Professional Documents
Culture Documents
1. Client Information:
Emily Willis
Mathematics Department Chair
Starrs Mill High School
willis.emily@mail.fcboe.org
This project is taking place during the summertime, therefore teachers will
complete the professional development course 100% online. Each participating
teacher will receive the same instructions as the facilitator, and will work through
the activities at their own pace. The completed activities will be shared with the
facilitator through the use of shared Google Document designed for this
professional development session. The facilitator will assess the participants
readiness to implement the Desmos Interactive Grapher utility into their
classrooms by the Desmos Development Session Rubric.
Instructions to Participants
Initial Startup: For any teacher not familiar with online account setup
procedures, technology as a whole, or the Desmos graphing utility specifically.
1. Open a new blank graph by clicking on the three horizontal bars in the top
left corner of the screen. Write the following equation: y = mx + b and
select add slider for both m and b. Now you have two sliders that will
change the value of m and b in your equation. There is even the option to
play and have the slider move through the values on its own. Once you
are comfortable with the use of the sliders, delete the equation y = mx + b.
2. Create a new function with variables to represent vertical (a) and
horizontal (b) stretches, horizontal shifts (c), and vertical shifts (d). (ex. y =
a(b(x+c))2+d )
3. Repeat this process with 3 other functions of your choice.
4. By clicking on the circle beside each graph, you can only isolate one
graph at a time. By adjusting the sliders for each variable a, b, c, & d, you
can investigate the effect of each variable on the graph.
5. Click Save graph. Click Untitled Graph and rename: Lastname_Act2. In
the top right corner, click the green arrow button to share your graph.
Copy and paste the link address into the Desmos Professional
Development Google Doc that was shared with you before the session
date.
Activity 2: Only one slider Two slider buttons Three slider buttons Four slider
Sliders button is present. are present. Both are present. Each buttons are
This slider button slider buttons slider button controls a present. Each
controls a control different different transformation slider button
transformation of transformations of of the function(s). controls a different
the function(s). the function(s). transformation of
the function(s).
Project: Only one type of Only two or three Three different types of Four or more
Functions function is used types of functions functions are used for different types of
for the project. are used for the the project. The project functions are used
The project project. The project contains less than six for the project.
contains less than contains less than functions in total. The project
four functions in five functions in contains more
total. total. than six functions
in total.
Project: There are There are There are There are
Restrictions domain/range domain/range domain/range domain/range
restrictions for at restrictions for at restrictions for at least restrictions for
least 25% of the least 50% of the 75% of the functions every one of the
functions functions (relations) listed. functions
(relations) listed. (relations) listed. (relations) listed.
Comments:
4. Example of Participant Submission:
Activity #1: Student B
Project: Only one type of Only two or three Three different types of Four or more
function is used types of functions functions are used for different types of
Functions
for the project.
The project
contains less than
are used for the
project. The project
contains less than
the project. The project
contains less than six
functions in total.
functions are used
for the project.
The project
4
four functions in five functions in contains more
total. total. than six functions
in total.
Project: There are There are There are There are
Restrictions domain/range domain/range domain/range domain/range
restrictions for at
least 25% of the
functions
restrictions for at
least 50% of the
functions
restrictions for at least
75% of the functions
(relations) listed.
restrictions for
every one of the
functions
4
(relations) listed. (relations) listed. (relations) listed.
Comments: Excellent use of all features of the Desmos graphing utility! In Activity #1,
your functions did not meet at the intersection points. However, your project shows your
ability to set domain restrictions to include intersecting curves.
5. Report of Findings
The positive aspects of the assessment implementation were many. First, all
participants who attempted the professional development were able to successfully
complete the activities and project without additional help from the facilitator. I can
conclude that the instructions were sufficient for completion of the training. Second, the
submission of their completed activities through the google document submission page
turned out to be a very easy way to collect submissions and keep track of participants
progress. Third, all participants expressed a desire and confidence to use Desmos in
their classrooms with their students as a result of the professional development. All in
all, the submissions of all participants met and exceeded my expectations for this
professional development project.
The areas I see that need improvement are the setting for the professional development
and the culminating project. Even though the online learning setting was adequate (and
the only option for this project in the summertime), I believe the participation rate would
have increased if this training had occurred during the school year in our professional
learning community classtime. I was hoping for greater than 50% participation from the
math department, however, the participation rate was closer to 35%. Second, in a
collaborative group setting like our professional learning community time, I believe the
training would extend beyond the basic learning activities to more experimentation with
the Desmos graphing utility. This may have occurred at the individual level but went
unobserved due to the training taking place online. Finally, the culminating project
requires participants to demonstrate their knowledge of the objectives of the training.
However, the project is more representative of a student task or project instead of a
professional project. I believe that a better culminating project, in addition to the current
one, would be for teachers to partner together by subject areas to create Desmos
activities that match the current units of study.
In Activity #2:
Functions, all
students
demonstrated
exemplary skills.
In Activity #2:
Sliders, all
students
demonstrated
accomplished (3)
or exemplary (4)
skills. However,
placement of the
slider variable b
in equations
should be
addressed.
In Project:
Functions, all
students
demonstrated
accomplished
(3) or
exemplary (4)
skills.
Deductions
were for
insufficient
number of total
functions in
both cases.
In Project:
Restrictions, all
students
demonstrated
exemplary skills.
In Project:
Aesthetics, all
students
demonstrated
accomplished
(3) or exemplary
(4) skills.
Deductions were
for insufficient
design details
utilizing
intersections of
curves in all
cases.
The average score for all participants is a 22.4 out
of 24 or 93.3%.
Subgroup Analysis:
Years of
experience did
not contribute
to a noticeable
statistical
difference in
total scores:
6-10 yrs: score 22 11-20 yrs: avg. score 22.5 20+ yrs: avg. score 22.5
Level of
education did
not contribute
to a noticeable
statistical
difference in
total scores:
Bachelors: score 22 Masters: avg. score 22.0 Specialist: avg. score 22.5
Level of
confidence
with
technology did
not contribute
to a noticeable
statistical
difference in
total scores:
All participants were able to successfully complete the training without additional
support. All students scored either Accomplished or Exemplary in every category. The
successful completion rate of the professional development training is 100%. In
addition, there was no distinguishable difference in the scores of any of the subgroups:
years of experience, level of education, or confidence with technology. Based on the
analysis of these results, this particular training session should be considered valuable
for all math teachers, regardless of years of experience, comfortability with technology,
or level of education. Furthermore, any differences based on gender cannot be
determined since only 1 male teacher (out of 5 participants) completed the training.
7. Future Instructional Plans
As previously mentioned, future instruction should include an emphasis on developing
classroom activities using the Desmos graphing utility among teachers of common
subject areas. The facilitator agrees that completion of the training will not prepare
teachers to create activities using Desmos, but will familiarize them with the tools and
capability of the program. Thus, it is suggested that future instruction include additional
collaboration time between teachers as well as being delivered using face-to-face
instruction instead of an online format.
In addition, the participant samples indicate a possible error in teacher understanding
concerning the transformation properties of the different values as seen in the Activity
#2 sliders score report. In future instruction, a review of the transformations produced by
the different placement of values should be done by the facilitator before participants
complete Activity #2. By correcting this issue before teachers design lessons for
students to complete, teachers can make certain that their own Desmos lessons
address this critical concept of function transformations.