them.
What academic content is being taught through this Challenge?
- Explaining steps in solving simple equations, and justifying solutions.
- Solving linear equations and inequalities
- Creating equations and inequalities in one variable and use them to solve problems
- Representing constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpreting solutions
- Power Point presentation development
Lesson 1 – Web-based Tutorial Components
- Activity 1 – Introduction, Big Idea, Essential Questions, Guiding Questions (Day 1)
- Activity 2 – Students research Algebra I web-based online tutorials and identify key features. (Day 2)
Lesson 2 – Web-based Tutorials Design and Assessment
- Activity 3 – Design a Tutorial Evaluation Rubric based upon the tutorials they researched. (Day 3)
- Activity 4 – (EDP) and (CBL) Algebra Tutorial Challenge: Students will design and create an Algebra I web-based online tutorial (Days 4-9)
Springboard Algebra, by College Board. 2015 – textbook
Math Tutorial Video
Dance Tutorial Video
Pre-Unit and Post-Unit Assessment Instrument
Results: Evidence of Growth in Student Learning
The data revealed student growth because students scored higher on average on the post than on the pre-assessment. The class average on the pre-assessment was about 33% (6.5/20) and the class average on the post-assessment was about 56% (11.2/20). Students expressed having a better understanding of the material they had to teach on their tutorial. An influx of new students and a few attendance issues resulted in 7 students only taking the post assessment and not the pre assessment, which may or may not have an effect on my data. 27 students increased their score on the post assessment ranging from 1.5 points to 13 points increase.