Flipping Out over Math!

With the dawn of virtual learning, it's been increasingly difficult to create engaging experiences for my students, especially in math. This year, I've taken on a dual role of digital coaching and instructing PreAP Algebra 2. What was I thinking?! 

I knew this year would offer challenges, not only in terms of rethinking instructional best practices, but also utilizing technology in a responsible way. I wanted to be "on the ground", so to speak, with the staff, but also find ways to help support them.

At our campus, we have shifted to a block schedule, with 90 minute class periods. That's a lot of Zoom, you might say! Isn't that too much for students?! 

While a 90 minutes block has it's challenges, especially for teachers with virtual learners, it also has the potential for deeper thinking. This year, I've decided to try something that I've only been reading about - flipping my instruction.

What can that look like?

1. 📽️Record and edit my content video using WeVideo. 
2. 💻Embed in Edpuzzle with questions to guide thinking and encourage predictions.
3. 💜Utilize the beginning of class as a "check in" using Google Forms (approx 10 min)
1. Instant data to provide quick feedback before diving deeper into content
2. A private space for students to share how they are doing
3. A fun space to get to know your students
4. Drop in a "this or that" to increase fun discussions
4. 📊Desmos Activities to expand thinking and build connections (approx 35 min)
1. Show videos and ask for predictions
2. Use sliders to build pattern recognition
3. Utilize multiple choice, but add "Explain your thinking" option.
4. Use Starter Screens as an exit ticket
5. ⏰Asynchronous Time with GoFormative (approx 45 minutes)
1. Students work on exercises at their own pace, seeking help when needed.
2. Provide students CHOICE: Stay on Zoom and treat like a Q&A, go to a virtual Breakout Room to work with a small group, or log off to de-Zoom, but still accomplish the task.
3. Give instantly feedback while students are working. Provide QUESTIONS not ANSWERS!

Samples:

• Google Form - Parabola Features
• Google Form - Applications of Quadratics
• Desmos Activity - Solving Quadratics
• Desmos Activity - Graphing Absolute Values
• Desmos Activity - Domain Restrictions

Booting Up

As a newbie to the Blogger world, I've had trouble deciding how and what to write about, especially considering my mathematic's aptitude. However, I've discovered that I have two ultimate passions - mathematics and technology. Throughout this blog, I've received some strong advice from a friend (who is a more prolific writer than myself) - to create series of blogs!

First Series (and pun): Mathematics (with a technological dash)

This previous year, I was humbled to be named a State Finalist for the PAEMST award. After filling out the application, I realized how much I enjoyed utilizing technology in my classroom to enhance my students' learning, which I suppose leads to my current job as an Instructional Technology Specialist for my district home of 6 years. As a specialist, the hardest part can be aligning a felicitous technology tool with content, in particular mathematics. Therefore, why not include some sample lesson ideas, reflections, and when I picked a massive bouquet of whoopsie-daises?

Sample student work

For my highlighted lesson, I utilized GoFormative to help my students participate. Each pair of students shared a laptop and would take pictures of their work. It was a wonderful way for them to show their work and also display their work in an anonymous fashion (whilst having some "graffiti" fun on their lackluster desks. Kids with EXPO markers, who knew?!).

While technology is important, it's what we do with it that truly matters. Muhammad Yunus 

I realized that their participation could improve as long as I provided an outlet where students felt safe to share. I loved saving their responses and ultimately improving the lesson the following day.

I was fortunate to work with a group of students who not only were fascinated by the new tools but also their willingness to let me use them as my technology guinea pigs. Luckily, 90% of them passed their AP Statistics exam so I had some piggies who didn't waste too much time rolling around in the technology mud.

Interested in my statistical materials? Check out the lesson outline below!
Lesson Outline:
Objective: Students will be able to utilize a chi-squared significance test to determine if using your "gut" is more advantageous in a game of rock-paper-scissors.

Materials: The student materials will allow you to "Force Copy" what I created so that you have your own version.

• Student Handout: CLICK ME!
• Student Spreadsheet: CLICK ME!
• Rock-Paper-Scissors Website (uses "non-Marvel" Flash...iPad-ers, beware!)
• Technology Tool: GoFormative, Google Sheets, Google Docs
• Google Classroom (preferred)
• One device per 2 students