GeoGebra @EduX – October 2017

On Saturday, 14 October 2017, I joined the event held by EduXpert, in Menara Kibar, Menteng. The event based on their motto, “with the aim of enhancing the integration of technology in the classroom, so that it directly impacts students’ learning attitude and the understanding of teaching materials”, fits for us, the educators.

I had opportunity to share my class with GeoGebra, a tool that exist from 2001. After 16 years, GeoGebra still commit to help students and teachers to discover Math deeper. Solve equations, graph functions, create constructions, analyze data, explore 3D math. Amazing!

Last month, in September 2017, they launched the shiny new GeoGebra Graphing Calculator and Geometry apps. The completely revised design and cool new features are available for all devices.

They also make “Turn your Phone into an Exam Calculator”. The exam mode has been developed to create an easy-to-use solution for paper based exams where phones or tablets with the GeoGebra Graphing Calculator app replace a traditional calculator. During exam mode, students are offline and can only use the GeoGebra app – nothing else.

I (and hopefully Math Teachers 🙂 )love GeoGebra because:

  • It allows me and teachers to continue teaching. GeoGebra doesn’t replace me. It helps me what I do best – teach.
  • It allows me and teachers to plan and deliver better lessons. GeoGebra gives me the freedom to create lessons that I know know my students will find interesting.
  • It allows me and teachers to connect to other teachers as a part of a global math community.

I really do hope for my students and all students who use GeoGebra, to love it, too, because:

  • It makes math tangible. GeoGebra makes visual way, students can finally see, touch and experience math.
  • It makes math dynamic, interactive and fun (fun?? 🙂 ), that goes beyond whiteboard and leverages new media.
  • It makes math accessible and available.
  • It makes easier to learn. The interactions created by GeoGebra fulfill the students’ need in order to absorb mathematical concepts.

So teachers, don’t just wait, please go and explore GeoGebra as much as you can to fulfill your mathematics class’ need and makes your students absorb more concepts 🙂

Below are photos and a video during my sharing session sparks:

 

GESS Indonesia 2017

 

This year, I had opportunity again to join GESS as one of the speaker in their Conference Section.

I shared twice. My personal sharing session on 28 September 2017, and as an Microsoft Innovative Educator Expert on 29 September 2017.

In my personal sharing, I shared about Desmos Classroom Activities, a collection of unique and engaging digital activities, which are free for you and your students.

You can choose bundles from other teachers sharing and use them in your class. Or even you can create your own activities that fit for your students and see how they will learn Math and love learning Math.

Here is my presentation:

In my second sharing, I shared OneNote Class Notebook in Classroom. OneNote is a member of the Microsoft Office family. With OneNote, I bring my students together in a collaborative space or give them individual support in private notebooks. And no more print handouts. I can also organize lessons and distribute assignments from a central content library.

Here is my presentation:

 

 

Collaboration using Google Docs – In Mathematics Class –

Collaboration can be defined as working practice whereby individuals work together to a common purpose to achieve goals. Students are invited and taught to have the ability to be helpful and make necessary compromises to accomplish a common goal.

This level of engagement that makes students feel like they’re together in the same room.

In my class, the goal of this activity is making my G9 students remember all the topics that we covered in class for two semesters. When they remember it, easier for them to recalling the problem and reconnect to the questions. Students need to prepare for their semester two final exam (paper based exam).

Below are the procedure of the activity:

  1. Listing the syllabus that had been covered for two semesters.
  2. I summarise in a document (in google docs).
  3. Share the document to students. All students have the same access to edit the document, except to change access and adding new people.
  4. In class – 2 hours lesson, they must post questions per outcomes from syllabus and answer their friends posting. They can create their own questions, take from text book or past paper, insert pictures, browsing from internet. I check each question and put comments to state correct or wrong questions or answers that they have posted. When they find it wrong, they will fix it and after that click on “marked as resolved”.
  5. Students can continue add questions or answer it at home. They are given 24 hours to complete it.
  6. This activity graded as an individual assessment, with the criteria (Rubric) as follows:
    • Number of questions posted in the document.
    • Number of questions that is answered.
    • Complexity of the questions.
    • Use of g(Math) add-ons to present equations / expressions / functions in document.
  7. Marking given when I trace the revision history in the document.

 

As a basic knowledge, students must install g(Math) add-ons in their own shared document. Below are the instructions:

In the document: 

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Watch the video tutorial when needed, then install it.

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After installing g(math), you can create math expressions:

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Create a graph:

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Create a statistical display:

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Create a handwriting entry:

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You can use another add-ons, Kaizena to add voice comments to students. While we can also use g(Math) with Google Forms to create online math quizzes and tests.  Both tutorials will be given later 🙂

So, this is one example of teaching learning activities in class, especially in revision week before exam. We can create more activities engage them to be active learner. By doing this, at the end of this activity, I received a bunch of questions, and for them, suddenly, they have their own question banks (with answers) in cloud.

The following video recorded during the collaboration in class:

Classroom Management and Personalised Learning

Throwback to my class in 2010 – 2011

There are many learning methods that can be used by a teacher.

One that I used to develop my class is through multimedia activities.

Using a classroom management software, students learned what they had acquired in accordance with the speed they was absorbing the lesson.

My Math class (6 years ago) in class.ipeka.net provided a variety of features that were engaging to students.

What I have done are putting worksheet and teaching materials, provide assessment online, provide step by step videos for personalised learning and create forum.

There are so many aspects to explore from materials and features to help students adopts multimedia technologies in learning process.

For my class, this is one method to bridge gen Z with the learning style and techniques of the past.

Transform What’s Possible – Part 2

“The only learning management system (LMS) that connects all the people, content, and systems that fuel education.”

When we open the first page of Schoology, we’ll see posts above.

Is it true? Is Schoology as the only one? I do not know exactly, because I never compare with other beside with MOODLE  (CMS – Course Management System).

I use Schoology for almost two years, as my LMS (follow the policy of the school where I shelter) with “basic” version. Basic version means free version while the paid version called “enterprise”.

Schoology has all the necessary equipment, especially to create compelling content, instructional design, and assess student understanding.

I believe that we do not need such a special training to use Schoology, because at the time of Schoology designed, they’ve designed it in thought as a user. Schoology combines the best of the “interface” that modern so it is easy to learn and access to relevant information on any devices (desktop, tablet or smartphone).

Have you tried Blended Learning or Flipped Classroom? Take an advantage of using Schoology as your platform for LMS to enable you to design and create the content, reach students individually and fulfil what they need, learning continues outside the classroom.

Carrying a motto that “connect all the people”, we can join into groups provided in Schoology and have connections with educators all over the world. We can also participate in discussions.

Last Year, on May 2015, I sent my story of using Schoology in my class. I didn’t know the result of it. Almost a year after that, Saturday, Feb 27, 2016, I received email from Dylan Rodgers, Creative Manager at Schoology:

“First off, congratulations! You were one of Schoology’s 2015 Educator of the Year Finalists! Thank you for submitting your story. It was more than challenging to pick only a few winners among so many great educators like you.

Second, I wanted to tell you that your story gets me pumped! It is so exciting for me to hear how you are changing the lives of your students and peers.

In fact, we liked your story so much that we turned it into an “educator spotlight” article that we plan to share with the Schoology Community on our blog soon. It will no doubt inspire many of your peers around the world.

Thank you for your dedication to great education. You are changing the lives those around you for the better and deserve recognition for that.”

Wow, I was so happy being acknowledged globally. My story published in Schoology’s blog with tag “Educator Spotlight” of the week (March 3 – 10). I can share my experience and story to all educators in the world. It is nice, isn’t it? I am more than happy, I think 🙂

In the same blog, you may read a lot of experiences from educators all around the world. You can increase and deepen your knowledge and perception of education. And the important thing, you shouldn’t be afraid of writing your stories, experience in teaching and learning and open a window into your work, so people can also learn from that.

Here is the Link:

The Art of Turning Math into a Social Learning Experience

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Play with S W A Y

“….add your content and we will do the rest….”

The purpose of Sway is to convey concepts quickly, easily and clearly. Unlike PowerPoint, it is primarily for presenting ideas onscreen rather than to an audience. Tutorials, topic introductions and revisions are the sort of things to which it lends itself.

Since Sway presentations are backed up to the cloud, and can be easily embedded in websites, so here is my Sway to my students as I reach them personally in class, at their house or in anywhere.

Belajar Nyata / Nyata Belajar (?)

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“Learning become relevant when we connect it with reality”
~ Robert John Meehan ~

Kemarin, saya dibuat cukup tertawa geli dengan komentar seorang siswi kelas 3 SMP yang sedang belajar matematika menjelang ulangan mid semester nya. Ada soal seperti ini “Jika paman memberikan uang dua juta rupiah kepada bibi maka uang mereka menjadi sama besar. Jika paman memberikan satu juta rupiah tetapi bibi kemudian mengembalikan 500.000 rupiah maka uang paman menjadi 2/3 dari uang bibi. Berapakah uang mereka masing-masing?”. Lalu yang kedua “Dua tahun yang lalu, usia adik 13 tahun lebih muda dari kakak. 11 tahun yang akan datang usia kakak akan menjadi dua kali usia adiknya. Berapa usia mereka dua tahun yang lalu?” (*angka persisnya saya lupa, namun jalan cerita soalnya seperti itu).

Komentar pertama si siswi tersebut adalah “astagahhhh, paman dan bibi kurang kerjaan ya, kasih-kasih uang lalu kembaliin, bikin pusing, ribet amat, kasih saya saja lah uangnya, aneh banget sih, mana mungkin sih benerannya mereka ributin uang kayak begitu?”

Bagi saya, komentar demikian sangat lucu dan spontan. Belum lagi mendengar komentar kedua, makin tersenyumlah saya, rasanya tidak perlu ditulis di sini kan? Sudah terbayangkah bapak-ibu apa komentarnya? Iya betul sekali, si anak berkomentar lihat saja akte kelahirannya 🙂

Kadang sebagai guru (matematika), kita sering terjebak dengan anggapan, mengajari anak matematika harus relevan dong dengan kehidupan sehari-hari, Uang adalah persoalaan sehari-hari, maka jadilah mengarang sebuah soal cerita berhubungan dengan kehidupan sehari-hari adalah ide cemerlang si guru untuk mempersiapkan masa depan mereka. Siswa menghubungkan masalah tadi dengan menerjemahkannya ke dalam kalimat matematika. Sempurna.

Adakah yang salah dalam hal ini? Rasanya bukan persoalan salah atau benar sih menurut saya. Secara “keilmuan”, sah saja ada soal cerita seperti itu. Lalu kalau sebenarnya sah-sah saja, apakah menjadi salah si siswa yang kurang ber-empati pada guru sang pembuat soal sehingga berkomentar yang seperti di atas? Ya tidak juga kan?

Ada beberapa hal yang bisa disimak dalam hal ini:

1. Jadilah guru yang “gaul”, siswa dibuat tertawa dan gembira dulu dengan soal-soal cerita yang akan bisa jadi “lucu-lucu”. Atau malah melakukan modifikasi pada soal yang menanyakan usia, karena yang ditanyakan adalah sebenarnya anak yang baru lahir (usia nol), jadi daripada diberikan pertanyaan “berapa usia mereka dua tahun lalu?” mungkin justru malah sebaiknya ditantang dengan pertanyaan “apakah anak tersebut sudah lahir dua tahun lalu?”

2. Tetap berkaitan dengan logika yang segar dan benar. Agak gimana juga memang tiba-tiba sang siswa diberi soal tentang paman bibi saling memberi uang seperti contoh di atas, sementara sehari-hari di kelas nampak terlalu “serius”. Lebih baik jika soalnya menceritakan menabung dan mengambil uang, misalnya.

3. Hal ini cukup berkaitan erat dengan faktor sosial ekonomi siswa, lingkungan tempat kita mengajar. Mengapa susah-susah memikirkan diberi uang (paman memberikan kepada bibi), mengembalikan uang (bibi mengembalikan uangnya), kalau mereka terbiasa dapat uang jajan berkala. Lebih bijak jika soalnya mengarah kepada “membeli dan membandingkan beberapa produk”, misalnya.

Begitulah memang sulitnya menerapkan pembelajaran yang berhubungan dengan kehidupan sehari-hari. Banyak cara, saya yakin, sudah beragam cara pula dari yang diterapkan bapak-ibu (yang sudah dan pernah menjadi) guru sekalian.

Namun satu hal kita memang perlu saling mengingatkan bahwa, soal yang “relevant” adalah sederhana bukan mencari relevant dengan kehidupan berarti membuat soal nampak susah karena anggapan kita belajar susah berarti belajar kehidupan.