Transcript Document

REGIONAL EDUCATIONAL LAB ~
APPALACHIA
The Effects of Kentucky Virtual High School’s
Hybrid Course in Algebra I on
Teaching Practices, Classroom Quality,
and Adolescent Learning
On-Line Collaboration
March 2008 Series
Challenges to Teaching Hybrid Algebra I
GOALS FOR ON-LINE
COLLABORATION
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On-line Collaboration using Horizon Wimba:
Share teaching strategies/resources,
Discuss planning instruction,
Analyze student work,
Share formative and summative assessment
instruments/strategies that move learning forward,
• Provide instructional structures where “feedback is
focused on how students can improve related to
learning goals,”
• Others as defined by teachers and as need to
address issues in the field – including new learning
that promotes student achievement.
NUTS & BOLTS
Technology Issues
Update regarding changes to the
Lessons
See Spot Light on Algebra – Course
Documents, Teacher’s Instructor Guide
Control Panel Hints
February Results
SHARING STRATEGIES,
PROCESSES, & STRUCTURES
 Mathematical Literacy Strategies
- Vocabulary Development
- Writing to Learn
- Reading to Learn
- Academic Dialogue
- Technology
- Manipulatives
- Modeling
SHARING STRATEGIES,
PROCESSES, & STRUCTURES
(continued)
 Formative or Summative Assessments
Created and Used
 Instructional Issues or Barriers You Are
Facing or Encountering
 Shared Experiences and/or Suggestions
from Colleagues (Community of
Learners)
 Processes, Structures, and/or Lessons
that Promote Student Achievement
 Others
REQUESTED TOPICS
• Storing key concepts in long-term memory.
• Keeping students focused during the KVHS Lesson.
• Gauging student learning progress and determining next steps
what is the best time for the formal assessment.
• Interacting with students during the KVHS Lesson in order to
draw attention to key concepts.
• Recognizing key components to graphing linear equations –
especially slope-intercept of a line.
Keeping students focused
during the KVHS Lesson
• Set expectations about interacting with the notes for the
discussion
– Model your expectations for students, “While listening to the
lesson, I wondered…”
– Use text-coding strategy and focus post lesson discussions
around codes
– Use variety of outlets to create more interaction with the
material
• Make your expectations clear and hold yourself
accountable for enforcing them
– Chunk the lesson
– Create an alternative assignment
High School Survey Student Engagement
Students were then asked, “If you have been
bored in class, why?”:
• Material wasn't interesting: 75%
• Material wasn't relevant to me: 39%
• Work wasn’t challenging enough: 32%
• No interaction with teacher: 31%
• Work was too difficult: 27%
High School Survey Student Engagement
(Continued)
• Teaching methods with reported with high engagement:
– *83% discussion and debate
– *83% Group projects
– 69% activities with active participation (such as presentations,
role plays, and art and drama activities
• Teaching methods with reported with low engagement:
– 52% teacher lecture (important to note 48% report no
engagement in teacher lecture)
* (83% are “a little,” “somewhat,” or “very much”
excited/engaged)
Hybrid Learning: Maximizing S.E.
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Create a dynamic learning environment**
Scaffolding of expectations- to avoid chaos in a free environment
scaffolding must be used (Dwight & Garrison, 2003)
Teachers use technology as one tool among many in their
instructional repertoire
Integrate technology into the larger curricular framework
Use computer skills within the context of a meaningful assignment
Use tool applications- desktop publishing,
Most engagement when allowed to experiment and explore
Drill & practice has its place, but “overreliance led quickly to student
boredom and frustration.”
**students are free to explore, interact with, comment on, modify, and
apply the set content and additional content they discover or create
through the learning process
Hybrid Learning: Maximizing S.E.
(Continued)
• Transformative learning outcomes (applied directly
to relevant practice)
– Include self-reflection spaces, online discussion,
knowledge building spaces, project work, synchronous
chat discussions based on readings and in class
sessions.
• Relevant learning scaffolds
– Instructor intervention, collaborative knowledge, selfdirected research
– Online learning shows consistently that students look for
teacher intervention more directly than f2f.
“students know exactly when they need the instructor and
why” (Moore, 1993; Reynard, 2003)
RECOGNIZING KEY COMPONENTS TO
GRAPHING LINEAR EQUATIONS – ESP
SLOPE-INTERCEPT OF A LINE
• Three way tie method each time you are
discussing or modeling linear functions
• Use of Number/Table, Algebraic
Symbols/Equation, Graphic Model, Sentence or
Oral Description of what story the Models are
telling
REMINDERS
 Office Hours: Monday from 9-10 AM & Tuesdays 1 -2.
 March On-Line Series ( 13TH Thr, 17TH Mon.,18TH Tue,19TH Wed )
 April On-Line Series ( 1ST Tues, 2ND Wed, & 3RD Thurs) – three sessions
 Help Line:
- Bb: 866-590-9240
- KDE, Paula White: 502-564-4772(#4512)
[email protected]
- KDE, Kari Welch: 502-564-4772 (#4546),
[email protected]
- KDE, Grace Yeh: 502-564-4772 (#4537)
[email protected]
- Identify yourself as HYBRID ALGEBRA I
TEACHER
 NCTM Conference:
- April 9-12, 2008 ,Salt Lake, Utah
- www.nctm.org
 KCTM Technology Conference: April 19