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MATH can use technology, too!!. PRESENTERS – Dan Strohmyer John Barbier DATE – April 4, 2013 dstrohmyer@mac.com jbarbier@sioux-central.k12.ia.us. Intro. Dan Strohmyer 11 years teaching Chemistry Sioux Central CSD – Technology Integration Specialist Email – dstrohmyer@mac.com

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math can use technology too

MATHcan use technology, too!!

PRESENTERS – Dan Strohmyer

John Barbier

DATE – April 4, 2013

dstrohmyer@mac.com

jbarbier@sioux-central.k12.ia.us

intro
Intro
  • Dan Strohmyer
    • 11 years teaching Chemistry
    • Sioux Central CSD – Technology Integration Specialist
    • Email – dstrohmyer@mac.com
    • Twitter – @dstrohmyer
  • John Barbier
    • 20 years teaching Calculus and Precalculus
    • Sioux Central CSD
    • Email – jbarbier@sioux-central.k12.ia.us
    • Twitter – @MrBarbier
purpose
Purpose
  • Our purpose is to show you what we do and the evolution of student thought, questions, and 21st century skills we are seeing in our classroom.
  • We use:
    • Pod/Screencasting
    • Flipped Teaching 2.0
    • Collaborative tools like twitter
why does this work
Why does this work?
  • Research base
    • Cognitive Load Theory (Ayres, 2006) front loading “mastery level” material reduces the cognitive load on students.
    • Allows students to have all the background information before the discussion.
    • During classroom time, you can apply and develop higher level thinking.
  • What this looks like in the classroom
the experiment
“The Experiment”
  • The Clay County Fair
  • Polished iMovies (and other tech projects) are great assessments, but are they really changing the way students think?
  • The Epiphany - The students learning at the fair were learning just as well as the kids learning in the classroom.
slide6
So…..
  • “I (Mr. Barbier) started making 10-15 minute podcasts for each lesson in PreCalculus.”
  • Originally to have a repository of lessons that students could access from my website when they are gone because of:
    • School related absences
    • Vacations
    • Sick
i ve created a monster
“I’ve created a Monster”
  • It turned into much more than that
  • The incident of the hard take home quiz.
    • The students were upset….
video from the student s point of view
Video – From the student’s point of view
  • http://www.screencast.com/t/oBmB4Dde
what this did to my classroom
What this did to my classroom!
  • “I was excited about teaching in a new way for the first time in about 20 years”
  • “I realized that yes, Math can use technology, too”
  • “The math didn’t change, my teaching style did”
why this is working
Why this is working
  • If every student is in the proper mindset in your classroom, they will learn.
    • But they might be
      • Hungry
      • Thinking about their girlfriend/boyfriend
      • Really worried about the Physics text next hour
  • Having lessons recorded and posted allows students to learn on their schedule when they are in the right mindset.
      • On the bus
      • at a volleyball game
      • 11:00 at night, etc.
so this is an online class right
So this is an online class…Right?
  • Well not really.
  • We call it Flipped Teaching 2.0 (Ramsey Musallam)
  • Lecture (Discussion days)
  • Students working at own pace
  • Checkpoints
the ipad twitter experiment
The Ipad/Twitter experiment
  • We started out using Jing (Free) to post iMovies about Calc problems and post them to the teacher’s website to have a repository for worked problems.
  • Then we started having them comment on each others’ completed work.
  • Now we are using iPads to work problems and updating directly to a twitter feed and having student comment on work.
student side
Student side

Students use show me to work problems graph equations and submit to twitter for peer review.

http://www.showme.com/sh/?h=6Rx2GjQ

Kind of unpolished huh?

from a larger perspective
From a Larger Perspective
  • What this looks like in the classroom.
from the teacher s side
From the Teacher’s side
  • We are using Camtasia (From Techsmith) and having the videos posted throughtScreencast.com (also part of Techsmith)
implications to a 1 1 classroom
Implications to a 1:1 Classroom
  • You are not changing the Math
  • You are changing the strategy of teaching it. The instantaneous feedback allowed by technology enables high-level interaction and collaboration.
  • All the rigidity of the classroom “bell to bell” is gone
  • Allows two-way communication between instructor and students
  • Allow instructor to “hear” student thinking
how can i do this
How can I do this
  • One lesson at a time
    • Choose one and podcast it
  • Then choose your favorite unit (or choose your least favorite and then you never have to lecture on it again)
  • Ask the students if they like it
  • Screencapture is your friend!!