REGIONAL EDUCATIONAL LAB ~ APPALACHIA

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REGIONAL EDUCATIONAL LAB APPALACHIA

• The Effects of Kentucky Virtual High Schools
  Hybrid Course in Algebra I on
• Teaching Practices, Classroom Quality,
• and Adolescent Learning
• On-Line Collaboration
• March 2009 Series
• Challenges to Teaching Hybrid Algebra I

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GOALS FOR ON-LINE COLLABORATION

• 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.

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NUTS BOLTS

• Technology Issues
• Update regarding changes to the Lessons
• See Spot Light on Algebra Course Documents,
  Teachers Instructor Guide
• Control Panel Hints
• February Results

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SHARING STRATEGIES, PROCESSES, STRUCTURES

• Mathematical Literacy Strategies
• - Vocabulary Development
• - Writing to Learn
• - Reading to Learn
• - Academic Dialogue
• - Technology
• - Manipulatives
• - Modeling

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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

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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
  for deeper learning of key concepts.

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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

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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 wasnt challenging enough 32
• No interaction with teacher 31
• Work was too difficult 27

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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)

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Hybrid Learning Maximizing S.E.

• 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

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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,
  self-directed 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)

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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

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REMINDERS

• Office Hours (Monday 9 10 EST Tuesday 1 -2
  EST)
• Help Line
• - Bb 866-590-9240
• - KDE, Paula White 502-564-4772(4512)
• paula.white_at_education.ky.gov
• - KDE, Kari Welch 502-564-4772 (4546) - for
  STUDENT TEACHER ENROLLMENTS kari.welch_at_educ
  ation.ky.gov
• - KDE, Grace Yeh 502-564-4772 (4537) for
  TECHNICAL SUPPORT
• grace.yeh_at_education.ky.gov
• - Identify yourself as HYBRID ALGEBRA I
  TEACHER, COHORT II
• April 20 (430 EST), 22ND 23RD (330 EST)
  On-Line Collaboration