After giving my SmartBoard lesson, I found the software pretty difficult to use. I think it would be made easier if I had some sort of glove or pointer that allowed me to click on things easier. I think the oils on my hand were interfering because sometimes I would try to drag items and they would not move. I also felt that the board was very sensitive. If, for example, I tried to drag or tap something it would highlight something else or act as though I was using the editing tool. It was hard for me to grasp some of the concepts to make certain activities work, such as having a circle either accept or spit out an answer. I do, however, think that this tool is extremely useful in the classroom as it enhances student learning. It makes it easier for teachers to interact with students in the lesson. By having students come up and write on the board or do a game, it keeps them more engaged in the learning process as well. There is such a wide range of activities and simulations teachers can run on the smart board. It also had pre-made activities that can help teachers form lesson plans if they are stuck on how to reach their students.
If I had to redesign and teach this lesson again in class, I would have included more student involvement. While I did not get to the part in my lesson where the students would work together and then present their answers on the smart board, my lesson could have benefited from more student involvement. I could have incorporated more games, such as a matching game that mathers an equation to a positive or negative slope. This would help the students to not only visualize slopes, but it would also keep them more engaged. In math it is hard to not be entirely teacher directed because I have to show them how to do the problems first, but upon further research I may be able to find an activity that allows students to learn it in a more hands-on approach rather than just following my notes. Likewise, I came across several different activities by watching other presentations that I would love to use in future lessons. I really liked, for instance, the incorporation of sounds into the smart board lessons. Several students used sounds to match to words, which helped with student engagement because it capitalized on more than one sense at a time (sight and sound). I did not even think to do that in my lesson. I also liked Carly’s and Katie’s incorporation of videos into their lessons. My lesson would have been benefited from incorporating a video on slope. I found a good video that my professor in high school showed me that compared the slope of a line to a roller coaster. This helped me to visualize how a slope transitions from positive to negative more easily. I enjoyed Caitlyn’s use of the family tree as well. I found it to be very creative. That is a good activity that I could modify to implement in my lesson. Instead of a family tree, I could use more of a chart that includes the different forms of a line (slope intercept, point slope, and standard). Then I could have a bunch of equations instead of names, and they could have to combine the equations to put them in the correct boxes/categories. This would help students understand the different types of linear equations while also allowing them to be active contributors to their own learning. I really thought that Kennedy’s use of the numbers was a very good idea. It helped keep the students organized, and it ensured that each student was actively participating in the lesson. This would help the teacher gauge student understanding because it would prevent students who don’t participate from missing the lesson. I would use this in math and assign numbers. I could then use a random number generator on a calculator to pick the number at fandoms (students love that kind of thing) as I have seen my calculus teacher do in the past. This would encourage all students to pay attention and focus on the lesson. Finally, I liked how Dallas used an activity where students came up and drew a line to match the correct French word worth the correct article of clothing. This made me think about different pictures or things I could put on the screen and then have students write on to fill in the blanks. For example, if I included a large empty graph, students could come up and plot the points and then find the slope by drawing a triangle themselves. This would help them to visualize the scenario better because they would be able to interact with the smart board more. Overall, this was a great learning experience, and as I learn more about different smart board techniques, I hope to use them in my real lessons as a future teacher.