Padlet Reflection

I created a Padlet that will be used to differentiate review in my classroom.  For the first part of the lesson, students will visit the standards that they have not mastered.  This gives them the opportunity to focus on areas that need improvement.  In each of these standards, the website has sample problems that students can practice.  For the second part of this lesson, students will choose one standard they have mastered and add a link to where this standard could be applied to a real life situation.  These real-life situations will help students who are struggling make a connection and will give students who have already mastered this content to think deeper about the standard they have learned.  This will be a great opportunity for me to discuss copyright rules with the students and show them what is and isn’t allowed to be shared within the Padlet. 

Bloom’s Objectives:

-Students will upload real life examples from a website of their choice on trigonometric standard they have mastered

-Students will play and make inferences on different manipulatives to learn trigonometric standards they have not yet mastered

-Students will analyze different websites to determine if they are real-life examples of a trigonometric standard

-Students will collaborate as a class to make a complete review Padlet

Many of the principles that we read in, Research-Based Principles for Designing Multimedia Instruction, were used to create this Padlet.  When searching for different resources, I had to make sure animation and narration matched successively as shown in the Temporal Contiguity Principle.  When I chose videos, I made sure that as the narrator was explaining how to solve, he was also showing through animation.  Another principle I used was the Pre-training Principle.  When choosing multimedia, I had to make sure that students had heard the vocabulary words being used on each resource so they had the background knowledge that they needed to understand what they were reading.  This will help them process what they are learning.  The last principles I used were the Personalization and Voice Principles.  When choosing videos to teach standards, I chose videos that had narration done by a human voice. Mayer described that people learn more deeply when narration is done by a human rather than by a robot or computer.  I took this into account and chose a human narration for the videos. I also chose a voice that was speaking to the audience in a conversational style, which was also recommended in the Voice Principle.  This principle showed that students learn better by a social approach rather than by a formal approach.

I never used to consider the different principles when choosing online resources.  I would normally glance over them quickly to see if they had key or interesting ideas and have students use them.  I never payed attention to where the graphics were located, or if a narration was done by a human or computer.  I did not realize the importance of these principles. When I began looking at the resources I chose for this lesson, I realized that many of the principles did not align with the resources I originally believed to be effective.  This process showed me that I need to be much more careful about what resources I provide for my students. I am excited to apply what I have learned to future lessons to see if results are different from the results I had in past.