Macul12ppt

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Macul12ppt

  1. 1. Using iMovie to Create Math Video ProblemsSean Dardis - sdardis@mattawanschools.orgMattawan Consolidated Schools
  2. 2. Example From MACUL QuickTimeª and a AVC Coding decompressor are needed to see this picture.Which is better for table space, circle or square plates?
  3. 3. Agenda✤ Why should I care?✤ Teacher made videos✤ Students made videos✤ Questions and comments
  4. 4. Student Testimony QuickTimeª and a decompressor are needed to see this picture.
  5. 5. A Common View on Teaching Math ✤ Measuring Mathematical Quality of Instruction (MQI) by Heather Hill and colleagues The instructional dimensions measured by MQISource: National Center for Teacher Effectivenesshttp://isites.harvard.edu/icb/icb.do?keyword=mqi_training&pageid=icb.page394700
  6. 6. Findings“ ” ✤ Meaning ✤ Hill found that teachers who understood math, were generally better teachers ✤ Though, understanding math did not guarantee being a good math teacher
  7. 7. Shifting The Focus, Why Video Problems? Why Video Problems?✤ Moving our focus from the Teacher and Student to the Content
  8. 8. What is Real World Math?Our students need to find meaning inthe real world math they do. Does this accomplishmeaning?
  9. 9. Making Math Real and Creating Problem Solvers Make your curriculum from real world situations
  10. 10. Reasons to Use Video Problems ✤ 1. CCSS Math Practice Standards
  11. 11. Reasons to Use Video Problems ✤ 2. Student engagement ✤ Students create a product ✤ 3. Applied mathematics, the way is should be ✤ 4. Differentiation
  12. 12. Rush and AJ QuickTimeª and a decompressor are needed to see this picture.
  13. 13. A Closer Look at Rush and AJ
  14. 14. A Closer Look at Rush and AJ
  15. 15. A Closer Look at Rush and AJ
  16. 16. As an Instructional Tool✤ Created by teacher✤ Used to introduce or further investigate a concept✤ Can take many different looks Spectrum of teacher videos Inquiry Direct Open-ended Specific questionIn the moment Scripted
  17. 17. Inquiry Model QuickTimeª and a decompressor are needed to see this picture.
  18. 18. Direct Model QuickTimeª and a decompressor are needed to see this picture.
  19. 19. The Brownie ProblemThe problem, in textbookform, from ConnectedMathematics 2:
  20. 20. How to Create a Video Inquiry Based Direct ✤ Create or find (for✤ Carry around a video example, from camera, smart phone, textbooks) a real world iPod Touch, etc. scenario that involves math and that has a✤ Record math that you direct question observe in the real world ✤ Film the scenario, or the scripted re-make
  21. 21. Middle of the Spectrum✤ Some (maybe even most) videos will not be completely on the left or right end of the spectrum. For example: QuickTimeª and a decompressor are needed to see this picture.
  22. 22. Hot Dogs Take 1 QuickTimeª and a decompressor are needed to see this picture.
  23. 23. Hot Dogs Take 2 QuickTimeª and a decompressor are needed to see this picture.
  24. 24. Student Videos✤ Students can also find meaning in creating videos✤ Again: ✤ 1. CCSS ✤ 2. Real world math ✤ 3. Student engagement ✤ 4. Differentiation
  25. 25. The Number One Reason For Video Problems QuickTimeª and a decompressor are needed to see this picture.
  26. 26. Student Creation Process✤ The important document: Video Problem Think-Through ✤ Assigned to students as homework periodically ✤ Students may also complete at any time they desire✤ Once approved, they may film their problem
  27. 27. Logistics of Filming✤ Cameras: ✤ Our solution- Mattawan Public Education Foundation ✤ Students have access to smartphones, iPod Touch, etc.
  28. 28. Logistics of Filming✤ Timing ✤ Once students have permission from parents, they may sign out a Flip Video to take home and film ✤ Students come in at lunch/recess time to film, on own will ✤ Class time set aside to film problems
  29. 29. Example 1 QuickTimeª and a decompressor are needed to see this picture.
  30. 30. Example 2 QuickTimeª and a decompressor are needed to see this picture.
  31. 31. Example 3The Common Core standard:What that may look like: Find the distance between points Find the distance between points (-3, -6) and (-3, -12) (-6, 6) and (11, 6) |-12| - |-6| = 6 |-6| + |11| = 17
  32. 32. Example 3 QuickTimeª and a decompressor are needed to see this picture.
  33. 33. Can You Do This?✤ Does the math you teach matter?✤ Can your students learn?
  34. 34. Share It!✤ Benefits of sharing online: ✤ Student value ✤ Shared resources ✤ Collaboration Video Story Problems on Vimeo
  35. 35. Contacts✤ Sean Dardis: sdardis@mattawanschools.org ✤ Twitter: dardiss ✤ Blog: sdardis.blogspot.com✤ Ben Rimes: brimes@mattawanschools.org ✤ Twitter: techsavvyed ✤ Blog: techsavvyed.net

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