Ally Larkins

Example 5

The concept surrounding this artifact was metacognition. I decided to use GoFormative

as a way to apply this concept. The topic I focused on was how to do long division. I wanted to

create a step by step lesson that shows what long division is and how to do it. The point was to

give students background information about what factors are involved in long division. Next, I

wanted to give the students one problem where we go through the steps of long division a little
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bit at a time. After one walk through problem I gave them a problem to do on their own. I then

included a little survey at the bottom asking how the students felt about their understanding of

the topic. I used this platform because I thought it is great for showing step by step

processes/instructions

GoFormative allowed me to use a variety of question formats. For example my lesson

includes multiple choice, true or false, multiple selection, and most importantly show your

work. It also allowed me to be able to insert pictures. This was very crucial in being able to do

the problem step by step as the students went through the questions. They are able to see the

problem progress because I was able to put in images of the problem at each step in the long

division process. The fact that students can to show their work is one of the biggest features.

This way the students are able to physically write, thus allowing deeper thinking than a multiple

choice question. It also allows me to see what steps they took along the way and makes it easy

to spot where they may have made a mistake and why. The lesson walks the student step by

step so if they do come up with a wrong answer at some point, we are able to pin point exactly

where they went wrong. Even the problem students try on their own allows work to be shown

so I can see the problem written out in its entirety. Again, if the students make an error, I will

be able to see their work and where the potential mistake is. When we can figure out where

the student is going wrong, I can approach that student and help them understand the mistake

and how to fix it. Students themselves will also be able to see their steps and pinpoint where

they are struggling, thus making them more metacognitive.

Overall I really enjoyed this challenge. I think it makes us as educators more aware of

the fact that introducing a new topic to our students doesn’t have to be difficult. There are
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many platforms out there that can make new information easier to understand for the

students. It allows them to not only understand the new information they are receiving, but

also makes them more self-sufficient when they can easily see where they are making the

errors. I am fairly happy with my digital artifact. One thing I may change if I do end up using

this in the future is adding more problems for them to do by themselves. I would also vary the

problems. For example, both the step by step problem and the solo problem have the divisor

not being able to go into the first digit of the dividend. I may add problems where the divisor

can go into the first digit or it may not be able to be divided until the third digit. I may also

introduce bigger numbers or problems with remainders.