The+Story+of+Congruent+&+Similar

by Robi Schultz
 * Stories that Teach **

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Originally these digital stories were to be created in memoov. It was very difficult create animation or narration. When you were able to create scenes memoov would not save or save and publish the work. After 6 hours of frustration I decided to use GoAnimate for this project.


 * What do you want the students to know at the end of the project?**

Student should understand the concepts of congruent and similar. MA-06-3.1.2: Student will describe, and provide examples of the elements (e.g., sides, vertices, angles, congruent parts) of two dimensional figures (circles, triangles, quadrilaterals, regular polygons), and will apply these elements and figures to solve real-world and mathematical problems.


 * What do the students need to know before they start on the story?**

It would be helpful, but not necessary for students to have seen or heard the words similar and congruent.

The stories are created to be self introducing so as they can be used as introductory materials or used as review materials. Also, these are created so they can be used by the teacher or by students.
 * How will you introduce the story?**

GoAnimate
 * What kind of technology tool(s) did you use?**

The third story is a quiz to help students review knowledge and be able to self-check. This could be used in a large group where student orally response or by individual students.
 * How will you assess the the students' understanding of what you have taught using your story?**


 * How does your story reflect Mayer's Principles?

Multiple Representation Principle: It is better to present an explanation in words and pictures than solely in words.** With these digital stories either the teacher or students can read the text aloud.

With these digital stories there is limited text on the screen. All text relates directly to the pictures on the screen.
 * Contiguity Principle: When giving a multimedia explanation, present corresponding words and pictures contiguously rather than separately**

With these digital stories there are limited numbers and pictures used to teach the concepts of similar and congruent. Non-essential words or pictures are not used.
 * Coherence Principle: When giving a multimedia explanation, use few rather than many extraneous words and pictures**

With these digital stories there is animation, but no narration. The words used in these digital stories students have been exposed to over several grade levels. If narration is required it can be provided by the teacher in the large group (or other students in small group). There is a limited amount of text on the screen so as to not overload the learner.
 * Modality Principle and Redundancy Principle: Students learn better from animation and narration than from animation and on screen text**

With these digital stories the of text of the screen is very limited as are the number of pictures in order to have the greatest impact.
 * Individual Differences Design effects are stronger for low knowledge learners than high knowledge learners and high spatial learners than low spatial learners**