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“Secrets” of High-Quality Interactive Lesson
                  Content
                        • Jacqui Derby: Quia
                        • Dennis Goyette: Interactive
                          Sites for Math and Calculus
                        • Charlene Montoya: Writing
                          Center
                        • Shelly Robinson: Financial
                          Literacy
                        • Zak Stroker: Dalton’s Play
Beginning
• Definition of “Interactive Activity” and
  changing the focus of our PLC
What makes a Interactive Activity
High Quality?
 • The focus is on student interactivity not teacher interactivity.
 • The learning objective is student focused
 • The learning objective is observable and measurable
 • It offers opportunities for the students to practice the skills we want them
   to learn
 • If animation is used it has a purpose
 • The activity is sequenced from easy to difficult building on students' prior
   knowledge
   The activity assists students in arriving at the correct answer with feedback
   based on course content.
Next Steps
• We each found an interactive activity that we could use in our classrooms.
• We implemented these in a different ways.
• We talked to or surveyed our students to see what they thoughts were.
Zak’s Interactive
Dalton’s Playhouse
Conservation of matter in chemistry
What it is.
• An interactive web site that allows students to have a
  virtual inquiry-based experience in chemistry.
• Students navigate the four mini-experiments and by
  answering questions specific to their data, come to
  the conclusion that matter is conserved in all chemical
  reactions.
What the students thought.
• “It was pretty cool how you could see the experiment and re-do
  it if you needed to”
• “It was really hard to figure out how to use the balance thingy”
• “That was so much easier than just reading about it”
• “I wish it had sound”
• “That made so much more sense because I could, like, see what
  was happening to the stuff and I knew it was impossible to lose
  it (matter)”
What the teacher thought.
• Although it lacked certain aspects that I would have
  liked to have seen, namely sound, pop-up
  instructions, language options and a running
  commentary, I really liked this interactive because it
  gave the students the opportunity to not only
  “perform” an experiment but to engage in true virtual
  inquiry. I would highly recommend using it in
  Chemistry or Physical Science classes.
Jacqui’s Interactive
Quia Activities
What it is.
What the students thought.

What the teacher thought.

Future implementation
Dennis’ INTERACTIVE MATHEMATICS

          Interactive sites for algebra and
      calculus along with Texas Instrument’s
            new TI-Nspire CX calculator.
TI-Nspire CX
http://education.ti.com/calculators/products/US/home/
TI-Nspire CX
Other sites include:
www.youtube.com/TIforEducators


www.youtube.com/TexasInstrumentsCalc


www.atomiclearning.com/ti_nspire


Also a TI-Nspire for Dummies book
Sites for Calculus
    http://illuminations.nctm.org/ActivityDetail.aspx?ID=221
    http://www.analyzemath.com/calculus.html
    http://cow.math.temple.edu/
    http://curvebank.calstatela.edu/calculus/calculus.htm
    There also the multi-media lessons with simulations built into the lessons from NROC


Students Comments:
     http://illuminations.nctm.org/ActivityDetail.aspx?ID=221 is very helpful when I need to find the tangent lines at a point of
     the derivative of a function. The only thing that threw me off was that I had to use the x-intercepts to graph it instead of
     inputting the functions but everything else was fine after that. I'll stick to my own graphing calculator though. The free
     calculus tutorials and problems
     http://www.analyzemath.com/calculus.html was extremely helpful. I feel that it helped me a lot with parts I wasn't
     understanding. With Cow Math I had been using it before and I've always found useful
     whenever I got stuck with a particular section in my math and couldn't understand it.
     I didn't find Curvebank helpful at all. Some of the topics they discussed were a bit hazy and not very well explained. I
     would rather use Cow Math instead.


     I for one find the lessons to be highly effective. I find that reading while listening really helps to implant things in my
     memory, and the equations and graphs really help to bolster my understanding. Also, it's nice to be able to just listen or
     just read, in situations where I'm multitasking or short on time. It also translates easily into concise, accurate notes.



     I honestly don’t think that the lessons and simulations help that much. They give you an elementary understanding of the
     material but the example questions in the lessons don’t help at all when you go to do the homework assignments.
Other Sites
 http://teacherlink.org/content/math/interactive/flash/
 http://www.readwritethink.org/classroom-resources/student-
  interactives/
 http://multiplication.com/interactive_games.htm
 http://www.vectorkids.com/
 http://www.hellam.net/algebra/
 http://interactivecontentcorner.com/
 http://www.ixl.com/math/algebra-1
What the teacher thought.
   For the classroom, any math or science course, I would highly recommend the TI-
    Nspire calculator and interactive activities.
   As for algebra, I think the http://www.ixl.com/math/algebra-1 site would be the
    best.
   For calculus, I go with what one student commented on for the sites. He seemed
    to be the only one seriously checking them out.
   The calculus lessons with audio and simulations are good as well. Obviously
    listening and watching something being explained is very usefule
   Sites for video tutorials that are not interactive include
      http://www.analyzemath.com
      http://www.brightstorm.com/amth
      http://www.khanacademy.org/#browse
Writing Center
Charlene Montoya
What Students Think

   ”The thing I find most helpful about the writing center is the Purdue Owl. I
    have used Perdue Owl on numerous research papers and I love it. I try to
    use it as much as possible because you have been telling me to expand my
    writing.”
   ”They seem like they could be very useful if given a specific format that we
    needed to write in. Currently being in an AP English class, I am learning
    most of those formats, but for someone who does not have that
    background it seems like it would be very helpful.”
What the Teacher Thinks
 I have noticed an increase in the writing level of my students after including
  the Writing Center.


 I believe giving them additional resources to assist them in their writing has
  helped their overall performance in my AP classes.
Shelly Robinson’s Interactive
Activities
  Financial Literacy Mathematics
  Sem 1 and Sem 2
What it is?
 Interactive Activity on W-2 and Form 1099              Interactive Activity on form W-4
 INT




http://www.irs.gov/app/understandingTaxes/hows/mod0
3/sim_mod03_01.jsp                                    http://www.irs.gov/app/understandingTaxes/hows/
                                                      mod01/sim_mod01_01.jsp
What it is?
Interactive Activity on how to write a                Interactive Activity on filling out a deposit
check                                                 slip




http://www.themint.org/kids/writing-a-check.html   http://www.gcflearnfree.org/everydaylife/deposit
What Students Thought?
After the activities students there was a survey for students to evaluate the
activities                  Financial Literacy Math Semester 1
                                           (Interactive Activities on Taxes and W-4)
10 students completed the unit with the activities, and 2 students completed the survey.
#1   This IRS Tutorial Assisted me with your understanding of the W-4 Form.                      Neither Agree or Disagree                          100%

#2   What did you like or not like regarding this simulation from the IRS?                      1) I didn't like it just because the work is pretty tough.
     Explain how it helped you understand the concepts or was it a waste of                     2) The video helped me understand how the W-4 form,
     time.                                                                                      because it went in detail about how the form worked and
                                                                                                made sure the watcher understood the details of W-4 form.

                                           Financial Literacy Math Semester 2
                           (Interactive Activities on Writing a check and filling out a deposit slip)
 6 students completed the unit with the activities, and 4 students completed the survey.
#1   This Interactive Activities helped    Strongly Agree                                                                                            25%
     me understand how to write a
                                           Agree                                                                                                     50%
     check, fill out a deposit slip and
     check registers?                      Neither Agree or Disagree                                                                                 25%
#2   What did you like or not like        1)   This would be extremely helpful to someone unsure about how a check is written. I would recommend this as a great
                                               learning tool for students.
     regarding this interactive
                                          2)   I had a hard time understanding how to make sure how to make a deposit, but eventually I figured it out and its all right.
     activities? Explain how it helped    3)    It was hard to write with the mouse when I had to sign my name on the check. It was easy to understand and very
     you understand the concepts or            detailed of how to fill everything out.
     was it a waste of time?              4)   The one about writing a check was fun. I just had a little bit of a problem using the mouse to write my name.
                                               The deposit slip activity was kind of confusing. It kept saying that "I need to add $40 dollars cash to the deposit", but
                                               there was no cash in sight to put with the deposit. Plus, there wasn't any directions until I accidentally clicked on the
                                               hand that told me what I was suppose to do. I was impressed with the check writing activity. It was fun.
                                               I wasn't impressed with the deposit slip. I really felt it needed to have more explanation with it.
                                               Both concepts were good. I did learn from both.
What Teacher Thought?
Financial Literacy Math Sem 1
• there were two activities and 10 students have completed the unit with the
  activities and only 2 students completed the survey.
• Not known how many actually completed the activities.
• Several of these students were on an accelerated pace for May 2012
  graduation doing the course in 8 weeks, so they did not do any extra work.
• Some students do not want to take the time to do activities in Math courses.
• Taxes are a difficult topic for most people
• The activities were long and from the IRS Website

Financial Literacy Math Sem 2
•   There were two activities and 6 students completed the unit with the activities
    and 4 of the 6 completed the survey.
•   Less students rushing to complete the material in an accelerated amount of
    time.
•   The topics were a easier and shorter and had animation
•   More directions and explanation should be added to the deposit slip activity
    based on comments from students.
General:
http://www.thinkport.org/classroom/tools.tp
http://www.merlot.org/merlot/index.htm

Technology -
http://www.edutopia.org/interactive-whiteboards-technology-success

English
http://www.readwritethink.org/classroom-resources/student-interactives/
http://www.twiddla.com/
http://writeboard.com/http://www2.writely.com/info/WritelyOverflowWelcome.htm
http://www.freeonlinegames.com/game/virtual-keyboard.html

Math
http://nlvm.usu.edu/en/nav/vlibrary.html
http://teacherlink.org/content/math/interactive/flash/
http://www.readwritethink.org/classroom-resources/student-interactives/
http://multiplication.com/interactive_games.htm
http://www.vectorkids.com/
http://www.hellam.net/algebra/
http://interactivecontentcorner.com/

Lanuage
http://www.transparent.com/language-resources/games/
http://www.spanish4teachers.org/InteractiveActs.html

Art
http://www.nga.gov/kids/
http://www.metmuseum.org/metmedia/interactives

Research -
http://advan.physiology.org/content/30/4/135.full
http://www.am.dodea.edu/acss/ahs/documents/interactiveClassroom-fall09issue.pdf

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Main plc updat

  • 1. “Secrets” of High-Quality Interactive Lesson Content • Jacqui Derby: Quia • Dennis Goyette: Interactive Sites for Math and Calculus • Charlene Montoya: Writing Center • Shelly Robinson: Financial Literacy • Zak Stroker: Dalton’s Play
  • 2. Beginning • Definition of “Interactive Activity” and changing the focus of our PLC
  • 3. What makes a Interactive Activity High Quality? • The focus is on student interactivity not teacher interactivity. • The learning objective is student focused • The learning objective is observable and measurable • It offers opportunities for the students to practice the skills we want them to learn • If animation is used it has a purpose • The activity is sequenced from easy to difficult building on students' prior knowledge The activity assists students in arriving at the correct answer with feedback based on course content.
  • 4. Next Steps • We each found an interactive activity that we could use in our classrooms. • We implemented these in a different ways. • We talked to or surveyed our students to see what they thoughts were.
  • 6. What it is. • An interactive web site that allows students to have a virtual inquiry-based experience in chemistry. • Students navigate the four mini-experiments and by answering questions specific to their data, come to the conclusion that matter is conserved in all chemical reactions.
  • 7.
  • 8. What the students thought. • “It was pretty cool how you could see the experiment and re-do it if you needed to” • “It was really hard to figure out how to use the balance thingy” • “That was so much easier than just reading about it” • “I wish it had sound” • “That made so much more sense because I could, like, see what was happening to the stuff and I knew it was impossible to lose it (matter)”
  • 9. What the teacher thought. • Although it lacked certain aspects that I would have liked to have seen, namely sound, pop-up instructions, language options and a running commentary, I really liked this interactive because it gave the students the opportunity to not only “perform” an experiment but to engage in true virtual inquiry. I would highly recommend using it in Chemistry or Physical Science classes.
  • 12.
  • 13. What the students thought. What the teacher thought. Future implementation
  • 14. Dennis’ INTERACTIVE MATHEMATICS Interactive sites for algebra and calculus along with Texas Instrument’s new TI-Nspire CX calculator.
  • 16. TI-Nspire CX Other sites include: www.youtube.com/TIforEducators www.youtube.com/TexasInstrumentsCalc www.atomiclearning.com/ti_nspire Also a TI-Nspire for Dummies book
  • 17. Sites for Calculus  http://illuminations.nctm.org/ActivityDetail.aspx?ID=221  http://www.analyzemath.com/calculus.html  http://cow.math.temple.edu/  http://curvebank.calstatela.edu/calculus/calculus.htm  There also the multi-media lessons with simulations built into the lessons from NROC Students Comments: http://illuminations.nctm.org/ActivityDetail.aspx?ID=221 is very helpful when I need to find the tangent lines at a point of the derivative of a function. The only thing that threw me off was that I had to use the x-intercepts to graph it instead of inputting the functions but everything else was fine after that. I'll stick to my own graphing calculator though. The free calculus tutorials and problems http://www.analyzemath.com/calculus.html was extremely helpful. I feel that it helped me a lot with parts I wasn't understanding. With Cow Math I had been using it before and I've always found useful whenever I got stuck with a particular section in my math and couldn't understand it. I didn't find Curvebank helpful at all. Some of the topics they discussed were a bit hazy and not very well explained. I would rather use Cow Math instead. I for one find the lessons to be highly effective. I find that reading while listening really helps to implant things in my memory, and the equations and graphs really help to bolster my understanding. Also, it's nice to be able to just listen or just read, in situations where I'm multitasking or short on time. It also translates easily into concise, accurate notes. I honestly don’t think that the lessons and simulations help that much. They give you an elementary understanding of the material but the example questions in the lessons don’t help at all when you go to do the homework assignments.
  • 18. Other Sites  http://teacherlink.org/content/math/interactive/flash/  http://www.readwritethink.org/classroom-resources/student- interactives/  http://multiplication.com/interactive_games.htm  http://www.vectorkids.com/  http://www.hellam.net/algebra/  http://interactivecontentcorner.com/  http://www.ixl.com/math/algebra-1
  • 19. What the teacher thought.  For the classroom, any math or science course, I would highly recommend the TI- Nspire calculator and interactive activities.  As for algebra, I think the http://www.ixl.com/math/algebra-1 site would be the best.  For calculus, I go with what one student commented on for the sites. He seemed to be the only one seriously checking them out.  The calculus lessons with audio and simulations are good as well. Obviously listening and watching something being explained is very usefule  Sites for video tutorials that are not interactive include  http://www.analyzemath.com  http://www.brightstorm.com/amth  http://www.khanacademy.org/#browse
  • 21.
  • 22. What Students Think  ”The thing I find most helpful about the writing center is the Purdue Owl. I have used Perdue Owl on numerous research papers and I love it. I try to use it as much as possible because you have been telling me to expand my writing.”  ”They seem like they could be very useful if given a specific format that we needed to write in. Currently being in an AP English class, I am learning most of those formats, but for someone who does not have that background it seems like it would be very helpful.”
  • 23. What the Teacher Thinks  I have noticed an increase in the writing level of my students after including the Writing Center.  I believe giving them additional resources to assist them in their writing has helped their overall performance in my AP classes.
  • 24. Shelly Robinson’s Interactive Activities Financial Literacy Mathematics Sem 1 and Sem 2
  • 25. What it is? Interactive Activity on W-2 and Form 1099 Interactive Activity on form W-4 INT http://www.irs.gov/app/understandingTaxes/hows/mod0 3/sim_mod03_01.jsp http://www.irs.gov/app/understandingTaxes/hows/ mod01/sim_mod01_01.jsp
  • 26. What it is? Interactive Activity on how to write a Interactive Activity on filling out a deposit check slip http://www.themint.org/kids/writing-a-check.html http://www.gcflearnfree.org/everydaylife/deposit
  • 27. What Students Thought? After the activities students there was a survey for students to evaluate the activities Financial Literacy Math Semester 1 (Interactive Activities on Taxes and W-4) 10 students completed the unit with the activities, and 2 students completed the survey. #1 This IRS Tutorial Assisted me with your understanding of the W-4 Form. Neither Agree or Disagree 100% #2 What did you like or not like regarding this simulation from the IRS? 1) I didn't like it just because the work is pretty tough. Explain how it helped you understand the concepts or was it a waste of 2) The video helped me understand how the W-4 form, time. because it went in detail about how the form worked and made sure the watcher understood the details of W-4 form. Financial Literacy Math Semester 2 (Interactive Activities on Writing a check and filling out a deposit slip) 6 students completed the unit with the activities, and 4 students completed the survey. #1 This Interactive Activities helped Strongly Agree 25% me understand how to write a Agree 50% check, fill out a deposit slip and check registers? Neither Agree or Disagree 25% #2 What did you like or not like 1) This would be extremely helpful to someone unsure about how a check is written. I would recommend this as a great learning tool for students. regarding this interactive 2) I had a hard time understanding how to make sure how to make a deposit, but eventually I figured it out and its all right. activities? Explain how it helped 3) It was hard to write with the mouse when I had to sign my name on the check. It was easy to understand and very you understand the concepts or detailed of how to fill everything out. was it a waste of time? 4) The one about writing a check was fun. I just had a little bit of a problem using the mouse to write my name. The deposit slip activity was kind of confusing. It kept saying that "I need to add $40 dollars cash to the deposit", but there was no cash in sight to put with the deposit. Plus, there wasn't any directions until I accidentally clicked on the hand that told me what I was suppose to do. I was impressed with the check writing activity. It was fun. I wasn't impressed with the deposit slip. I really felt it needed to have more explanation with it. Both concepts were good. I did learn from both.
  • 28. What Teacher Thought? Financial Literacy Math Sem 1 • there were two activities and 10 students have completed the unit with the activities and only 2 students completed the survey. • Not known how many actually completed the activities. • Several of these students were on an accelerated pace for May 2012 graduation doing the course in 8 weeks, so they did not do any extra work. • Some students do not want to take the time to do activities in Math courses. • Taxes are a difficult topic for most people • The activities were long and from the IRS Website Financial Literacy Math Sem 2 • There were two activities and 6 students completed the unit with the activities and 4 of the 6 completed the survey. • Less students rushing to complete the material in an accelerated amount of time. • The topics were a easier and shorter and had animation • More directions and explanation should be added to the deposit slip activity based on comments from students.
  • 29. General: http://www.thinkport.org/classroom/tools.tp http://www.merlot.org/merlot/index.htm Technology - http://www.edutopia.org/interactive-whiteboards-technology-success English http://www.readwritethink.org/classroom-resources/student-interactives/ http://www.twiddla.com/ http://writeboard.com/http://www2.writely.com/info/WritelyOverflowWelcome.htm http://www.freeonlinegames.com/game/virtual-keyboard.html Math http://nlvm.usu.edu/en/nav/vlibrary.html http://teacherlink.org/content/math/interactive/flash/ http://www.readwritethink.org/classroom-resources/student-interactives/ http://multiplication.com/interactive_games.htm http://www.vectorkids.com/ http://www.hellam.net/algebra/ http://interactivecontentcorner.com/ Lanuage http://www.transparent.com/language-resources/games/ http://www.spanish4teachers.org/InteractiveActs.html Art http://www.nga.gov/kids/ http://www.metmuseum.org/metmedia/interactives Research - http://advan.physiology.org/content/30/4/135.full http://www.am.dodea.edu/acss/ahs/documents/interactiveClassroom-fall09issue.pdf

Editor's Notes

  1. The initial focus was on interactive activities and how these help to tap into students unique learning styles in order to differentiate instruction. This was a topic that was on the menu and sounded interesting.
  2. The more we started looking at the topic and the webinar that was in the wiki we found that the initial content for the PLC did not fit our needs in the online classroom. In our classes we really didn’t have any control over full lessons but we felt that we did have control over content. After thinking about our classrooms we changed “Interactive Lesson” to “Interactive Content” so that we could focus on using one thing in our classrooms to support student learning. We came up with the following definition of an interactive activity: A student-centered objective-based learning activity where students manipulate some type of student to content interaction and are actively engaged receiving immediate feedback in the process.  Once we came with the definition we had to define hat it means to make an activity high quality.
  3. Working together we brainstormed what makes an interactive activity high quality. We came up with several items and determined that the list on your screen is what we would look for in our interactive activities.
  4. Quia is a site where teachers can design their own quizzes, games, and surveys as well as use activities designed by other teachers. There are 16 types of educational games, activities and quizzes (Matching, flashcards, concentration, word search, battleship, challenge board, columns, hangman, jumbled words, ordered lists, picture perfect, pop ups, rags to riches, scavenger hunt, cloze activity and patterns). $49.00 a year. The way that I used the program was to have students use it to review for the final exam. It was an ungraded, optional activity.