Task #2: Integration

1. Select any math or ELA grade level content area standard from and copy it into your portfolio site.

2. Then provide your explanation of how you would design a learning experiences (grounded in the Bold School
Framework for Strategic Implementation of Blended Learning) for students for the selected standard that would
address all of the essential understandings and include active experiences for the essential knowledge, skills and
processes. Please indicate what evidence will be used to show that students have met the objectives for the standard
you chose.

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The standard I chose for this lesson is Standard 8.G.B.5 - Know and apply the Pythagorean Theorem to
determine unknown side lengths in right triangles in real-world and mathematical problems in two and three
dimensions. This lesson would be building on upon the basics of the Pythagorean Theorem that students have learned.

To the right of this page, you will see the links and resources in order of their use for this class period. Students
should be at a Level 3 Understanding of this standard at minimum when they finish this lesson and be working towards
Level 4. Much of the research and thought in this lesson comes from Kieschnick’s Bold School, Chapter 9, pages 129-
139.

The learning experiences I planned are meant to be used during our school’s SBI (or standards-based
interventions) time. Our school uses a block schedule for Math and ELA, so this time is often used in math for more
individualized learning and unique pathways based upon students’ needs or deficits. With this in mind, I planned this
lesson using the Bold School Framework.

The Bold School Framework for Strategic Blended Learning

Step 1 Identify Desired Academic Outcome
• I want students to be able to solve three-dimensional real-world problems that
involve the Pythagorean Theorem.
• I want students to be able to think through and describe the processes involved
in solving multi-step equations involving the Pythagorean Theorem.
Step 2 Select a Goal-Aligned Strategy that Works
• The strategy I chose was Worked Examples. The original research by Hattie had
this at a .57 effect but was later downgraded to a .37 effect. However, Hattie
and Kieschnick site additional research that demonstrates that worked examples
show great affect when paired with practice problems. This effect is greatest
when students alternate between worked examples and active practice
problems.
• As students work through this lesson, they watch a worked example video, then
proceed to a similar (yet different) practice problem to complete on their own.
The worked examples and practice problems increase in difficultly throughout
the lesson.
• The class would start with a bell work problem that only serves to review old
material and serves as a warm-up to the lesson. Students would work on this
individually before we have a class discussion where students walk us through
the problem.
• Next, I would layout the plan for the class and show them how to watch the
worked examples. As students complete the practice problems, they would call
me over to check their work.
• As students finish the challenge task, they will use an iPad or Kindle to access
the Flipgrid code. The students will create a video that demonstrates their
thought processes and “teaches” me how they solved the problem.
Step 3 Choose Digital Tool
 • Worked Example videos were recorded through Screencastify and using the
Microsoft Whiteboard App and pen. This was done so that students could view
the worked examples as many times as needed, as well as slow down, pause,
and rewind when necessary.
• Students will use Flipgrid to demonstrate their work on the challenge task only.
The reason for using Flipgrid is that I really am wanting to see how the students
worked through and thought about the problem. This will allow me to see how
the students are connecting with the material and if they have a firm grasp of
how to think through and solve these problems. I am not really looking to check
if they got the answer “correct.”
• Digital resources used were from the Achieve the Core Coherence Map,
Illustrative Mathematics, and the iReady Curriculum.
Step 4 Plan Blended Instruction
• The class will be a mix of blended and offline learning along with whole group,
individual, and partner practice.
• Most of the class period I will be facilitating individual and pair work as students
move through the worked examples and practice problems. I will be circulating
to answer questions, check work, and model the thinking processes necessary to
solve the three-dimensional and real-world style problems.
• Students will go through the following steps:
1. Bell work review with the bicycle problem (individual work and then
call on students to explain their answers to the class).
2. Students will use a device to watch Worked Example 1, then complete
practice problem 1 (individually, I will check work when finished).
3. Students will use a device to watch Worked Example 2, then complete
practice problem 2 (individually, I will check work when finished).
4. Students will watch worked example 3 video (individually), then
complete the challenge task with a partner.
5. Partner pairs will then practice and film their Flipgrid video where
they explain how they solved the challenge task. The goal for the video
is that the students “teach” how to solve the problem. Their video
should mimic what they saw in the worked example videos.
• If students finish early, they will have the opportunity to look at the other
Flipgrid videos submitted by other students/classes. This will possibly open
them up to other ideas and strategies on how to solve the challenge task.
Step 5 Self-Assess Your Plans and Progress with a Framework
• Rigor- From Weston Kieschnick’s book Bold School, “When teachers take care to
explain their problem-solving thought process, they are modeling the
metacognition that goes into finding a solution. This naturally forces students to
evaluate their own thinking in addition to the skills they are learning.”
• Relevance- From Weston Kieschnick’s book Bold School, “Practicing
metacognition will prime students to more readily connect learning to different
domains. Because students are not just memorizing steps, they will begin to see
for themselves how principles learned might apply to other areas within the
content domain at hand or other disciplines entirely.”
• Informal Assessment- As the teacher in this lesson, I am mainly focused on the
“how” of how students worked through the challenge task. This is not a lesson
where a formal grade will be assigned; however, it is crucial for me to see how
the students think through the process.
• Using Flipgrid will help me hear all my student's voices. In a class of up to 30
students, it is normally hard to achieve this. It is much better feedback for me
to listen to my students and their problem-solving skills than just to check that
all students got the correct answer.