Multimedia Development Candice Schenk Module 4 Assignment
Math 8: Test Review
This activity is meant for whole class review. I am providing the demographics of one of my classes.
This activity falls at the end of the unit called Pythagorean Theorem and Irrational Numbers. In this unit, we introduced squares and square roots, cubes and cube root, the Pythagorean Theorem, and Rational and Irrational Numbers. This activity is being presented through the LMS for students to view outside of class and some excerpts are being shown during class.
Class Demographics
* 16 students: 10 male, 6 female * 9 students receiving Special Education services * 9 Students who are Limited English Proficient: 2 ELP 1, 2 ELP 2, and 5 ELP 3 * 2 Asian * 1 Caucasion * 6 Hispanic * 7 African American
Students were given a review packet to complete over the course of a week. I provided them with slides containing videos with examples for each section to help them as they are working. Students are given class opportunities to ask specific questions if there is anything else that they are confused about.
This Activity is a part of a set of slides that I will give to my students to help them review for their upcoming Unit Test. I felt that since we are in "testing season" with the MCAPs happening all month, it was important that students feel individual support, even when they can't see me.
Math 8 Unit 8 Test Review What are we doing today? This is what I want you to learn.
Let's Get Ready for your Unit Test!
We have finished all of the lessons for Unit 8. This week you will be completing the Test Review packet. Please look through this to see examples of each problem to help guide you.
Watch this video to see an example!
For this activity, I chose to make a short video to help students to work their way through an example of the type of problem that they might see on their test. When creating the video I incorporated the Personalization Principle in which Mayer suggests that students will "learn better when words are in a conversational style rather than a formal style". (Mayer, 2020) To achieve this, I focussed on using the words "you" and "we" when explaining the problem. Mayer, Fennell, Farmer, and Campbell recommend that by keeping the changes subtle in this way, I can avoid creating seductive details which may distract the student from the important piece of learning. (Mayer et al., 2004) In the article "Personalized Multimedia Learning" I learned that students "were better able to use what they learned to solve new problems" when they received a personalized explanation. (Moreno & Mayer, 2000) In creating my video, I used my own voice to provide instruction rather than a computer voice because the Voice Principle states that students will learn better when presentations include a pleasant sounding human voice. My students are comfortable and familiar with my voice and cadence and I believe that I have a standard accent so that should not provide any distraction. By speaking myself, I am able to provide familiar social cues that my students can relate to in the narration. In this activity, there is also evidence of the Segmenting Principle because students have the opportunity to start and stop the video as many times as they need until they are comfortable with the example.
Resources
Mayer, R. E. (2020). Multimedia learning. https://doi.org/10.1017/9781316941355 Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in multimedia learning: students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96(2), 389–395. https://doi.org/10.1037/0022-0663.96.2.389 Mayer, R. E., Sobko, K., & Mautone, P. D. (2003). Social cues in multimedia learning: Role of speaker’s voice. Journal of Educational Psychology, 95(2), 419–425. https://doi.org/10.1037/0022-0663.95.2.419 Moreno, R., & Mayer, R. E. (2000). Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology, 92(4), 724–733. https://doi.org/10.1037/0022-0663.92.4.724