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

"Hype" Up your Docs!

I've always been interested in the transforming powers that technology can provide. It can allow

students to learn at their own pace or even reach beyond the classroom walls. Students have the advantage to work with another student across the room without shouting or even across the world. The big question we ask ourselves is...How is this possible? How much time does this take to set up? What happens if they don't learn what they are "suppose to"?

I can answer honestly, I was worried as well. I was nervous to loosen the reigns, to let them explore at their own pace, to find the answers without me showing them myself.

So what changed?! - Welcome to Hyperdocs!

A Hyperdoc is a transformative, innovative Google Doc/Slide that is student-driven. Think of this as doing the guiding for you to free you up to assist students individually. You don't need to send them links and walk them through each step - let the Hyperdoc do it!

According to the Hyperdoc Handbook, before you start jumping in (or at least dipping your toe in), you should consider the following:

1. Consider your OBJECTIVE -- What do you want students to learn?
2. Select your Learning Cycle -- How do you want students to learn it?
3. Select your packaging -- How can this be presented?
4. Build a workflow -- Will students know what to do?
5. Design your Hyperdoc! -- Do you want a Google Doc or Slides?

What transforms a Google Doc to a Hyperdoc?! Ask yourself these quick questions.

1. Is it interactive or static?
2. Is it student-driven or you-driven?
3. Is it personalized or will each student give the same answer/product?
4. Does it encourage collaboration or is it individual work?

Biology Example (Google Slides)

Creation can be daunting. The "where to start" or the "how do you know what to include"? This is where you, yes YOU, come into play. Grab your content and go beyond what you see. Is there a quick video they could watch? Is there a way for students to collaborate on the notes? Can students create something to show their learning? Feeling stuck - no worries!

Below I have some resources that I have found helpful. Some include templates, example lessons, helpful sites, and even some tutorial guides to help you get started. 

Tutorial Guides/Sites:

• Making Hyperslides - Google Slides
• Using Canva - Google Slides
• The Hyperdoc Handbook - site

Favorite Tech Tools to transform your Doc/Slides:

1. Flipgrid - create a topic where all students can create a video response.
   
2. Padlet - create a digital post-it board where students can type, draw, insert links/pics, add video notes, and much more.
3. EdPuzzle - create an interactive video with questions at any point!
4. Google Forms - create a survey or quiz where data can be instantly analyzed.
5. ClassHook - find educational videos ready to use for any content to get that "hook".
6. InsertLearning - a Chrome Extension that makes any website interactive.

Content Examples:

• Algebra 1 - Complete the Square
• Algebra 2 - Intro to Transformations
• Biology - Mitosis v. Meiosis
• Check out LOTS more on the Hyperdoc Handbook Site

Challenging our PD!

After reading Chapter 8 of Carl Hooker's Mobile Learning Mindset (for coaches), I had lots of ideas for our professional development - mainly interactive learning challenges.

These challenges involve "no direct training on actual technology and apps" but "every challenge requires technology" (82). Teachers are organized into teams and there are various challenges throughout the day/conference/time. Teams all have a teacher who is considered "high tech" as well. The example Carl provided had 10 TOTAL challenges that teams could pick from varying in tasks: create..., listen..., draw..., eat..., etc. I think it would be cool to have teachers submit their challenges either on a Padlet or even through a Google Form (that way all the links are in one spreadsheet). His argument is that if we desire our teachers to create a student-centered lesson, why not model this in our professional development?! 

Some concerns that I will address with my team are:

1. How can we share new, up-coming apps to teachers?
2. How can we support teachers who would like the one-on-one tutorial?
3. How can we empower our teachers to create something similar if they believe it "takes too long to make"?
4. Could we run these challenges (one per semester) for teachers to earn PD hours?
5. Could we have teachers pair with other campuses? Create a Google Classroom for all these challenges?

Created in Canva

One of my favorite parts of the book that caused me to pause and reflect was The Learning Pyramid. It made me breakdown previous sessions that I've provided and I came to the conclusion that a lot of my sessions were more passive - OH NO!! I think when we create PD that is more passive, teachers may not see the actual value of the technology or ideas that we present. We aren't providing them time to play, create, and brainstorm with their peers about what we're showing them! How can we expect them use this technology effectively if we don't provide them this time?!?

Based on Chapter 9-10, I have some additional thoughts moving forward, especially since our Elementary schools will be getting class sets.

• Provide opportunities for parent education/parent nights to address concerns
• Promote the learning of every technology staff member - how can I continue growing in my coaching skills and my technology competence?
• Identify staff members that have a desire to incorporate technology meaningfully by meeting with admin and instructional coaches
• Create campus-specific PD opportunities ('Appy Hours)
• Continue using FutureMe to send monthly goals and reflection questions throughout the year.

My BIGGEST take-away from this book: MODEL WHAT YOU PREACH!

My #BookSnaps

The TPACK Stack

For my second post about my book study with "Mobile Learning Mindset", I want to focus on the following: how can I adjust my coaching skills and presentations to take into account the TPACK model and share some ideas I have for new PD opportunities.

Carl mentions that teachers need time to change and that "in some ways, this slow and steady goal [creates] a lifestyle change" (p.45). Unfortunately, if teachers are rushed or feel like "technology integration" is a buzzword for the year, they may see this as temporary instead of staying in it.

As a coach, I know my role should include the following:

1. Provide scaffolds of support to Ts
2. Help Ts identify small "baby" steps to help them "walk" before they "run".
3. Model technology integration throughout presentations and trainings created because "every training is an opportunity to model effective tech integration" (p.63).

I know I've been to multiple "sit and get" sessions and I walk away feeling more curious about how it would look in my class. Two summers ago, I went to an AP Statistics Institute where the presenter modeled lessons and I was on fire about teaching that class. We actually did the activities we would use in class and then he'd provide extensions as we debriefed each one afterwards. Carl encourages presenters to allow the teachers to experience "the standpoint of the student in their classroom." I think if they see the benefit and an example in a presentation, they have a reference and can see how exciting devices can be in their classroom if used in conjunction with content and pedagogy.

How can I modify and enhance our current PD in the district?

Maybe what the could look like?

• Develop more trainings around MR part of SAMR
• Run a monthly Twitter Chats to encourage Ts to reach out to not just their peers at their campus but globally as well.
• Create online courses (taking notes over how this book study is run)
• Provide monthly "Appy Hours" to my campuses that are geared toward specific, campus needs - use Google Forms to get ideas from the campus
• Encourage teachers to share their successes/failures at the start of the technology trainings (perhaps anonymously to help Ts willingly share)
• MY BIG IDEA: Creating digital badges for our technology website (Teacher Corner) based on the Ed Tech Tool category. Then create a digital directory so Ts can reach out to those on their campus or their content area district-wide for support using tech tools successfully. Each badge could even have 3 levels based on how many tech tools they've used and require a reflection piece. Furthermore, admin could have a minimum badge requirement or minimum level requirement.

Check out Chapter 5-6 Booksnaps!

  

I brainstormed for this blog post using MindMeister! It's one of my favorites. Here is my mindmap!

Why I love it:

• Includes icons, emojis, and symbols
• Easy to organize your thoughts with various templates
• Customize the bubbles and text
• Can sign in with Google!

Pieces of my Heart

Check out Desmos Art for more!

For my final post in the Mathematics Series, I want to share one of my favorite projects. (Don't worry...just taking a break from the math to begin a new series)

Piecewise functions can be drag and cause students to break into pieces themselves. To me, piecewise functions can be the most useful ones in all mathematics. I usually explain to students that these are thieves - stealing pieces of functions that it needs or finds useful.

"To me, mathematics, computer science, and the arts are insanely related. They're all creative expressions." ~Sebastian Thrun

One of the BEST projects that I've done for my students is creating a "piece" of art using only piecewise functions. Not only do I get to see my students creativity come to life, but I also can determine their level of understanding of this topic. The project requires...

• Knowledge of Parent Functions
• Knowledge of Domain and Range
• Knowledge of restrictions that apply to different functions
• How to utilize inequalities for shading

Instead of focusing on graphing these functions and writing their equations on a worksheet, students are practicing these skills digitally but also engaging in other digital skills. Students loved coming to class to create a picture using maths. They were constantly surprised about how maths could fit into the pictures they were creating. Students were driven to reach beyond functions we've seen and create new ones (circles, ellipses, and trigonometric function). At the end, students shared their work and voted on their favorites to be featured on our class Twitter page.

Project: Pieces of Art

Directions: 

1. Students work with a partner to complete the activity in Desmos. This will help them discover and learn Piecewise Functions. This activity walks them through how to create different functions using Desmos.
2. The last slide of the activity provides a link to the Desmos website for students to get started with their creation.
3. A rubric is included below that uses Google Docs (paperless we go!).

👍TIP: Have students create a Desmos Account! This way they can save their work each day and then email you the picture at the end of the project!

👍TIP: Use a Google Form for student submissions. Then you have all the links in one place and your email is less flooded!

Materials:

• Student Activity in Desmos (Click me!)
• Piecewise Art Rubric (Click me!) 
• Example of a Google Form for student submission (Click me!)

"Spreading" the Word

For this entry, I would like to "spread" the word about utilizing Google Sheets in any math course that has students measuring data. For me, it was in my Statistics course. It's a powerful tool that not just allows students to enter data but to analyze it in a way that communicates a story. In Statistics, my biggest push for students was to reach beyond the numbers and include some juicy context in their solutions.

If a student shared out an answer of "10" with eagerness, I would give a warm smile and then probe his answer...

"10? Do you mean 10 squirrels? 10 cakes? 10 Jacobs? What's the 10 mean?!" 

I would get a pause from, let's call the student Jacob, and would encourage a more exact answer that is more meaningful. A number is meaningless without context to give it meaning. 

I created this lesson for an AP Statistics course to review not only Chi-Squared Goodness of Fit tests, but also as an introduction into Google Sheets. If you're just wanting the Google Sheets, feel free to snag just that!

Lesson: Intro to Google Sheets

Essential Question: 

How can I utilize Google Sheets to create a meaningful analysis of data?

Materials:

• "Intro to Google Sheets" Teacher Presentation (Google Slides)
• Google Sheets 101 Reference for students (Google Slides)
• AP Stat: Statistical Rainbow Activity (Google Slides)
• About You! Survey (Google Form)

I Do (sorta...not really): This lesson involves students in every phase.

Begin class with students filling out a Google Form so that you can use real data in the activity. While they're filling out their answers, start this absolutely hilarious video clip from "That 70's Show" where a father and son are having a brief...misunderstanding?...of Statistics. Feel free to emphasize the importance of communication in any math course. 

We Do: 

When you're ready, share the "Responses" sheet from the Form with students so that everyone gets a copy using Google Classroom or by changing the sheet URL to ".../copy" instead of ".../edit". Students will open the "Google Sheets 101" reference guide. Walk through the following with students:

1. Creating a graphical display (pie chart, histogram, bar chart)
2. Calculating summary statistics (average, median, standard deviation, quartiles, min, and max)
3. Apply conditional formatting to highlight desired values
4. Apply alternating colors so that the rows are more distinct (plus, who doesn't like a splash of color in their spreadsheets?

You Do: 

Provide each student with one bag of snack-sized Skittles. 

1. Students will pour out their bag, organize by color, and then record their counts on a new tab on the same Google Sheet. 
2. Share "Statistical Rainbow" with the students via Google Classroom where "all students can edit". This activity is a collaborative so that students can comment on other's slides when they are finished adding their own. 
3. Students will create two slides (which are templates already made).
4. Click [Present] when you are ready to go over it as a class! Add comments to their slides later.

Other resources I used:

• Canva to make the backgrounds for my Google Slides. Use the 16:9 dimensions in Canva to make sure it fits perfectly!!