EDUC 5313: Week 1 Blog

 

Week 1 Blog: Introduction, Standards Integration, and Triple E Reflection

Part 1: Who I Am and My Professional Goals

Hey there! My name is Dana Setchell, and I currently teach middle school special education math (Adapted Math), working with students on IEPs in a pull-out classroom setting. I recently completed my master’s in Special Education Administration and am now working on my second master’s in Curriculum & Instruction with a focus on Educational Technology, both from Southeastern Oklahoma State University online.

In the future, I hope to transition into a role where I can support teachers in using technology to enhance student learning while also promoting accessibility and differentiated instruction for diverse learners. I am passionate about empowering teachers to use technology to enhance learning while keeping it relevant for all students.

Part 2: ISTE Standard, State Standards, and a Learning Activity

ISTE Standards for Students with the Kansas College and Career Ready Standards for Mathematics (8th Grade).

The ISTE Student Standard 1: Empowered Learner

Indicator 1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process.

Kansas 8.G.B.6 (Explain a proof of the Pythagorean Theorem and its converse)

Technology Tools: Google Slides, Desmos, Flip

Learning Activity Example:

This year, when I taught the Pythagorean Theorem in my adapted 8th grade math classroom, I wanted my students to see beyond formulas and understand how they could use this concept in their lives. Many of my students learn best when they can visualize and manipulate concepts, so I used a combination of Google Slides for goal setting (since my students are on IEPs - we talk about goal setting a lot), Desmos for interactive exploration, and Flip (previously Flipgrid) for reflection.

Objective: 
Students will understand and apply the Pythagorean Theorem to find missing side lengths in right triangles.

• Activity: Use a digital interactive notebook (i.e. Google Slides) to set a personal goal (i.e., “I want to learn how to find a missing leg of a right triangle” --- tie it to our learning objective).

Lesson Opening:

I showed a short video of a skateboard ramp and asked, “How can we figure out how high the ramp goes without measuring the ramp part directly?” Students shared out their ideas. 

Explicit Instruction: 

I began by reviewing key vocabulary (leg, hypotenuse, right angle) using a color-coded anchor chart and having students label parts of a triangle on their whiteboards. We practiced reading and saying the formula aloud together, connecting it to the anchor chart visuals. I then modeled how to find the missing side of a triangle using a scaffolded step-by-step example (highlighting each side a different color), reminding them how to square numbers and finding square roots using calculators as needed. (Square numbers and square roots are previously learned skills in 8th grade math --- we learn it at the beginning of the school year).

• Activity: After this guided modeling, we transitioned to a Desmos activity where students could manipulate side lengths on right triangles and visually observe how a2 + b2 = c2 works.

  I encouraged students to predict what would happen to the hypotenuse as they adjusted the legs, then check their predictions by using the measurement tools within Desmos. This helped them see the connection between the numerical calculation and the geometric representation.

Independent Practice:

For independent practice, I typically give students about 10 problems to complete on their own, using practice sheets that I generate from the paid version of Education.com, which has been a great resource for my adapted classroom. All of the students receive the same worksheet initially so I can see what they can do on their own. As they work, I observe and check their progress, providing scaffolding or adjusting problems as needed to support individual learning needs while building their confidence in applying the Pythagorean Theorem.

As students work, they bring their completed problems to me one at a time for immediate feedback. I quickly check their process and accuracy, offering praise for correct steps or reteaching on the spot if I notice errors or misconceptions. If a student needs additional support, we work through a similar problem together before they return to try again independently. This structure allows me to provide just-in-time scaffolding while encouraging students to take ownership of their learning.

• Activity: Independent Practice on worksheets and one-on-one reteach/check-ins with me.

Reflection:
After completing their practice problems, students return to their Google Slide interactive notebook where they initially set their personal goal for the lesson, such as “I want to learn how to find the hypotenuse of a right triangle.” I have them revisit this slide and voice-record a short reflection about whether they met their goal, what they learned, and how confident they feel about using the Pythagorean Theorem now.

This process helps students see the connection between the goal they set at the beginning of the lesson and the work they completed during practice, encouraging them to take ownership of their learning. It also allows me to check in on their understanding, see if there's growth in their learning, while identifying areas where additional support may be needed. This reflection is so important --- one of the questions I often get asked from my 8th grade students is, "When are we going to use this in real life?" If they complete the reflection, they truly grasp why this math concept is important to learn and how it relates to real life.

• Activity: Use Flip to record a short reflection on what they learned and how they can use the Pythagorean Theorem in real life (i.e., measuring distances or designing ramps).

Assessment:
I like to give my students Exit Tickets before they leave class. My favorite is having them write a problem on a Post-It note and solving it. As they walk out the door, they place their sticky note on my door as they are leaving. (They also like to be obnoxious and put the Post-It note either really high or really low on the door. I had to create a "parking lot" --- area where they need to place their Post-Its.... typical 8th grade shenanigans!

Additional Assessments: Desmos Activity, Independent Practice, and Flip Reflection

Differentiation & Scaffolding:

I provided.....

• reference sheets with vocabulary
• step-by-step examples
• sentence starters for Flip reflections
• allowed calculators for computation
• offered reteaching during work time

Part 3: Insights Using Kolb’s Triple E Framework

Kolb’s Triple E Framework:

• Engage: The interactive and visual elements of Desmos or GeoGebra can capture student interest, focusing attention on understanding the Pythagorean Theorem while minimizing distractions.

• Enhance: Students can manipulate triangles dynamically, providing immediate visual feedback that enhances conceptual understanding beyond static textbook examples.

• Extend: Using Flip (Flipgrid) enables students to connect the theorem to real-world applications such as building or design, allowing them to appreciate its importance outside the classroom.

This activity supports deeper learning by aligning technology use with mathematical reasoning and student ownership, ensuring that technology is a tool to enhance, not replace, effective instruction.

References:

International Society for Technology in Education. (2016). ISTE standards for students. ISTE. https://www.iste.org/standards/iste-standards-for-students

Kansas State Department of Education. (2017). Kansas mathematics standards: High academic expectations for all Kansas students. https://drive.google.com/file/d/1n51F44Tl6malnJZVhGCabKhfKSqsiarU/view

Kolb, L. (n.d.). The Triple E Framework. Triple E Framework. https://www.tripleeframework.com/