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Math TIP Project Pleasantdale School

Math TIP Project Pleasantdale School. “Flipping Over Math” 2009-2010. The Project’s Big Question. Will the use of cameras and Flip video cameras: Increase student engagement? Opportunities for teacher assessment of curricular outcomes?

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Math TIP Project Pleasantdale School

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  1. Math TIP ProjectPleasantdale School “Flipping Over Math” 2009-2010

  2. The Project’s Big Question Will the use of cameras and Flip video cameras: • Increase student engagement? • Opportunities for teacher assessment of curricular outcomes? • Opportunities for student assessment of their learning?

  3. Outcome Driven Plan • Each member of the team chose an outcome from their math curriculum • Grade 7/8- N.8.4- Dividing and multiplying decimals • Grade 5-N.5.2- Repeated division • Grade 4-N.4.4-Word problems using multiplication and division • Grade 4-N.4.4-Multiplying 3 digit by 1 digit numbers • Learning support- Grade 3- P.3.1-Skip Counting

  4. Data Collection • Started January – Completed April – Data collected by teachers and students in the “during” and “after” stages of math classes • Included in data collection: • Still digital pictures • Flip video

  5. Observations • Student engagement • Teacher assessment • Student assessment • Unexpected observations

  6. Student Engagement? Q1: All teachers found: • Students were engaged with the cameras • Less motivated students were easier to engage • Kept students on task, because whatever they recorded after a certain amount of time would be digitally captured

  7. Student Engagement? Q1: • For the older students, it was good to show that new math was not such a bad thing • When students are given a choice that includes using technology they have another tool to show their learning

  8. Math Strategies-Grade 5

  9. Teacher Assessment? Q2: • See more than you would with a check list • Assessment can be completed by teacher outside of class • Teacher can clearly see the thinking progression of a student • For the student who is an “oral learner” a teacher was able to fairly assess understanding

  10. Watch this thinking...

  11. Teacher Assessment? Q2: • Teachers were able to give immediate feedback and immediate correction through use of questioning prompts • Brings out the use of math vocabulary • Allows students who have a quieter nature to demonstrate understanding in a small group context

  12. Student Assessment? Q3: • Students can vocalize their thinking and are able to give themselves immediate feedback and correction • Students feel good when they are able to demonstrate learning outcomes • The ability to think out loud is increased incredibly

  13. Student Assessment? Q3: • They want to do well when they are working on the camera • Digital pictures helped the students break down their learning and they were able to reconstruct the steps using Photo Story • Students became more comfortable with the progression of learning, they could make mistakes, learn from their mistakes and figure it out on their own

  14. Unexpected Outcomes? • The cameras could be used for extended thinking activities for higher level thinkers • Can be used as a teaching tool for absent students or to re-teach concepts • Use in student conferences was very successful • Parents were able to see a clearer picture of the new math in action

  15. What the Students Had to Say it makes math more fun • I liked being able to explain how I do the problems and how I figured it out without having to write it down. –I can see my steps. The thing I liked best about useing them is that it is easier to explain because you don't have to write it down on paper and I find that hard i liked how we did the question and then we took a picture of the work we did. and to show that we did it right. The fact that we were able to show our work using cameras. The fact that we were able to show our work using cameras. i learn more and learn from mistaks

  16. Reflection What went well? What do we need to learn? Students and teachers need best practices of digital techniques Organization of massive amounts of media Knowing what to save and what not to save • Working as a school team • Sharing cameras • Technology did not interfere with teaching • Increased interest in using technology with other staff • Student demonstrations of good understanding • Supported the process of the new math

  17. Other uses? • ELA • Science • Social studies • Physical education • Continue to use in math for assessment of other outcomes • Promotion of our school and our events

  18. Jigsaw Science

  19. What’s next for Pleasantdale? • Flip video and digital cameras for all classrooms • Share what we learned with our staff and support their involvement

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