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3.3 Reflection: Using Web 2.0 Tools (Pass / No Pass)


  • Develop a flowchart documenting solving a linear equation in two variables


  • Mobile client (tablet, netbook, Chromebook, iPad) for each student
  • LucidChart account (team account, allowing collaboration)
  • Common storage area for long hyperlinks (Google Spreadsheet? Facebook?)


This activity occurs in three phases. In Phase 1, the students design individual flowcharts, which they publish as PDFs. (They publish the long URLs for these PDFs, so that all students and teacher can click on them.) In Phase 2, students take a randomly selected linear equation (provided from a list developed by the teacher) and attempt to solve it using a randomly selected flowchart. They document their success or failure in a shared document which they turn in to the teacher. In Phase 3, students review results of their own flowchart and adjust accordingly.

Some teachers might have students do some sketching on paper, but I think it would be more fun and just as productive to have students dive in. If this is their first LucidChart assignment, they will enjoy facing little obstacles (e.g., why are my connectors rounded when I want them to be angular?) and helping each other discover the ways round those obstacles.

The limitation of a single page for a flowchart (teacher might also limit font size, in order to keep student from cramming too much information in) requires student to prioritize to solve a problem. This is essentially one form of developing a lesson plan: the problem is, How do you teach someone how to solve an equation?


Reflect upon what an activity in your classroom might look like using one or more of these Web 2.0 tools. Think about:

  • what the experience looks like for students.types of outcomes students might have.
  • how the outcome is tied to curriculum objectives.
  • what Web 2.0 tools are aligned to the outcomes and lead to higher order thinking skills.
  • kinds of directions or guidelines you will provide in order to ensure success.

Write a post that briefly describes the activity you would create and how could you might minimize possible challenges students and the teacher might have to address. Make sure that your activity is aligned to a learning objective, and uses verbs from the top three levels of Bloom’s Taxonomy. In a later module, this activity may be one component of a larger unit you create.



Welcome to fluxion.  I’m using this blog to record a couple things:

  1. Papers I wrote as I worked toward my teaching credential and my MA in Education (both at a California public university), and
  2. Random thoughts regarding teaching and managing a classroom.

The blog is anonymous so that I can include details about my work that would otherwise be considered indiscreet.