1. Using iMovie to Create
Math Video Problems
Sean Dardis - sdardis@mattawanschools.org
Mattawan Consolidated Schools
2. Example From MACUL
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Which is better for table space, circle or square plates?
3. Agenda
✤ Why should I care?
✤ Teacher made videos
✤ Students made videos
✤ Questions and comments
4. Student Testimony
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5. A Common View on Teaching
Math
✤ Measuring Mathematical Quality of Instruction (MQI) by
Heather Hill and colleagues
The instructional dimensions
measured by MQI
Source: National Center for Teacher Effectiveness
http://isites.harvard.edu/icb/icb.do?keyword=mqi_training&pageid=icb.page394700
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. Shifting The Focus,
Why Video Problems?
Why Video Problems?
✤ Moving our focus from the Teacher and Student to the
Content
8. What is Real World Math?
Our students need to find meaning in
the real world math they do. Does this accomplish
meaning?
9. Making Math Real and Creating Problem
Solvers
Make your curriculum from real world situations
10. Reasons to Use Video Problems
✤ 1. CCSS Math Practice Standards
11. Reasons to Use Video Problems
✤ 2. Student engagement
✤ Students create a product
✤ 3. Applied mathematics, the way is should be
✤ 4. Differentiation
12. Rush and AJ
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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 question
In the moment Scripted
17. Inquiry Model
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18. Direct Model
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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. Middle of the Spectrum
✤ Some (maybe even most) videos will not be completely on the left or
right end of the spectrum. For example:
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22. Hot Dogs Take 1
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23. Hot Dogs Take 2
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24. Student Videos
✤ Students can also find meaning in creating videos
✤ Again:
✤ 1. CCSS
✤ 2. Real world math
✤ 3. Student engagement
✤ 4. Differentiation
25. The Number One Reason For
Video Problems
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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.
28.
29. Logistics of Filming
✤ Cameras:
✤ Our solution- Mattawan Public Education Foundation
✤ Students have access to smartphones, iPod Touch, etc.
30. 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
31. Example 1
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32. Example 2
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33. Example 3
The 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
34. Example 3
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35. Can You Do This?
✤ Does the math you teach matter?
✤ Can your students learn?
36. Share It!
✤ Benefits of sharing online:
✤ Student value
✤ Shared resources
✤ Collaboration
Video Story Problems on Vimeo
