Report 4: Utilize Resources
Preview Resources:
The teacher previewed the Deltamath.com topics to use as assignments (Station 2) and practiced submitting answers. All application problems being used in small groups (Station 3) were previewed and previously worked out by the teacher, as was the card sort and task (Station 4). The videos for Station 1 were previewed by the instructor and then embedded into the learning management system (LMS) to ensure they worked properly.
Prepare Resources:
As the district is 1:1, all students had their school laptops to use during the station rotation (necessary for Stations 1, 2, and possibly 4). The videos were previewed and then embedded into the LMS for students to access to complete the notes for Station 1. The paper sheets necessary to complete the notes for their interactive notebooks were provided in a pile at Station 1. For station 2, students were already familiar with DeltaMath website and how to log in, so they just had to log in to work. A sheet with these directions was also posted at this station. In addition, dry erase markers and erasers were provided for use on the dry-erase tables while working through the DeltaMath assignment. At Station 3, the ClearTouch panel (smartboard) was turned on and students were provided with dry erase markers, eraser, and paper. Problems from the textbook are provided by the teacher to the small groups as needed. At Station 4, on Day 1 students had the choice to complete a physical card sort (with pre-printed and cut cards available) or a digital card sort (google slides). On Day 2, students were provided with a task (on a sheet of paper) and then directed to submit their solutions on the LMS.
Day 1:
| Station | Link to Resource |
| 1 | Videos: https://www.khanacademy.org/math/geometry/hs-geo-trig/hs-geo-law-of-cosines/v/law-of-cosines-example https://www.khanacademy.org/math/geometry/hs-geo-trig/hs-geo-law-of-cosines/v/law-of-cosines-missing-angle |
| 2 | www.deltamath.com (students log in and complete “Law of Sines” Practice. |
| 3 | Problems selected based on group needs from text |
| 4 | Google slide card sort (will also print copies): https://docs.google.com/presentation/d/1o3woaZHIk0kbWAeKAeGBi09PkQZZOeaGrn660YayV0w/edit?usp=sharing |
Day 2:
| Station | Link to Resource |
| 1 | Video: https://www.youtube.com/watch?v=vPt6j5e_uhE |
| 2 | www.deltamath.com (students log in and complete “Law of Cosines” Practice). |
| 3 | Problems selected based on group needs from text |
| 4 | “Proving the Law of Cosines” Authentic Task from www.georgiastandards.org |
Prepare the Environment:
All instruction and learning was taking place in a traditional classroom environment (90 minute block). To create the best environment for stations, I set three tables against the wall on one side for Station 1. This was so students’ backs were toward me and I could look up as easily monitor their laptop screens to ensure that they were watching the video. Similarly, three tables were set against another wall for Station 2, again so I could easily monitor their computer monitors to make sure they stayed on the correct website. For station 3, tables were set up in a u-shaped format near the board so I could sit in the middle and easily be within reach of all the group members. It also allowed me to face the rest of the room and monitor the other groups while they worked. Finally, tables were set up in a group near Station 3 for Station 4.
Prepare the Learners:
The class had incorporated many blended elements before this particular lesson, including in-class flip, personalized modules, assignments on DeltaMath and Desmos, and embedded assignments through the LMS. So, the students were already familiar with many of the mechanics included in this lesson. Before the station rotation started, students received an explanation of each station, how the times would go off, and the direction we would rotate to change stations. In terms of content, students had received instruction on the Law of Sines the day before Day 1, so that Stations 1-4 could be completed in any order. Similarly, the work on Day 2 was based on the video from the day before, so again the stations could be completed in any order. After the first day, students were more prepared to follow the station rotation schedule for Day 2 given their prior days experience.
Provide the Learning Experience:
In this station rotation, the teacher’s role was more one of a facilitator. Most stations were student-driven (1, 2, and 4) and even Station 3 (small groups with teacher) had the teacher more as a guide than a front-and-center director while students performed problem solving.
Students Day 1:
- Completed Law of Cosines guided notes for placement in their interactive notebooks
- Practiced Law of Sines problems on DeltaMath (procedural problems)
- Practiced problem solving using the Law of Sines (application problems)
- Completed a card sort using the Law of Sines (conceptual and procedural problems)
Students Day 2:
- Completed area of triangles guided notes for placement in their interactive notebooks
- Practiced Law of Cosines problems on DeltaMath (procedural problems)
- Practiced problem solving using the Law of Cosines (application problems)
- Completed an authentic task using the Law of Cosines (conceptual and procedural problem)
Instructional Insights 