REGIONAL EDUCATIONAL LAB ~ REGIONAL EDUCATIONAL LAB ~ APPALACHIAAPPALACHIA

The Effects of Kentucky Virtual High School’s Hybrid Course in Algebra I on

Teaching Practices, Classroom Quality, and Adolescent Learning

On-Line CollaborationMarch 2008 Series

Challenges to Teaching Hybrid Algebra I

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.

NUTS & BOLTS

Technology IssuesUpdate regarding changes to the

Lessons See Spot Light on Algebra – Course

Documents, Teacher’s Instructor Guide

Control Panel HintsFebruary 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.

• 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,

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)

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)

paula.white@education.ky.gov- KDE, Kari Welch: 502-564-4772 (#4546),

kari.welch@education.ky.gov- KDE, Grace Yeh: 502-564-4772 (#4537)

grace.yeh@education.ky.gov- Identify yourself as HYBRID ALGEBRA I

TEACHER NCTM Conference:

- April 9-12, 2008 ,Salt Lake, Utah- www.nctm.org

KCTM Technology Conference: April 19