Running head: SPECIAL PROJECT 1

Special Project

Caitlin Troy

State University of New York College at Oneonta

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Overview of the project/Introduction

1. Students will be given a unit menu for the two weeks of instruction. The unit menu is a

way of providing student centered activities where students have the choice on how to

learn the content. For this unit, the unit menu is centered around linear functions. For the

mini-lesson on each learning target, students will complete an EdPuzzle video with

embedded questions that teaches them math concepts. Once they complete either the

video, students will complete any 10 problems from a worksheet or any 10 problems for

the textbook. When the practice has been completed, students will take a quiz (exit ticket)

to show mastery (70% or higher) on the learning objective. The last two days of the two

weeks of this lesson will be where students create their own EdPuzzle video with

questions and assessment for their classmates to complete.

This two-week unit was given to a class of 23 Algebra students at the Facing History

School who range from being in 9th and 10th grade. This class is a ICT class with a large

populations of English Language Learners (ELLs) students. The course these students are

placed in is called Algebra 4. At the Facing History School, there is a one year algebra

track and a two-year algebra track. The two-year track of algebra has four semesters

which are sequenced from Algebra 1-4. The unit menu has been implemented in the final

of the four semesters for review on linear functions.

2. In the article “Interactive Video Quizzes to Enhance Student Learning”, Cynthia

Hayden discusses how EdPuzzle videos are interactive learning tools that can increase

student engagement by enriching the learning environment. Hayden states, “embedded

video quizzes can positively impact learning by focusing students’ attention on the
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learning materials and by providing rapid assessment and feedback to responses” (Haden,

2017).

EdPuzzle is usually worked in conjunction with the flipped classroom modality of

instruction. There’s not much research to be found on the disadvantages of EdPuzzle

specifically, but there is research to demonstrate the disadvantages of using EdPuzzle in a

flipped classroom setting. For example, from Stacy Schmidt in “The Flipped Classroom:

A Twist On Teaching”, she discusses how a flipped classroom can be presented in

various ways. A common practice of teachers utilizing a flipped classroom is videos of

the lectures. She also discusses that a disadvantage of using videos in flipped classrooms

because there is a heavy reliance on student motivation. The flipped classroom, with

EdPuzzle videos, acknowledges that everyone learns at different paces. This relies

heavily on the principle that students are self-motivated. Schmidt says, “some students

are not as motivated as others, and this method of teaching allow those less motivated

students to get less done” (Schmidt, 2016).

The article “Did They Really Read It?” by Ben Smith describes tools that can help

science teachers evaluate students’ understanding of an assigned reading, and the main

tool implemented was EdPuzzle. This articles discusses the many advantages of

implementing EdPuzzle into classroom lesson activities and instruction for both the

teacher and students. Ben Smith states, “Topics covered include features of Actively

Learn which can help improve student comprehension and EdPuzzle which can be used

in assessing student comprehension, and the effectiveness of these tools in reinforcing

student attention and providing the data needed to create differentiated learning paths for

students” (Smith, 2015).

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Evaluation

3. The purpose of the evaluation survey was to gain helpful feedback from students on

the integration of technology in classroom activities. This survey was looking for specific

input on the use and implementation of EdPuzzle videos in this two-week unit. This was

given to 23 algebra students to complete after the unit was completed and 20 responses

were collected on Google Forms. In general, students responded very positively to the

use of EdPuzzle. They liked the freedom of being able to work at their own pace and

engage in the material in a way that was not a teacher-led lecture. They did share

concerns that it could be unorganized to keep track of their own learning and that the

independence was a little overwhelming at times. Overall, the two-week lessons and

project was received positively from students.

Summary

I would strive to improve the EdPuzzle technology integration and application,

based from students’ responses, by having a clearer set structure for each components of

each lesson. For example, the EdPuzzle video should take a set amount of time and the

classwork practice should take a set amount of time so students have enough time to

complete the exit ticket. There wasn’t much structure in place for the two-lesson which

students indicated was overwhelming. For each lesson, I would tell kids what they

needed to accomplish by the bell and let them work independently. As stated from

research and feedback, too much freedom, especially for the less motivated students, is

unproductive to student learning. Overall, I would highly recommend EdPuzzle as a

technology tool to other teachers. Again, I would recommend that teachers are very

cautious to structure each lesson productively.

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Reference

Hayden, C. L., Fleischer, A. B., & Taylor, K. R. (2017). Interactive Video Quizzes to

Enhance Student Learning. Journal Of Faculty Development, 31(3), 53.

Schmidt, S. M., & Ralph, D. L. (2016). The Flipped Classroom: A Twist On Teaching.

Contemporary Issues in Education Research (CIER), 9(1), 1.

Doi:10.19030/cier.v9il.9544

Smith, B. /b., Mader, J. j. (2015). Did They Really Read It?. Science Teacher, 82(9), 8.

Appendix

Appendix A: Evaluation Survey

For questions 1-6, respond to the following statements using a scale of 1-5:

1- being strongly disagree, 5- being strongly agree

1. EdPuzzle helped me become knowledgeable on linear functions through the videos and
questions.

2. The information on EdPuzzle was presented in a clear and concise manner.

3. EdPuzzle and the unit menu was easy to follow and use.

4. As a result of this two-week unit, I feel comfortable using EdPuzzle on my own.

5. The unit menu was more engaging to me as a student as compared to teacher led
lectures.

6. I like having choices in classroom activities.

7. What did you like the most about the unit menu and EdPuzzle?

8. Were there any parts of the two-week lesson that you would like to change?

9. What improvements could your teacher make in the future?

10. Overall, what are your thoughts on EdPuzzle?

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Appendix B: Summary of the survey results.

# Question Response
(Number of students selecting response)
n = 20
1 2 3 4 5
EdPuzzle helped me become
1
knowledgeable on linear functions through
(0) (0) (0) (8) (12)
the videos and questions.
1 2 3 4 5
2 The information on EdPuzzle was
presented in a clear and concise manner. (0) (2) (8) (6) (4)

1 2 3 4 5
3 EdPuzzle and the unit menu was easy to
follow and use. (0) (5) (9) (4) (2)

1 2 3 4 5
4 As a result of this two-week unit, I feel
comfortable using EdPuzzle on my own. (0) (1) (9) (8) (3)

1 2 3 4 5
The unit menu was more engaging to me as
5
a student as compared to teacher led
(0) (0) (3) (7) (10)
lectures.
1 2 3 4 5
6 I like having choices in classroom
activities. (0) (0) (2) (6) (12)

A few common examples:

- “Options”
7 What did you like the most about the unit
- “Being able to do it on my own”
menu and EdPuzzle?
- “Not boring”
- “Fun using the computer”
A few common examples:
- “Clearer deadlines”
8 Were there any parts of the two-week - “Less classwork”
lesson that you would like to change? - “No it was good”
- “No grade requirement on exit
tickets”
A few common examples:
- “Have us use edpuzzle before so
9 What improvements could your teacher it’s not new”
make in the future? - “Being clearer about what’s due
and when”
- “Nothing”
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A few common examples:

10 Overall, what are your thoughts on - “I liked it a lot!”
EdPuzzle? - “It was fun”
- “I’d rather listen to the teacher”