InTELA Tech Day June 18, 2015 @ The Center for Early Education, West Hollywood, CA “Flipping AP...

InTELA Tech DayJune 18, 2015

@ The Center for Early Education, West Hollywood, CA

“Flipping AP Calculus BC with the TI-Nspire® CX

CAS & TI-Navigator® ”

byJoanne Ryan

The Buckley School, Sherman Oaks, [email protected]

Joanne Ryan, InteLA, June 18 2015

• A bit about me

• A bit about you (via a TI-Navigator® Quick Poll document)

• Flipped Learning – Why and How

• The TI-Nspire® CX CAS calculator

• The TI-Navigator® system, with sample Quick Polls from AP Calculus AB & BC

• Resources

• Question & Answer (time permitting)

AGENDA


A bit about me …

o Originally from Montreal, Canadao Teaching Math for 42 years o 11 years in Canada (Public & Private,

French Immersion)o 31 years at Buckley (MS & HS Math, AP

Calculus AB & BC, Chair for 25 years)o Using TI® calculators since 1990

(81,82,86,85,83,84,89,nSpire,nSpire CX CAS, Navigator)

o Presented TI® workshops at CAIS, CMC, T3 & NCTM

o January 2014: Started regular meetings among independent school math chairs in the LA area

o Flipped AP Calculus BC this past year & will be flipping AP Calculus AB this coming fall


A bit about you …

I am collecting this data via a “Quick Poll” TI document. Please login and open the document I will now send you… Joanne Ryan, InteLA, June 18

2015

InTELA Navigator log-in directions Turn the calculator on by pressing the “Home On” key

(top right) If you are not on the “Home Screen”:

Press the Home key again.

Press the number 5 ( “Settings”)

Press the number 5 again (“Login”)

Enter the Username and Password on the sticker on the calculator (Note: Use the “TAB” key, on the left above the blue “Ctrl” key, to navigate from one menu item to another)

Click on “Login”

Press “Enter”


InTELA Survey Quick Poll Document Directions

Click on “Open” (Note: if it asks “Do you

want to save changes to ….?”, select “No” & press “Enter”)

Use the TAB key to go to the answer choices, and select you choice(s) by pressing “Enter”

To go to the next question: Press the blue “Ctrl” key followed by the “” key, which is located on the “Touch Pad”


TRADITIONAL LEARNING versus FLIPPED LEARNING

Traditional Lecture LearningFlipped Learning

In Class Instructor introduces new concepts (or uses discovery learning) followed by activities/group work to apply new skills

Students work collaboratively on problem sets & quick pollassessmentsbased on the previous night’s videos“Homework” Students work

30-60+ minutes on problem sets

Students are introduced to new material by watching videos & taking notes for 10-20 minutes


Advantages of Flipped Learning Students gain exposure to new material outside of

class via lecture videos (created by their classroom teacher)…in other words, they are doing their lower levels of cognitive work (gaining knowledge and comprehension) outside of class

Students use class time to do the harder work of assimilating that knowledge through problem-solving and discussions …in other words, they are focusing on the higher forms of cognitive work (application, discussion, debate, analysis, synthesis and evaluation) in class, where they have the support of their peers and instructor

Flipped Learning allow you to differentiate and individualize in-class learning activities: a) in class, since the teacher is constantly circulating and helping individuals & small groups, and, b) outside of class, since students can pause, rewind & re-watch the videos


Students are more engaged in class, since they are actively working with (a) partner(s) the entire class period

The TI-Navigator® “Quick Polls” provide a

mechanism to assess student understanding in real-time

Students can watch the videos on any device, anywhere, & at their own pace; absent students are not missing instruction since they can watch the videos after school hours

Due to the in-class format, the instructor gets to know each child better and can more easily assess that child’s level of comprehension and style of learning.


The Flipped Classroom is a student-centered environment where students help each other learn

The benefits with regards to classroom management: Students who need an audience no longer have one. Students cannot become bored since they are actively engaged in activities the entire class period

Educating parents: Parents can also watch the videos!

Teachers who know they will be absent can have students watch the next set of videos during class time


PARENT COMMUNICATION & STUDENT ACCLIMATIZATION

oBe sure to send out an email to parents before you flip a class, carefully outlining the advantages of the method of instruction, how it will help you give more individual attention to their child, and how their “homework” time will be drastically reduced. Parent buy-in is crucial!

oExplain the process carefully to students on the first day of classes. Be sure everyone can access, see and hear the videos.


VIDEOS: PLANNING, RECORDING, RENDERING &

UPLOADING Software & Hardware: You’ll need

video recording software (e.g. Camtasia Studio 8 by TechSmith @ $180, Screencast-O-Matic, Screenr, etc), a wireless headset (e.g. Logitech H800 Wireless Headset @$79.99) and a site to upload the videos (e.g. Safari Montage, YouTube, Schoology, Sophia, your school’s LMS, etc.). A touch screen laptop and/or podium will be useful. SmartBoard Classnotes is excellent as a platform for creating the videos.


Plan out your video lectures ahead of time, recognizing that you won’t have to do as many examples since that practice will occur in the classroom the next day. They can be pre-typed or you can write your notes as you go. Have open any auxiliary software you will refer to during the “lectures”: the online textbook, the TI-Navigator’s Calculator emulator, other websites or programs you may want to access

Each video should be a maximum of 5-10 minutes in length. You can assign 2-3 videos per night.

Don’t work from a script: it is better to be spontaneous, creative and humorous! Animate your voice. Keep to the topic. Add annotations and “callouts”. Zoom in & out.

Making videos is a long and tedious process. The “rendering” process is very time-intensive. Do not try to “flip” more than one course per year…stay sane!


WHAT HAPPENS AT HOME? Students are required to take “Video

Notes” while watching the videos. They must write out any new theorems, formulas or definitions, and they must write out the full solution to one of each example worked out in the video.

These “Video Notes” count for 1 point per day and are worth 6-7% of the quarter grade. Absent students are still required to watch the videos & turn in their video notes.

The only available resource to students during class activities is their Video Notes!


WHAT HAPPENS IN (MY) FLIPPED CLASSROOM?

o Students turn in their video notes which I

check & return to them as they log in to the Navigator system and I take attendance.

o Students are paired up in groups of 2-3. I use Smart Notebook’s “Random Group Generator”. New groups are created every one to two weeks.

o Students are given one problem at a time to

work on in their groups (I had tried giving a set of several problems, but it worked better to do one problem at a time and ensure that everyone is assimilating the necessary skills).


o After a few problems of one type, the students are then sent one quick poll at a time; these quick polls number 6-10 per class period and count for 1 point each. The quick polls are a form of formal assessment which counts for 5-10% of the quarter grade (I started at 5% for quarter 1 and built up to 10% for quarter 4). We go over each quick poll’s solution before moving on to the next quick poll.

o During class, the teacher can utilize various traditional teaching strategies including, but not limited to, discovery-type activities (modeling the previous night’s concepts), discussion sessions, STEM activities and software applications.


STUDENT COMMENTS “The flipped classroom has been great this year

because it allows us to have our questions answered in class.”

“Implementing the ‘flipped classroom’ method of learning I think was a great way to lessen homework while still keeping up the pace of learning.”

“The flipped classroom has worked really well and she has done an amazing job with working that into the classroom experience. She tried to keep the videos as short as possible and she has incorporated the quick polls really well into the classroom. She has done really well at teaching us calculator usage and that is something I have benefited greatly from. “


The TI-Nspire® CX CAS calculator

o Color displayo Menu-driveno Template of symbols for “Pretty

Print” display:

o Choice of language settings:


o Outstanding graphing capabilities (incl. 3-D) and analytical tools

o Robust geometry features

o Excellent online lessons & activities from the TI® website

o Vernier Data Quest® for STEM applications with probes & sensors

o CAS features (Solve, Factor, Expand, etc) allow for rich problem-solving experiences

o Permitted on all standardized tests

with the exception of the ACT & Aspire.


THE TI-NAVIGATOR® SYSTEM

Allows the instructor to send and retrieve information to and from the students via their TI-Nspire® CX CAS calculator

Allows the instructor to

administer formative & formal assessments during class, via Quick Polls, with the ability to store and analyze that data


Allows the instructor to capture all the students’ calculator screens for real-time observation of student comprehension

Allows the instructor to

make a particular child the “Presenter”, thereby empowering that student to lead the class discussion via their calculator Joanne Ryan, InteLA, June 18

2015

SAMPLE QUICK POLLS FROM AP CALCULUS AB &

BCJoanne Ryan, InteLA, June 18 2015

RESOURCES

“Flip Your Classroom: Reach Every student in Every Class Every Day”, by Jonathan Bergmann & Aaron Sams, ISTE Publ, 2012, ISBN 978-1-56484-315-9

“Flipped Learning: Gateway to

Student Engagement”, by Jonathan Bergmann & Aaron Sams, ISTE Publ, 2014, ISBN 978-1-56484-344-9


“Flipping 2.0: Practical Strategies for Flipping Your Class”, by Jason Bretzmann, The Bretzmann Group Publ, 2013, ISBN 978-0-61582-407-9

The Flipped Learning Network: http://flippedclassroom.org (They run the annual FlipCon conference which can be attended “virtually”)


http://flippedclassroom.org/


“Flipping the Classroom – Unconventional Classroom: A Comprehensive Guide to Constructing the Classroom of the Future”, by Ogles & Bogen U.C. Publ., 2014, ISBN 978-0-99000-362-5

“Time for Learning: Top 10 Reasons why Flipping the Classroom can Change Education”, by Fulton, Corwin Press, 2014, ISBN 978-1-48333-281-9

“Flipped Learning for Science Instruction”, by Bergmann & Sams, ISTE Publ., 2015, ISBN 978-1-56484-359-3


“Flipping your English Class to Reach All Learners: Strategies and Lesson Plans”, by Cockrum, Routledge Publ., 2013, ISBN 978-0-41573-315-1

“Dale la vuelta a tu clase: lleva tu clase a cada estudiante, en cualquier momento y cualquier lugar”, Bergmann & Sams, Ediciones SM, ISBN 978-8-46756-118-0

QUESTIONS

?Joanne Ryan, InteLA, June 18 2015

InTELA Tech Day June 18, 2015 @ The Center for Early Education, West Hollywood, CA “Flipping AP...

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