Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name:

Content Area: Geometry
Grade Level(s): 7th, 8th, 10th
Content Standard Addressed:
MGSE9-12.G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and
reflections that carry it onto itself.

MGSE9-12.G.CO.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles,
perpendicular lines, parallel lines, and line segments.
Technology Standard Addressed:
ISTE-S Standards
7b Students use collaborative technologies to work with others, including peers, experts or community
members, to examine issues and problems from multiple viewpoints.
ISTE-T Standards
3c Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual
rights
and property.

Selected Online Project/Collaboration Site/Publishing Opportunity: Brilliant

URL(s) to support the lesson: https://brilliant.org/wiki/graph-transformation/

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
I would incorporate the collaboration site Brilliant into my classroom. While teaching the unit on
transformations to a geometry class I would first have my students read the first paragraph that describes
the definitions of different transformations. These transformations include rotations, reflections, and
translations. The students can then work through the online collaboration site so that they can answer some
of the questions with problems that gradually get harder every question. It is important that our students can
work through the problems at their own pace, so that they can understand how to work through each
question instead of just trying to keep on the same pace as their peers.

The students can then submit their answers and the educators can look back at each student response and
provide feedback for them. This feature also allows us as educators to see which students are still struggling
with the concept of transformations. Since I would use this as an introductory section to a lesson, this would
allow me to be able to see how much information I need to teach to our students and what all they already
know or what they can learn through the online collaboration site.

What technologies would be required to implement this proposed learning activity in a classroom?
Students can use their personal learning devices for this activity. The activity can work with phone, tablets,
and laptops.

Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
school:
The online collaboration site also allows you to read comments from people outside of the classroom
and the student can comment on what other people were saying about the topic. Students can work
together to construct a post to add to the site.

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 Online Projects, Collaboration Sites and Publishing Opportunities
b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project):
N/A

c. Higher-order thinking:
The students will use higher order thinking when they are looking through the examples that are given.
The students will then try and learn the information on their own since I will be using this lesson as an
introduction to the geometric unit. Students will be asked to make sense of the different types of
transformations and discourse will be encouraged to ensure critical thinking.

d. Students publishing their original work to others who will use/care about their product:
The students will be publishing their own original answers for others to see and can also post their own
comments about the individual questions and ask questions with other mentors or their peers can see
and reply. Other people who visit the site will be able to see the students post and they will be able to
reply or comment on their work.

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

The technology tool Brilliant supports different universal design for learning, or UDL, tools. The online tool
allows for students to engage with other students who might struggle with answering questions by allowing
them to input answers on the online forum. The online forum also allows students to be able to discuss with
mentors outside of the class by letting them ask questions or comment on other people’s thinking as well. For
my students who need options for language and symbols, they will be able to be pre-taught on the vocabulary
for transformations along with the definitions that show how they are connected. For students who need
help with comprehension, they will be activating prior knowledge by looking at examples and other images to
see which parts they already understand.

Lesson idea implementation and Internet Safety Policies:

The website that I chose, Brilliant, only allows for students over the age of 14 to create an account. Since I am
wanting to teach in a high school classroom, I will not have to worry as much about violating the students’
privacy policies for students that are under 13. The students can learn more about the topic of
translations and transformations without posting information publicly which could open issues for anyone
to be able to see the information.

Reflective Practice:
I believe that overall, the online collaboration site would be useful to use in the classroom. It is
important for our students to use this as an introductory activity into the geometric unit on transformations.
We could extend this lesson further by having students go out and figure out how shapes in the world
are representations of translations. For example, the students could use GeoGebra to see the
geometric translations on the graph and then be able to go out and look at pictures or in real life with the way
that shapes can transition to be right back onto itself. Students could relate translations to a car moving or
other objects in motion.

Spring 2018_SJB