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From Urgency to Innovation: Web-based E-quip Math PD Series Astrid Liden, Minnesota Dept of Education Amy Vickers, Minneapolis ABE Patsy Vinogradov, ATLAS, Hamline University Welcome! Agenda Introductions Context for this PD project Planning for E-quip Episodes View E-quip clips Successes & lessons learned Application to your context Objectives: The participants will be able to: Articulate the context and priorities that led to the creation of the E-quip Math PD Series. Identify the components of the E-quip PD model. Identify the strengths and challenges of this PD model. Access and share with colleagues the archived E-quip Math PD Episodes online. Identify math PD or other PD topics that might benefit from such a model and apply to their own contexts. Turn to a neighbor What challenge are you facing now around math PD? Context for this math PD project Our challenge…2014 GED How do we… address needs around higher level math? deliver this PD statewide? in a very short time frame? Our context MN Numeracy Initiative (MNI) ABE grant funded, began in 2010 Guided by advisory team of ABE numeracy practitioners (A-team) 2014 GED PD Initiative ABE grant funded, began in 2012 Guided by advisory team of GED instructors First steps High priority needs initially identified through GED PD survey (Oct. ‘12) Spring Math Institute with full day workshops on algebra, geometry and data (May ‘13) Summer Institute pre-conference workshop focused on 2014 GED math content (Aug. ‘13) What’s next? Data analysis to identify and prioritize needs What math do I need to know? Content Knowledge Pedagogical Content Knowledge What are ways to teach that? 2014 GED E-quip Math PD Series What exactly is on the test? Why webinars? Statewide access Manageable chunks of info Recorded for future viewing Drive use of webinars for PD E-Quip Math Webinar E = electronic format; accessible at a distance, archived for future reference Equip = attaining tools and resources you need for the Math 2014 GED E-Quip Math PD Series = Web-based professional development webinars that equip teachers to prepare learners to reach or exceed the GED 2014 assessment targets for quantitative problem solving and algebraic reasoning. E-quip Math PD Episodes 1. 2. 3. 4. 5. Exploring the Tools of the Computer-based Testing Environment Connecting and Interpreting Graphs and Functions Connecting Coordinates, Lines, and Equations Solving and Graphing Quadratic Equations Finding Surface Area and Its Related Dimensions Planning for the E-quip webinars Planning Considerations Audience Content • Varied stages of math background and confidence • Varied time and availability • Higher-level math, aligned to GED assessment targets • Understand it and teach it Format • Consistent format across episodes • Encouraged creativity and differences within common structure Delivery • Team approach, build on our teaching and presenting experiences Getting from fuzzy to confident: Road map to an effective E-quip Math Webinar Part III: Modeling Instruction Part II: Building a Foundation (30 minutes) Part IV: Reflecting on the Experience (10 minutes) (10 minutes) Part I: Do I have the background knowledge needed to get the most out of this webinar? PRE-webinar Preparation Part V: What could this look like in my context? POST-webinar Follow-Up Getting the work done Facilitator guide shared and discussed to clarify expectations Facilitators trained on webinar tool Facilitator pairs designed and delivered each episode The MNI Advisory team supported each pair Facilitator support Host assigned to each webinar Facilitator checklist developed Practice webinars with feedback Learned from the previous episodes Highlight reel Successes & lessons learned Successes 30-50 participants per webinar Average of 75 views per recording Practitioners from all regions of the state participated “I don't have to travel to learn and feel part of the MN numeracy community.” Nearly all participants rated their experience with E-quip as excellent or good “Everything you talked about is relevant to what I need to understand and share with my students.” “Excellent pace, great examples and clear conversational tone.” Successes Most participants accessed the pre-work & found it useful “They gave me the background needed to jump right in. They were thorough and gave me a sense of direction.” “It was great to have the handouts and to have a chance to try some of the math.” Presenters maximized the webinar tools & their own creativity “All these tools keep us on our toes to be active listeners and participants in the webinar.” “Presenters really brought personality to this topic.” Successes Participants felt more confident about teaching 2014 GED math “I now have a much clearer picture of how the quadratic functions will be used in the test. I also have several ideas for how to teach them.” “I feel more comfortable after watching the webinars.” Built credibility and comfort with PD via webinar “I didn't have any problems connecting, and it was actually more engaging than others I have watched.” “It was simple and easy to use, even for those of us who are somewhat technologically inept.” For Season 2… Less is more: limit the content covered Incorporate more time for practice and questions at the end of each episode Minimize post-work Plan for 10-20 hours of prep per presenter Your context? What could this look like in my context? Think-Pair-Share Think back to the warm up question and notes you’ve taken during session (math PD you are challenged with). How might the E-quip Math PD Series or a similar PD model be used in your context? How could a similar delivery method be used to meet your identified PD needs? What’s next for Math PD in MN? Our presenters are ready for more (Season II!) More E-quip Episodes to address a range of math content at different levels Building the math content knowledge of all MN math practitioners, not just GED level Math Institute and F2F regional events continue Thank you! Episodes are archived at: www.atlasabe.org (site focused on PD), & www.2014inMN.org (site focused on GED)