Math+-+Hayes,+Dora

=Dora Hayes - Math= TECH Camp NOTES:

Ensemble.monroe2boces.org is where to post videos. Video gets converted to something that works for the kids to view.

IPEVO presenter: shows your paper and hand merges with smart recorder to record your voice, this IPEVO records your hand work.

Places to look for Videos/material:

Brainpop: User name: hiltonvillage, password: hilton

Learn360: Username: Dhayes@hilton.,12.ny.us Password: Boces2

Educreations.com To look at videos you don't need an account, view.

Screenr.com to clip pieces of someone's video

Assignment #1:

The FlipClass allows the students to "do" rather than kick-back and fake taking it all in. They become responsible for how much they process the information to make it make sense to them so that they can take the imformation to the next level. It allows the teacher to be able to interact with the learner while they work through examples. Allows students to be able to catch up on missed work, review video notes.
 * (How) does a FlipClass better address student needs than does a traditional class?**

Who are your stakeholders? The Students, the parents, colleagues, administration, the teacher.

What are their common concerns?
 * Buying into it, being concerned that it might not get results.
 * Concerned about technology working and being accessible.
 * Time it takes to create new materials, time it takes to view, time required for students to see enough examples (ten minutes is the recommended video length, but some topics in advanced math take longer to "explain".
 * Concerned about "interaction", will we be able to ask questions ...can't respond to the video, are students learning when they "watch" and "copy" what they see, they need to be able to ask questions as they watch and need to hear other students questions that lead to deeper understanding, and teachers need to hear the questions that arise as they watch the video to know if it was worth while or needs improvement.

What are the pros and cons of flipping instruction as you see them? Pros:
 * Catching up on missed classes/video lessons to watch
 * Class time for helping kids through guided practice and working together
 * Individualized learning

Cons:
 * Time required to change a course (every year my courses have been changing and it's hard to keep up with changes and technology).
 * Students not watching videos/not doing homework are missing out on notes, could be a battle to convince them they need the video time if they can come to class and do the work and "get it".
 * finding the balance between video length/necessary notes and what to do in the classroom/ making the best use of both times.
 * Relying on technology, do students have it/can they get to it/will it work for me and for them.

Notes from class May 15th:

Begin with the end in mind.
Assignment #2: READING Prussian Paradigm....done. 1. Read **chapters 2-3** of the Bergmann & Sams book. 2. **Choose a passage from each chapter** ... building a case for a flipped class. (two passages total) Post these passages.... Attempt to "add value" to our wiki rather than reiterating what others have said

**Passage from Chapter 2**: "We are no longer the presenters of information, instead we take on more of a tutorial role"....
==== I found this interesting since I have done a great deal of tutoring in my career and can feel the difference between group instruction and working with students one-on-one. In a tutorial setting, I can question and respond to students in a different, more beneficial way, than when I am lecturing in front of the room. Students in this "tutorial" setting are more likely to as questions, and are more engaged. ==== ==== **Passage from Chapter 3:** "Because the role of the teacher has change to more of a tutor than a deliverer of content, we have the privilege of observing as students interact with each other....we notice the students developing their own collaborative groups" ==== ==== Late in the school year, I still have students who prefer to work alone when asked to work in groups. I believe that is students could get used to having to help someone in order to gain further understanding for themselves, they could be more motivated to work together. While they don't want to do all the work (the "brighter students") they might see the advantage of helping others or asking questions of others in order to better understand the concepts themselves. Also, if they naturally find their own groups, based on their own needs, they will be more likely to be "willing" to work in a group, rather than being forced/placed by the teacher. ==== **3. Posted a resource to the resource page:** short article that summarizes the Bergmann and Sams work. 4. The most important stakeholder is going to be the student, and the most important concern of theirs will be their ability to learn the material that is being "given" to them or being made available to them. I think it will be important for the to see the teacher making a genuine effort to help them in class, tutoring as needed and trying to get around the room to help everyone, not kicking back and drinking coffee as Bergmann said. They will need to feel the comfort of being able to get their questions answered and being able to be successful on tests/quizzes. They will be comforted by the fact that the increased interactions in the classroom between teacher and student will allow the teacher to better get to know their math strengths and weaknesses that we sometimes don't see until test day or after school if they come in for help. They will want to see the work as meaningful, not busy work. **Challenges:** I have identified time as my biggest challenge. As every year that I have taught, 18 years, there have been changes, this seems like a huge undertaking. Finding the time to create videos, learning how to create them in the first place, and re-vamping my assignments to follow a video and to be used as "class work". Seems that most of my materials used as homework and classwork will need to be re-created and re-thought, and I just don't know that I will have enough time to do all of this (I am not an awesome tech person and my evening time is busy with three teens in travel sports, and I am an advisor for student council). I am not sure which class to focus on that I teach (A2/Trig or IB Math Studies) as I know that I can not take on both in one year, or should I try a little in each course? Is it "do-able" if you take on a little in each course or should you plan to do all or none?
 * Begin planning how you will introduce the concept of a flipped classroom to each of your stakeholders. **
 * How does a Flipped Classroom Better Address the concerns of the stakeholders: **

Choose 4 of the questions listed below to answer this week on your page; choose 4 to seek further support from your colleagues.

Begin writing a plan to gain stakeholder buy-­in for flipped instruction that includes the following:

1. What is flipped instruction in your own words? Flipped instruction is putting the student learner in the center of their learning. Students use classtime to gain a deeper understanding of the instruction they have watched/worked with on a video or pod cast.

2. How does flipped instruction address your stakeholders key concerns? Flipped instruction allows the stakeholders to work together (teacher and student) to learn from each other. The teacher learns more about how the student learns and what the student needs more help with. The student learns the material at a deeper level of understanding because they are allowed time to work with the teacher and ask questions, rather than doing the practice alone.

3. Why is flipped instruction beneficial for 21st century learners? Flipped instructions allows the 21st century learner to use technology to gain access to information and instruction.

4. How does it build upon our previous understanding of best practices, CCSS, IB curriculum? In the IB curriculum, students need to be able to apply their learning in a project and need to be able to answer questions that require multiple steps and several minutes of work time. The Flipped Classroom would build on this best practice by allowing students collaboration time in the classroom, as well as time for them to work with the instructor and time to work independently.

5. What aspects of your instruction will you concentrate on flipping first? The material that is "review" or easy to understand/ skill driven.

6. Why is this aspect of your instruction well suited to a flipped model? The basic notes/examples aspect of math instruction is well suited for videos. The homework/practice time is well-suited for a flip to be able to do this as a tutorial time in class rather than at home.

7. What data will you be collecting on which to assess effectiveness of your flip? Survey results, example from Marquette. Partner, explain what you got from the video. 8. By which methods will you be collecting this data? Google Doc survey or tiny URL Exit Poll Short response, hard copy paper questions.

FINAL ASSIGNMENT:


 * 1) Finalize your stakeholder plan if not already competed. [[file:Stake Holder Buy In and unit overview.docx]]
 * 2) Give an overview of what the lesson/unit will be. (in stake holder buy in document/ see supporting activities)
 * 3) **Create 3 videos of your own. media type="file" key="video lesson UNIT 1 IB Scientific Notation.wmv" width="330" height="157"**
 * 4) **Upload your videos to a student friendly area so they can access them. At least one should be on Ensemble.**
 * I put the videos on ensemble....DONE...they were showing up wrong, but I am going to see**
 * if they just needed more time.**
 * 1) Create supporting activities. These could be documents that students fill out while viewing the videos and/or the classroom activity that follows the video viewing.[[file:IB Notes Unit 1 Measurement.pdf]]
 * 2) Complete 7 hours of Technology Summer Work Camp. DONE 7/15 and 7/16/2013
 * 3) **Post your videos, activities on your page or post a link to your resources so they are easily accessible. If you don't want to share your resources with the rest of the class then let your "guide" know how to access these.**
 * Here is a link to the first video on ensemble, but it is not working for some reason:**
 * [|scientific notation video on ensemble]**