Wicked Problem Project

Do clickers have a place in the classroom?

Problem:

As a teacher and a trainer, I have spent a lot of time in front of groups. Over time, I have learned a variety of techniques that help me keep a groups attention. However, even when I am at my best, I always manage to lose a few students throughout the time. Sometimes it is easy to tell that everyone is not with you, but other times, it is not until weeks later through assessments that you realize nothing you did stuck. Once more, large groups can be a challenge because not all students are comfortable asking questions or joining the conversation. Even when you have students that are comfortable asking questions, it takes students time to process and create their questions. Because of this, students may not always be prepared or may not have enough time to create a a question.

Solution:

To help address this issue, I would like to use clickers to bring a new level to large group settings. I like clickers because they allow the teacher to have a grasp on teaching while allowing students a certain amount of independence. My goal would be to use clickers to do the following things:

1. Allow students wait time before answering questions. For example, have multiple check ins throughout a lesson and give students 15 - 30 seconds to answer. The time allows students to really think and reflect.

2. As mentioned above, clickers help the teacher keep track on classroom activity. Teachers are able to watch results and simultaneously address and issue. In addition, certain clicker programs allow for teachers to save results and track the students’ progress.

3. Clickers allow students to feel as though they have a say in what is happening. Once more, clickers can promote student involvement and engagement. They are able to answer questions and give feedback to the teacher without disrupting the flow of the lesson.

4. Clickers allow for teachers to check in with groups or the class without disrupting the learning flow.

If used correctly, this tool can become part of your daily routine. While not compatible with all lessons, clickers are fitting for situations that may involve more lecture than interaction because clickers bring in a level of interaction. Clickers are a great opportunity because they allow teachers to take interaction to the next level.

TPACK Framework:

Clickers are an excellent tool that can be utilized for various content. Once more, There are certainly a number of pedagogical approaches that can be utilized when applying clickers

Clickers are the technology of choice for my project. The reason I am focusing on clickers is because they allow me to reach my teaching goals. As a teacher, there are two goals I strive for; to make teaching interactive and meaningful for students. The strategies I use as a teacher are based around these two goals. I feel that using clickers will help me reach my goal. If used correctly, clickers will make lessons more interactive. Students will be able to give instant feedback to questions. Students will also feel they have a role in the lesson by giving feedback. This piece will allow for a new level of interaction. This is important to me because not all lessons are hands on. Sometimes, you have to sit at the front and talk things out. Clickers will help make those types of lessons even better. My other goal is to make learning meaningful. Clickers will help me reach this goal by giving students more time to think, process and make connections. Studies show that it takes students up to ten seconds to create the question they want to ask. With clickers, they can take that time and answer when ready. Or, suppose you let students "click in" whenever they have a question. This lets students work stress free. Clickers will enhance my teaching strategies by allowing me to reach my goals in new ways.

Too often, we try to fit the content to the technology. When we do that, we tend to lose focus of what we are really doing. For me, I am trying to make the technology fit and enhance my content. My goal is to make the content come alive and become more effective by adding in technology. I feel that this is the ultimate goal. With that being said, I do not intend to make clickers part of everything. I recognize that some lessons are best without it while some may benefit. However, I feel that clickers will be incredibly effective in large group lessons and lecture based lessons. Another way to use clickers may be as "check ins" to see how small groups are progressing. For example, I would often have groups of two or three working around the room. Students could use their clickers to let me know how much time they need without getting off task. Some content will be affected by adding in clickers. However, clickers are an easy technology to learn. Because of this, clickers should not distract from the teaching. In the event that they do, it may be necessary for the teacher to store the clickers and only pass them out at certain times. The goal is not to take away from the content, but to make the content more interactive and meaningful.

Findings:

I had the opportunity to test out my project twice. This was a great opportunity because I was able to make changes based on my first experience. My first implementation took place on February 12. I was presenting to my staff about conflict resolution. Overall, the presentation went well. I asked students to complete a short survey at the end to gather feedback. Students shared that they liked the new activity and that they liked being able to keep their "hands busy." However, there were two clear areas of improvement:

1. Have less clicker questions - student feedback shared that they, "felt like I always had to be ready. No down time.”

2. Offer a wider range of questions.

With this information, I was excited to give this one more shot. On February 19, we had another staff meeting. This time I presented on an idea called Getting Things Done(GTD). I was excited to bring clickers into this presentation because a big portion of the presentation involves students working alone. I thought this would provide me the chance to use clickers to check in with students. Through student feedback, I learned that my changes helped and were appreciated by my staff. One student said that they liked "the variety of questions." Using the clickers to check in with groups was also a great help in managing the class. For example, I would ask, "how much time do you still need." Instead of me stopping everyone, they just hit the correct time and I adjusted from there.

If I were to implement this project again, I would like to be in a K - 12 setting. Even though I was able to get great results from my staff, I know that a classroom setting would be very different. I would like to see how younger students would react to using clickers. Would they be a major distraction or, would they enhance learning? This is a question I can not answer without testing out. However, I do feel that with proper planning, clickers can be in a K-12 setting.

Check out my findings:

Leadership Project Final

Are you interested in learning about what you can do with an iPad in the classroom? Check out this short informative video about using the iPad in school!

Creating this video was a great experience for me. I feel that my group worked really well together. In order to create a complete project, we each took on our own app and explored. Once we decided on an app, we applied it and created our segment. Each segment consisted of pictures of the app, pictures of students working and a short clip. In order to compile the segments, we used iMovie. Danielle has iMovie and was willing to put the segment together. The group used Dropbox to compile are resources. Dropbox was an incredibly helpful resource and easy to use!

If I were to do this again, I would love to have to more say in the video. Since iMovie is an expensive program, it was hard for me to use it and understand what Danielle was doing. We talked about using Windows Movie Maker, but iMovie had so many more features.

I am anxious to hear feedback about our video. I hope that teachers are able to find it useful!

Personal Learning Plan

Where will technology take me? Well, over the last few courses, I have spent a lot of time thinking about my future with technology. I have broken my learning plan into two categories; personal and professional.

Personal:

Professional:

You may have noticed that there were many overlaps. This is because in order for me to be successful on a professional level, technology will need to be part of my daily life. So, becoming comfortable and familiar with these tools is important.

My future goals, are exactly that, future. I hope to reach them overtime, not overnight. However, through my CEp 815 class, I have learned the importance of setting goals. The main way I will achieve these goals is by continuing to learn. The more I learn, the more I challenge myself, the more I will achieve. In order to reach any of my future goals, I will continue to educate myself. This will be a challenge because learning more requires time and diligence. I will have too work hard to do this. I can do this through expanding my RSS feeds, blogs, and my social networks.

This course has provided me with a lot of tools I hope to use in the future. Developing my Wicked Project was a challenging and rewarding experience. I enjoyed seeing my own idea turn out to completion. Once more, my Wicked project was somewhat of an unsure thing; I had to go back, many times, to the drawing board to make it better. I also found the pod casting and audio labs incredibly helpful. This is totally new to me and I am excited to learn more about editing and creating audio and video.

Mobile Learning

Before this lab, I didn't have a great understanding of mobile learning. I thought that mobile learning was on a cell phone. However, I now realize that mobile learning covers so many technologies.

Since I have an iPhone, I was especially interested to learn about mobile learning through an iPhone and iPod. There are so many options that it can be a bit overwhelming. One of the best features, in my opinion, is the ability to collaborate. For example, there is an app called Whiteboard Lite. It is a collaborative drawing tool. Two different iPods or iPhones can work together on the whiteboard at the same time. Another great collaborative app is Google. The Google app (including docs and calendars) are incredibly user friendly.

Check this out! This is a video about using the iPhone to learn. I never thought of all the things I could do with my camera on the iPhone!

When I do go back to the classroom, I hope to try out mp3 players as well. They seem like a great, cost effective tool. One of the suggestions was to use mp3 players during book talks or centers. The mp3 can be a great way to share directions with students so that teachers do not have to run around the room answering the same questions.

Now that I have a better understanding of mobile learning, I am really excited to try some ideas out. I feel that mobile learning can get students excited because they get to use "fun" tools to learn. I think that monitoring student use of these devices could cause a problem. Implementing and monitoring these devices will take time and thought. Students need to understand what the purpose of them using the tool is while in the classroom.

PART D - Findings and Implications

The focus of my wicked project was to find new ways to enhance presentations and lessons, while encouraging student engagement. I purposed that clickers were the tool that would help me accomplish this.

Implementing my project required me to think out of the box. It's been a challenge considering I am not in a traditional school setting (K-12). I am currently working outside of the classroom as an Assistant Hall Director for the Department of Residence Life at Michigan State. One of the many roles I fill as an AHD is to create staff trainings. These trainings have allowed me to implement my project. My staff trainings are very developmental and engagement is always a major focus. So, trying out clickers in this setting seemed right.

I had the opportunity to test out my project twice. This was a great opportunity because I was able to make changes based on my first experience. My first implementation took place on February 12. I was presenting to my staff about conflict resolution. Overall, the presentation went well. I asked students to complete a short survey at the end to gather feedback. Students shared that they liked the new activity and that they liked being able to keep their "hands busy." However, there were two clear areas of improvement:

1. Have less clicker questions - student feedback shared that they, "felt like I always had to be ready. No down time.”

2. Offer a wider range of questions.

With this information, I was excited to give this one more shot. On February 19, we had another staff meeting. This time I presented on an idea called Getting Things Done (GTD). I was excited to bring clickers into this presentation because a big portion of the presentation involves students working alone. I thought this would provide me the chance to use clickers to check in with students. Through student feedback, I learned that my changes helped and were appreciated by my staff. One student said that they liked "the variety of questions." Using the clickers to check in with groups was also a great help in managing the class. For example, I would ask, "how much time do you still need." Instead of me stopping everyone, they just hit the correct time and I adjusted from there.

I was very happy with the results of this project. I gained valuable feedback from my staff that allowed me to take a critical look at my project. Without their feedback, many of the changes I made would not have been possible.

Without the help of my department, I do not know what my project would have looked like. While I was able to borrow enough clickers for my staff, I know that this is unrealistic for everyone. I find myself wondering if clickers would still be effective if students had to share? In a higher education setting, most likely yes. However, I am not sure if sharing clickers would be effective in a K-12 setting. I would love to have the opportunity to try this out on a group of K-12 students to see their reactions.

If I were to implement this project again, I would like to be in a K - 12 setting. Even though I was able to get great results from my staff, I know that a classroom setting would be very different. I would like to see how younger students would react to using clickers. Would they be a major distraction or, would they enhance learning? This is a question I can not answer without testing out. However, I do feel that with proper planning, clickers can be in a K-12 setting.

What I learned from this is that clickers certainly have a role in the classroom. However, clicker implementation needs to be thought out and implemented with a goal in mind. It is not enough to simply use clickers for the fun of it; there needs to be a purpose and a goal. My goal was to increase student engagement and interaction, and my goal was met.

PART B - Storyboard and Script

Well, it is coming together! The storyboard is very detailed and I feel that we will have a great resource to share with others!

The video takes a look at four different apps; one app for each subject area. I focused on social studies and found a great app called, Stack the States. The app has been a lot of fun to work with and I found that I even learned a few new things through playing!

We wanted the video to be like a school day. So, the apps are presented as if you are going through the day.

My team members and I spent a lot of time working on the storyboard. We talked through Adobe Connect earlier this week to touch base and work out the storyboard. We were all responsible for our own script, however, we worked on the transitions and overall design together. Jessica was a great help because she was able to test the apps on a third grade class. Thanks to Jessica's work with the students, we have videos of students using the app that we will show during transitions.

For the final presentation, we will all read our own script. As we read, pictures related to our app will be shown in the background. Once we finish reading, a Video of students using the apps will be shown as part of the transitions. We will have one group member compile the videos and audio clips in iMovie.

PART C - Implementation

On February 12, I had the opportunuty to implement my wicked project for the first time. I presented to a group of resident mentors about conflict resolution; a rather boring topic. So, it was a great opportunity for me to bring in clickers!

Check out my podcast to see how everything turned out!

Leadership Part A - Brainstorm Session

This past Monday, I participated in my groups first brainstorm session. Since we were all fairly familiar with Adobe Connect, we decided to try it out for ourselves.

For me, the great thing about web conferencing is the ability for everyone to communicate at the same time. It was wonderful to be able to talk together about where our project should go. We were able to ask questions and come to an agreement together. For example, we were able to answer one question in four minutes that we had been emailing about for four days. The ease of communcation is so helpful when working with people from all over the state or country. Another advantage is accessibility. For example, during our conference, I was at a coffee shop. All I needed was the link and a computer.

My web conferencing experience was interesting to say the least. We constantly struggled with mic delay and an echo. We were able to get rid of the echo at times but there was always a delay. Another sound issue was not recognizing voices. I am working with three other women I have never met. Because of that, it was a challenge at times to identify voices. To help deal with theses issues, we brought out our Google Doc and used the doc to help us communicate. We were also able to track who was talking by writing in different colors. Danielle put the Google Doc on the screen and that was helpful to an extent, but eventually we all wanted to edit the document. The Google Doc helped us to communicate faster and more efficiently.

Honestly, my experience was not great. While it was great to have the opportunity to talk things out, it was a challenge to do so. As mentioned earlier, sound was a major problem for us. I am sure that learning more about the system will help this to not be a problem next time. We may even try out Skype to help us recognize voices.

Check out our brainstorm session!

PART B - Application of TPACK

I have spent a lot of time making sure my wicked project will be meaningful. TPACK allows me to check my project and dig deeper.

Clickers are the technology of choice for my project. The reason I am focusing on clickers is because they allow me to reach my teaching goals. As a teacher, there are two goals I strive for; to make teaching interactive and meaningful for students. The strategies I use as a teacher are based around these two goals. I feel that using clickers will help me reach my goal. If used correctly, clickers will make lessons more interactive. Students will be able to give instant feedback to questions. Students will also feel they have a role in the lesson by giving feedback. This piece will allow for a new level of interaction. This is important to me because not all lessons are hands on. Sometimes, you have to sit at the front and talk things out. Clickers will help make those types of lessons even better. My other goal is to make learning meaningful. Clickers will help me reach this goal by giving students more time to think, process and make connections. Studies show that it takes students up to ten seconds to create the question they want to ask. With clickers, they can take that time and answer when ready. Or, suppose you let students "click in" whenever they have a question. This lets students work stress free. Clickers will enhance my teaching strategies by allowing me to reach my goals in new ways.

Too often, we try to fit the content to the technology. When we do that, we tend to lose focus of what we are really doing. For me, I am trying to make the technology fit and enhance my content. My goal is to make the content come alive and become more effective by adding in technology. I feel that this is the ultimate goal. With that being said, I do not intend to make clickers part of everything. I recognize that some lessons are best without it while some may benefit. However, I feel that clickers will be incredibly effective in large group lessons and lecture based lessons. Another way to use clickers may be as "check ins" to see how small groups are progressing. For example, I would often have groups of two or three working around the room. Students could use their clickers to let me know how much time they need without getting off task. Some content will be affected by adding in clickers. However, clickers are an easy technology to learn. Because of this, clickers should not distract from the teaching. In the event that they do, it may be necessary for the teacher to store the clickers and only pass them out at certain times. The goal is not to take away from the content, but to make the content more interactive and meaningful.

I have brainstormed what content and lessons will benefit the most from adding in clickers. As I mentioned above, connecting technology to the content needs to be done thoughtfully. So, I am putting in a lot of thought into how I present the clickers and in what areas they are used. The goal is for the clickers to enhance the content, not take away. One of the main reasons I like clickers is that they allow me to constantly check in without taking away. For example, when teaching a new topic, it can be challenge to know if everyone is understanding. You could use clickers to have "check ins." Ask students, "how do you feel about what you are learning; good, okay, ahh!" This will allow the teacher to adjust and not lose any time.

PART A - Description of Need or Opportunity

As a teacher and a trainer, I have spent a lot of time in front of groups. Over time, I have learned a variety of techniques that help me keep a groups attention. However, even when I am at my best, I always manage to lose a few students throughout the time. Sometimes it is easy to tell that everyone is not with you, but other times, it is not until weeks later through assessments that you realize nothing you did stuck. Once more, large groups can be a challenge because not all students are comfortable asking questions or joining the conversation. Even when you have students that are comfortable asking questions, it takes students time to process and create their questions. Because of this, students may not always be prepared or may not have enough time to create a a question.

To help address this issue, I would like to use clickers to bring a new level to large group settings. I like clickers because they allow the teacher to have a grasp on teaching while allowing students a certain amount of independence. My goal would be to use clickers to do the following things:

1. Allow students wait time before answering questions. For example, have multiple check ins throughout a lesson and give students 15 - 30 seconds to answer. The time allows students to really think and reflect.

2. As mentioned above, clickers help the teacher keep track on classroom activity. Teachers are able to watch results and simultaneously address and issue. In addition, certain clicker programs allow for teachers to save results and track the students’ progress.

3. Clickers allow students to feel as though they have a say in what is happening. Once more, clickers can promote student involvement and engagement. They are able to answer questions and give feedback to the teacher without disrupting the flow of the lesson.

If used correctly, this tool can become part of your daily routine. While not compatible with all lessons, clickers are fitting for situations that may involve more lecture than interaction because clickers bring in a level of interaction. Clickers are a great opportunity because they allow teachers to take interaction to the next level.

To gain insight into the world of clickers, I have visited many websites. One site, created by Vanderbilt University was a great tool. The site lays out all of the ways clickers, or CRS (classroom response systems), better our teaching. Another helpful site was, 7 Things You Should Know About Clickers. The site provided a great overview of the power of this technology. In addition to gaining insight into the use of clickers, I also researched prices and popular brands. I am still working on this as I am reaching out to schools and teachers to get their feedback.

The implementation process will be a challenge for me since I am not teaching. However, I am working with my current work department to see if I could bring in clickers for a staff training I conduct. The limitation to this is that I train a staff of 50 so 50 clickers may be hard to find. However, I am hopeful that I will be able to actually test out my ideas. I would like to bring in surveys at the end to gage student involvement and interest to help support my proposal.

An Introduction to Me

Please enjoy! This is the first time I have ever created a video.

Reflecting on CEP 811

When reflecting back on this course, I am amazed by how much I have learned in such a short time. For starters, I love FileZilla. I find it great that I can add everything to the internet in one easy step. FileZilla has been very easy to learn and navigate. Seeing my files online is a great feeling and a great way to connect with other teachers.

UDL has also made an impact on how I view teaching. I see UDL as a great tool to guide me to further success in teaching. In the activity in which we altered our lesson plans to fit UDL, I realized how much UDL makes teaching easier and more meaningful. Yes, I said easier! I truly feel that applying UDL principals will make teaching easier in the long run because we will be ahead of problems.

Wikis are amazing! Through one of the labs, I was able to create a Wiki and design it to fit the needs of my current job! I have been using it everyday and the feedback from my staff is excellent. They even asked for a training on how to use the Wiki better!

Webquests are another amazing tool I now have at my disposal! Webquests are something that I plan on making part of my teaching routine. I think teaching students the importance of using technology and showing them how to navigate technology is a powerful tool! I discovered some really interactive and educational Webquests this semesters and I look forward to making my own.

As this course comes to an end, I reflect on the goals I made for myself. I am happy to say that I certainly challenged myself. I met the goals I set, even when it was a challenge to get there. I struggled with the web page learning to navigate the process, but I now feel much more confident in the area. Now being done, I set new goals for myself. One major goal is for me to continue keeping up on the technologies I am learning about. I also want to make my own Webquest. I feel that this is a goal that will be great not only for me but also my students. Another goal is set is for me to really apply UDL to my teaching. I feel that using the UDL framework will truly help me be a better teacher. I know that UDL will challenge me and I look forward to that opportunity.

Genre Investigation

Genre Investigation

Check out the Stand-Alone presentation I made. This is a great way to review genres and story elements!

Online Teaching

In 2006, the Michigan Department of Education created guidelines for what online learning and teaching looks like. In addition to these guidelines, they created a Companion Document that helps teachers figure out how to meet these guidelines.

I started college in 2006, and in all my education classes, I never heard about these guidelines. Now seeing how helpful the companion document is, I feel it would be really helpful for students to see and use as a resource. The document does a great job of identifying online learning tools and evaluates them for how they can help your online learning experience.

One of the technologies that document presents is the online portfolio. Now, I have my own teaching online portfolio, but I never thought of using it in the classroom. I love this idea because I see it as a great way for students to evaluate their growth throughout the year and throughout their K - 12 education. My students loved showing off their work and I feel this is a great way for them to do so (and it may save paper).

The portfolio could be modified to fit all subjects. I can see the argument that this would not be effective for elementary students. However, I think the portfolio will be a great way for students to learn about technology. For example, start with a simple layout that students can follow easily and scaffold and evolve the process throughout the year.

Scaffolding will be key to having portfolios work. Students need to see how to upload documents, how to pick what they want to show and how to evaluate their work. However, if done right, this process will become second nature by the end of the year. Modifications may be made for students as well. Some students may depend on the teacher or another student to upload documents.

While I see the online portfolios as a great tool, I also see they could be a challenge. For one, it will take effort from the teacher to get students started, especially if they start at a young age. Another drawback would be getting other teachers on board. This could be a great tool is students used it throughout their school experience but it takes all teachers to be on board.

The World of Wikis

Wikipedia can be a great resource when used correctly. Many times I have looked up information on Wikipedia. However, I never added information because I always thought it was a challenging thing to do. Now, after adding information, I realize how easy of a process it is.

For this lab, I added information about the school Attwood Elementary in the Lansing School District. I taught at Attwood and loved being part of the school. I struggled with adding information to the site because I was trying to only add facts, not share my opinion.

Here is a snapshot of the Wikipedia page I edited.

I also created my own wiki. I designed the wiki so I could use it for my current job. I currently supervise a staff of ten and I wanted to have a way we could all collaborate when it comes to programming events for residents. Check it out!

Universal Design for Learning

Universal Design for Learning is a tool and resource that all educators should be aware of. The idea behind UDL is that we should find ways to make the curriculum fit our students, not the other way around. By using assistive technologies and creativity, we can modify lessons to meet all of our students needs.

Earlier this month, I created a lesson titled, Menu Math. What I thought was a good lesson, is becoming a great lesson with help of the UDL checklist. The checklist allows you to look critically at your lesson. "The UDL Guidelines are organized according to the three main principles of UDL (representation, action and expression, and engagement)." By responding to all three principals, the lesson becomes student focused.

Take a look at how I used it to identify the needs of my lesson.

Thinkfinity!

MERLOT is a great resource that I am so happy to have finally discovered. Since being introduced, I have spent hours looking for lessons, articles and ideas. One of the great sites I found is called Thinkfinity. I had never heard of this site before, but I am happy I have. By clicking through the site, I found a great lesson idea that I would love to do! The lesson is called,"I'm Gonna Sit Right Down and Write Someone a Letter." The lesson focuses on the lost art of letter writing. Most students today do not understand how important letters were to generations before; how private, heartfelt and crucial they were to peoples' lives. Students are able to experience the power of letter writing first hand by reading letters from important people throughout history.

All teachers know the importance of evaluating a site or source before we use it. Using the MERLOT system, I evaluated the site Thinkfinity.

Quality of Content:

1. Does the software present valid (correct) concepts, models, and skills? Yes! Not only does Thinkfinity have a variety of resources, the site also connects you to other great resources.
2. Does the software present educationally significant concepts, models, and skills for the discipline? Yes! The site is full of educational resources. The tagline for the site is, "Thousands of free lesson plans and educational resources for teachers."

Potential Effectiveness as a Teaching-Learning Tool:

1. What stage(s) in the learning process/cycle could the materials be used? This site is a link to a wide variety of resources. Not only does the site offer a great variety of lesson plans, the site also offers interactive and a standards alignment section. The site can really help you build the best lessons possible, from the ground up. In addition to in classroom teaching, the site also provides teachers with information on professional development. This is a very holistic website as it covers all areas of education.
2. What is(are) the learning objective(s)? What should students be able to do after successfully learning with the materials? After using this site, teachers should feel more connected to other resources to help them as an educator. While this is not a site for students, students will certainly benefit from the resources found on this site.
3. What are the characteristics of the target learner(s)? Target learners for this site can be anyone, simply depending on what learners you are working with.
4. Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials? The site is full of lessons, audios, media and interactive that are free for teachers. The lessons also outline how to best use these resources.

Ease of Use:

1. Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct? The layout of the site is very clear and easy to navigate. I was able to figure out what I was doing very quickly. The search bar on the right side of the homepage is very helpful and easy to understand as well.
   
2. Does the user get trapped in the material? It is easy to spend a lot of time looking for information because of how much is available.
   
3. Can the user get lost easily in the material? There is a lot of material, but the site does a nice job of organizing everything. For example, lesson plans are organized by topic and by grade.
   
4. Does the module provide feedback about the system status and the user's responses? The site has a "Get Connected" tab which helps keep you in touch with the site creators. There is also a blog that users can follow to get even more out of Thinkfinity.
   
5. Does the module provide appropriate flexibility in its use? Yes.
   
6. Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software? No, it does not. The lessons and all other resources are very straightforward in implementation.
   
7. Does the material present information in ways that are familiar for students? All of the lesson plans I have looked at have been very student friendly. Users can also write reviews for the lesson plans and how they have modified them to fit their students.
   
8. Does the material present information in ways that would be attractive to students? The site has a section devoted to student interactives. Interactives are a great way to incorporate technology and attract students to different subjects. In addition to interactives, there are media resources available, which are always a great way to grab students attention.

I hope you take advantage of this great resource, Thinkfinity!