Due to the emergency measures taken at schools and colleges across the country, faculty and teachers are suddenly faced with taking their courses to a remote synchronous or online format. This is particularly difficult for math and science teachers who have hands-on activities, graphs, equations, and much handwritten work from students to collect.
Remote Teaching in Mathematics - Reimagine Math EducationMaria H. Andersen
Remote teaching in mathematics is better than lots of in-person math teaching. Dr. Andersen has been remote teaching for over a decade. She will be sharing tips and pedagogical techniques for improving your remote teaching skills and conducting active learning in remote sessions with students.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
Discussion boards have been utilized for online learning for decades, but are we using them as effectively and efficiently as we can? Do you worry that your discussion boards feel more like busywork than a community of learning? You might notice students are just going through the motions: posting questions and completing tasks for points.
In this webinar on Friday, March 20th, you'll learn best practices for creating engaging discussion board assignments and inspiring a more dynamic and meaningful online learning experiences. We'll also go over best practices for creating rubrics and grading your discussion board assignments based on what they are learning.
Have you ever dreamed of teaching a pre-calculus level course where the algebraic manipulation is de-emphasized and the emphasis is shifted to conceptual understanding and practical skills that directly apply to transfer classes? Learn how your wishes can come true by making simple changes around curriculum, pedagogy, and technology.
Remote Teaching in Mathematics - Reimagine Math EducationMaria H. Andersen
Remote teaching in mathematics is better than lots of in-person math teaching. Dr. Andersen has been remote teaching for over a decade. She will be sharing tips and pedagogical techniques for improving your remote teaching skills and conducting active learning in remote sessions with students.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
Discussion boards have been utilized for online learning for decades, but are we using them as effectively and efficiently as we can? Do you worry that your discussion boards feel more like busywork than a community of learning? You might notice students are just going through the motions: posting questions and completing tasks for points.
In this webinar on Friday, March 20th, you'll learn best practices for creating engaging discussion board assignments and inspiring a more dynamic and meaningful online learning experiences. We'll also go over best practices for creating rubrics and grading your discussion board assignments based on what they are learning.
Have you ever dreamed of teaching a pre-calculus level course where the algebraic manipulation is de-emphasized and the emphasis is shifted to conceptual understanding and practical skills that directly apply to transfer classes? Learn how your wishes can come true by making simple changes around curriculum, pedagogy, and technology.
Slides from a professional development session about using quizzes for teaching learning and assessment in Elluminate/Blackboard Collaborate. The session was facilitated in Elluminate
Infuse Student Engagement and Assessment Using InfuseLearningAndrew Steinman
InfuseLearning is a free student response tool, which is accessible on any device with a web browser. Unlike clickers, which only allow teachers to ask multiple choice questions, InfuseLearning has 7 question types that can be used with formative assessments. It also includes unique quizzing and student engagement features. In this session, you will learn how to use the features with InfuseLearning, as well as how to use it in your classroom. By the end of this session, you will know how engage and assess students through a variety of ways using InfuseLearning.
Thsi is a fun electronic evaluation I created for my students - they have to fill it in with their suggestions and commentaries and then send it to me by mail.
Includes details of challenges faced with allowing the use of cell phones in the classroom, establishing guidelines for appropriate use, how to monitor inappropriate use, etc.
Slides from a professional development session about using quizzes for teaching learning and assessment in Elluminate/Blackboard Collaborate. The session was facilitated in Elluminate
Infuse Student Engagement and Assessment Using InfuseLearningAndrew Steinman
InfuseLearning is a free student response tool, which is accessible on any device with a web browser. Unlike clickers, which only allow teachers to ask multiple choice questions, InfuseLearning has 7 question types that can be used with formative assessments. It also includes unique quizzing and student engagement features. In this session, you will learn how to use the features with InfuseLearning, as well as how to use it in your classroom. By the end of this session, you will know how engage and assess students through a variety of ways using InfuseLearning.
Thsi is a fun electronic evaluation I created for my students - they have to fill it in with their suggestions and commentaries and then send it to me by mail.
Includes details of challenges faced with allowing the use of cell phones in the classroom, establishing guidelines for appropriate use, how to monitor inappropriate use, etc.
Pimp Your Post - Tips and Tricks for Jazzing up Intro Posts in Online coursesTracy Kelly
Tips and Tricks for jazzing up intro posts and icebreaker activities in online courses. Facilitated by Tracy Roberts and Gina Bennett for ETUG, Feb 2010
These slides are all about the flipped classroom - what it is and why it works. The great things about flipping your classroom, and the real life struggles you have when flipping your classroom.
This is a slideshow of 4 of my favorite Web 2.0 resources: Today's Meet, MindMeister, Prezi, Poll Everywhere, and Sumo Paint. For each tool, I explain what it is, why it's so great to use with students in the classroom, how to use it, and helpful tips and techniques.
Mega edtech tool Share - Vicki Davis #iste17Vicki Davis
This presentation covers blended learning tips and then my mega tool share with the hottest tools in my classroom and in classrooms around the world as shared on my 10-Minute Teacher Podcast. This was created for ISTE 2017. Enjoy!
Using Cloud-based statistics applications to enhance statistics educationsmackinnon
Slides to accompany my 2019 presentation at the CPA. Discusses my approach to teaching statistics using online applications and active learning workshops.
Community Organizing Tools from the Experts WebinarNTEN
In honor of NTEN's August 2014 theme of "Tools," we’ve invited several of our beloved Tech Club and Community of Practice organizers to give short presentations about their favorite community organizing tools. Tools and processes covered will include:
* Post-call communications to build community and extend discussions: Attendees will takeaway an easy post-call process that extends conversations, deepens impact, and broadens community.
* Microsoft Office workflow for mass mail: Learn a workflow for sending personalized mass emails that will not be filtered into promotions tabs or deleted as junk, but rather drive event sign-ups.
*Text expansion utilities to make your fingers fly: We spend much of our days typing the same thing over and over, but a text expander app can remove the drudgery from your life and make you appear to be the fastest typist ever!
* Screencasting with Jing: Learn how to record presentations using the free tool Jing to share images and short videos of your computer screen.
* Engagement with Twitter and Storify: Twitter chats present a great way to engage your supporters and volunteers in an accessible, consistent, and fun format. Storify lets you represent those conversations in a visual and dynamic format.
* Collaborate from afar with Google Docs: Learn how to use Google Docs to create, share, and collaborate on event planning documents and more.
Slides used in an Elluminate "sandpit" session with colleagues. Some of the slides are intended for participant input. The labels for the "drag & drop" activity were added once the slides were in Elluminate so that they were moveable.
Facing the future of technology and learning howard college nov 2021Maria H. Andersen
In the last decade, innovations like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education – causing us to teach using more technology. The pandemic accelerated technology adoption, but we still haven’t faced the real crisis in curriculum. The next wave of disruption to higher ed will not come from more technology to incorporate into teaching, but will be caused by the existence of advanced technology in the workforce. The existence of technology like AI will force us to regularly alter the curriculum we teach to keep it relevant to the world around us. This talk provides guidance for changing how we design and assess programs, courses, and modalities of delivery in order to stay relevant as educational institutions.
Facing the Future of Technology and Learning OLC Nov 2020Maria H. Andersen
In the last decade, innovations like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education. Then came COVID-19, causing a rapid acceleration of the adoption of these kinds of technology and new pedagogies in under a month. The next wave of disruption to higher ed will not come from more technology to incorporate into teaching, but will be caused by the existence of advanced technology in the workforce. The existence of technology like AI will force us to alter the content we teach, how we assess, and how we design programs, modalities, and curriculum in order to stay relevant as educational institutions.
How can we be nimble enough to prepare students for the next high-demand jobs...Maria H. Andersen
Top of mind at most institutions are a pandemic, the student debt crisis, and budget/enrollment crises. But looming as a bigger issue (when these others lessen) are the changes coming to the workforce as AI-powered devices and systems begin to shuffle the roles of humans in the workforce. Institutions of Higher Ed need to move faster to address workforce changes, to retrain workers, to bring in new student populations, and to help the existing student population finish their degrees in smarter ways. I'll outline some of the foundational work required to begin moving quickly in response to the threats and opportunities from workforce changes as well as provide ideas for preparing students faster and in more sensible ways.
Faculty will immediately be able to bring new application examples into their courses and find resources on a continual basis. The free resources provided give faculty a way to take ownership of the responsibility of providing more relevant examples for students.
In the last decade, technologies like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education. In the near future we'll be dealing with even more disruptive technologies like bots and artificial intelligence. Technology-enhanced learning is here to stay and it is altering formal education, like it or not. This is a guide to successfully navigating and thriving in this new world and preparing yourself, your students, and your institution for what is to come.
In the last 5 years, there has been a rise in what we might call “large-scale digital learning experiments.” These take the form of centralized courses, vendor-created courseware, online homework systems, MOOCs, and free-range learning platforms. If we mine the research, successes, and failures coming out of these experiments, what can we discover about designing better digital learning experiences and technology for learning?
Learning at Scale: Using Research To Improve Learning Practices and Technolog...Maria H. Andersen
In the last 5 years, there has been a rise in what we might call "large-scale digital learning experiments." These take the form of centralized courses, vendor-created courseware, online homework systems, MOOCs, and free-range learning platforms. If we mine the research, successes, and failures coming out of these experiments, what can we discover about designing better digital learning experiences and technology for the learning of mathematics?
10 Guidelines for Navigating the Age of Technology-Enhanced LearningMaria H. Andersen
How do you make decisions about what technology to use in your classrooms? What should teachers actually be doing in today's world? What role should technology take? This is a summary of the key points in one of the keynotes I give. It's better with the talk and longer slide deck, but this is the age of short attention spans, after all.
With every new iteration of technology, we create generations of students whose primary media "language" for learning and interacting with the world is different than the generation before it. In the last five years, technologies like online homework, free online videos, personalized learning software, mobile devices, learning analytics, high-quality digital math games, computational knowledge engines have been chipping away at the corners of education and traditional teaching. Technology-enhanced learning is here to stay and it will alter the face of education, like it or not. This is a guide to navigating and thriving in this new world.
Surviving (and thriving) in the Age of Technology-Enhanced InstructionMaria H. Andersen
With every new iteration of technology, we create generations of students whose primary media "language" for learning and interacting with the world is different than the generation before it. In the last five years, technologies like online homework, personalized learning software, mobile devices, learning analytics, OER, and MOOCs have been chipping away at the corners of higher education and traditional teaching. Technology-enhanced learning is here to stay and it will alter formal education, like it or not. This is a guide to navigating and thriving in this new world and preparing yourself and students for what is to come.
We’ve seen many major industries undergo dramatic change in the last decade (i.e. manufacturing, newspapers, and customer service). With the introduction of MOOCs, adaptive learning systems, and content-delivery platforms, higher education doesn’t seem as “untouchable” as it used to. How can you stay ahead of the trends and stay relevant in this new world of technology-enhanced education?
This “going digital” can be a bit overwhelming. How do you manage the mountain of email and
grading? How do you keep track of your links, files, and website materials? How do you go
about organizing and sifting through the vast array of resources on the Internet and turning
them into an easy‐to‐use and coherent set of learning materials for the teaching? Let me share
some of my strategies for coping with the information overload and the new digital era.
If you think that technology power-users have a whole bunch of "secret" tricks and shortcut, you might be right. We've been immersed in computer-use for decades now, but very few of us have had much formal training. We learn through trial and error, but it's difficult to learn what you don't know exists! If you suspect you've fallen behind and would like to fill some of those silly technology gaps, this is for you. This will be a random assortment of tips and tricks for a variety of programs and web applications. You can become a member of the "Secret Technology Club" by learning the secret technology handshakes.
The reason we hate opening our inboxes is that many emails, like the "kitchen sink" email, are too difficult to tackle. Emails like this paralyze us and stall our to-do lists. If we can just agree on a few things, email can be easier for everyone.
Just a note about the presentation: When you get to the slides about Axiom #8, have your audience read each statement out loud. This will quickly make the point about why we should use emoticons in email.
In 2009 we began a redesign
plan for two of the classrooms on our campus to encourage student-centered teaching practices. The results were more surprising than we
expected. If you want to change the way instructors teach, you may have to change their environment first.
>
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Remote teaching: How to Move your Math or Science Course Online
1. AlmyEducationPresents
Remote Teaching: How to Move
Your Math or Science Class
Online
Dr. Maria Andersen
CEO, Coursetune
Adjunct Faculty, Westminster College
@busynessgirl, busynessgirl@gmail.com
2. Agenda
• Instruction and interaction on moving class online (75 min)
• Q&A (15 minutes)
• Post questions as we go in the Q&A Feature or the chat.
• Next steps
• Free giveaway
Recording and slides later today.
4. AlmyEducationPresents
Remote Teaching: How to Move
Your Math or Science Class
Online
Dr. Maria Andersen
CEO, Coursetune
Adjunct Faculty, Westminster College
@busynessgirl, busynessgirl@gmail.com
5. Dr. Maria Andersen
• Has taught math and science since
1998 at the college level
• Has taught math and other subjects
online for 13 years
• Over 100 workshops and presentations
about how to teach math and science
online
• Teaches remotely all the time
• Adjunct, Westminster College
• CEO, Coursetune
6. The glass is half-empty because
you drank the first half already.
The glass is half-full because this
is an opportunity to learn and try
something new and for once your
administration and/or colleagues
won’t tell you no!
7. REMOTE
is not
ONLINE
REMOTE CLASSES
Mostly synchronous
Meets at scheduled times
Primarily utilizes virtual
meetings
Can be used anytime
ONLINE CLASSES
Mostly asynchronous
Rarely meets at
scheduled times
Primarily utilizes an LMS
(Canvas, Brightspace,
Moodle, Blackboard)
Requires careful
curriculum and
instructional design
8. Remote Teaching Should Be in Your Teaching Toolbelt
• When a student is ill
• When I am ill
• When a student is away
for a sports event
• When bad weather
keeps me or them from
getting to class
• When I am out of town
at a business meeting or
conference
9. Move to new types of Assessment:
Assessment is more than Tests
11. Remote
Teaching is
Similar to F2F
Teaching
You can see your students and they can see you
You can have discussions
You can "write on the board"
Students can work in small groups
You can use active learning techniques
14. Virtual
Meeting
Rooms -
Preparation
• Make sure you know how video and
audio mute work
• Make sure you know how to share
your browser or desktop
• Make sure you know how to stop
sharing your browser or desktop
• Find where the chat window is –
private chat vs public chat
• Clean up your desktop, browser tabs,
and bookmark folders
• Try features like “Raising Hands” or
answering “Yes/No” questions from
the teacher and student side
15. Practice
sending a chat
message
Send a private chat to me:
What school do you teach for?
Then send a public chat to all:
What is the strangest thing
you’ve seen this week?
16. Virtual
Meeting
Rooms -
Logistics
Record
Set meeting to auto-record
(because you’ll forget)
Mute Set students for “Mute on
Entry” (to minimize noise)
Waiting
Set for waiting room or enter
before host
Notes
Keep a paper class list by your
computer to take notes
Scene Check the scene behind you
17. Virtual
Meeting
Rooms –
First Session
• Setting expectations for all your
sessions
• Suggest (but don’t demand) students
be on video
• Set policies around getting full
attention – “Stretch and watch”
• Practice “Raising Hands” with the
students (if that is an option)
• Practice having students unmute to
answer a question. Goal: Everyone
tries by the end of the session.
18. The chat panel has
pedagogical
superpowers ... if you
know how to use it.
19. 3-2-1-Go
Method
Fine print: This is slightly crazy to do in a room of 250+
people, but I’m doing this to demonstrate how it works
in a room with 20-40 students.
20. What is the slope
of this line?
A) 0.25
B) 2.5
C) 0.5
D) 5.0
3-2-1-GO
TYPE YOUR ANSWER IN THE CHAT
WINDOW BUT DO NOT PRESS ENTER
UNTIL I TELL YOU TO.
PRACTICE #1
21. What is the slope
of this line?
A)
B) 2.5
C)
D)
SOLUTION #1
23. Where does the
slope go from
increasing to
decreasing?
3-2-1-GO
TYPE YOUR ANSWER BUT DO NOT
PRESS ENTER UNTIL I TELL YOU TO.
PRACTICE #2
24. Where does the
slope go from
increasing to
decreasing?
The slope does go from positive to
negative at about 0.2, but that’s not
what you were asked.
FOLLOW UP #2
25. Where does the
slope go from
increasing to
decreasing?
3-2-1-GO
TYPE YOUR ANSWER BUT DO NOT
PRESS ENTER UNTIL I TELL YOU TO.
TRY AGAIN #2
26. Where does the
slope go from
increasing to
decreasing?
It doesn’t.
The slope is decreasing where the graph
is concave down and increasing where
the graph is concave up. It goes from
decreasing to increasing, not the other
way.
SOLUTION #2
27. What makes the
3-2-1-GO chat
pedagogically
better than asking
the class in a F2F
discussion?
Answer in the chat window.
3-2-1-GO
TYPE YOUR ANSWER BUT DO NOT
PRESS ENTER UNTIL I TELL YOU TO.
THE REALIZATION ...
29. What is Think-Pair-Share (TPS)?
THINK – Pose a question or
problem for students to think
about, jot down notes about, or
solve on their own for 1-3 minutes.
PAIR – Place students in small
groups or pairs to discuss the
similarities and differences in their
answers and reach a consensus.
SHARE – Ask selected groups or
pairs to share with the class.
31. Students can work together, you can move between
groups, and students can ask for help
32. THINK:
List 10 properties of
ANOTHER OPTION: SYNCHRONOUS DOCUMENTS
Jot down your own thoughts.
You have 1 minute.
33. PAIR:
List 10 properties of
ANOTHER OPTION FOR TPS: SYNCHRONOUS DOCUMENTS
Go to the designated Google Doc and
work with your group to make a
consolidated list with more detail.
See Chat Window for Links:
Last names A-E
Last names F-J
Last names K-O
Last names P-S
Last names T-Z
34. SHARE:
List 10 properties of
ANOTHER OPTION FOR TPS: SYNCHRONOUS DOCUMENTS
You can display the Google
Docs and discuss the answers.
Domain
Range
Type of Function
Initial value or y-intercept
No x-intercepts
Horizontal asymptote
Rate of growth
Growth factor
Concavity
Graph is always positive
36. TPS with Synchronous
Whiteboarding Tools
• These are going to be
harder to set up
because they will likely
require every student to
have a login
• There are many kinds
• Depends on what you
have access to
(OneNote is an option)
• Battle of the Free Digital
Whiteboarding Tools
https://busynessgirl.co
m/battle-of-the-free-
digital-whiteboarding-
tools/
37. You can write “on the
board” in real time
I tried a LOT of options. USB tablets, PC
tablets, iPads, synchronous smartphone
apps.
The simplest solution is to make a $99
investment in an IPEVO Ultra High
Definition USB Document Camera.
https://amzn.to/2U1VbbA
LET ME DEMONSTRATE
38. With a
Document
Camera
You can show problems in a book
Walk through completing a worksheet
Share handwritten solutions
Demonstrate experiments
Use math manipulatives
39. Science Labs
with Doc
Cameras
You are the lab partner of your students.
Pause experiments at different steps to do
MC or 3-2-1-GO questions.
Students should tell you next steps (be willing
to do small things wrong).
Students have to answer questions about
WHY before you proceed.
As a group you collect the data. Individually
they submit writeups.
You could provide multiple data sets.
41. Logistics for a
Doc Camera
or One Note 1. SHARE YOUR FULL
SCREEN
2. GO TO THE DOC CAMERA
APP OR ONENOTE AND
MAKE IT FULL SCREEN
42. How will students share
handwritten work in
discussions?
• They will talk about what they
wrote (isn’t that a win?)
• They can hold a paper up to the
camera to show classmates their
work or a diagram
• They can share a link to a
Desmos Graph
43. Share a Link to a Desmos Graph
https://www.desmos.com/calculator/0tzl0dmu01
Students can share
• Data sets
• Written comments
• Functions
• Graphs
• Labels on graphs
44.
45. Desmos Classroom Activities
https://teacher.desmos.com/
Students participate
in activity
You can monitor the
data coming in
You can pause the
students to get their
attention back
Groups are
automatically
assigned
Can use
asynchronously if
you are careful to
pick activities with
no group work or
group share
You can write your
own
49. LMS tools for facilitating
“what you do in the classroom”
• Discussion Forums
• Peer Review
Assignments
• Online Homework
GET HELP FROM
AN EXPERT OR
THE PEDAGOGY
AND EXECUTION
WILL BE POOR
51. Students need a way to
turn in work just like
they would in class.
Many apps turn your
phone into a scanner
and convert photos to
PDFs.
52. Students will need to
have a low-stakes
practice run (or two)
Uploading Docs Using the CamScanner App
https://www.youtube.com/watch?v=5KQ-ySs03Wo&t=22s
53. Proctoring
Strategies
Time-boxed: From download to
submission is a set time.
Consider open notebook assessments
(anything they can write down will be
allowed)
Remember students might not be able
to print (they will have to see their
screen)
Students handwrite and sign a short
academic integrity statement at the
beginning of their exam.
56. Assessment
Transformation
GOOGLEABLE
Find the equation of the
line between (0,6) and
(3,18).
NOT SO GOOGLEABLE
At the beginning of
2015, Spotify Premium
had 68 million Monthly
Active Users (MAUs). At
the beginning of 2018,
Spotify Premium had
168 million MAUs. The
growth of Spotify
Premium MAUs appears
to be linear. Let t be the
number of years since
2015. Find an equation
for the line between
these two data points.
57. Assessment
Transformation
GOOGLEABLE
Solve the problem ...
NOT SO GOOGLEABLE
The solution to the
above problem is ...
Option 1: Now explain
how to another student
how you can solve it.
Option 2: Show two
ways to solve the
problem.
60. Alternative Assessments
• Create a model and make
predictions with real-world
graphs and data
• Do a teaching demo for a topic
• Sort and compare activities
• Write test questions
• Meaningful Online Discussions
• Dive into the science of the
news!
Give the students some agency
in choosing the topic or format.
Provide a clear rubric for
grading.
64. Online Lectures
A full set of class lectures and
lecture materials for a 3-credit
class: prepared, recorded with
proper descriptions for the
blind, edited, annotated,
captioned, and produced takes
approximately 500 hours.
Example:
https://www.youtube.com/wat
ch?v=5CD3lf6uMcY&feature=y
outu.be (not properly
captioned yet)
65. Use an already
recorded set of
videos from a
Math Instructor
PatrickJMT
http://patrickjmt.com/
MathTV
http://mathtv.com/
Mathispower4u
http://www.mathispower4u.com/
Contemporary Algebra Collection
http://bit.ly/CAC-Form
66. Recording
Short Videos
Drop any expectations that you’re going to somehow
record all your lectures.
Record short help videos where needed.
Sound is very important
It’s easier to cut than to splice
Free TechSmith SnagIt through June
https://discover.techsmith.com/remote-techsmith/
68. Next Steps: Live, full-day
workshops
Maria will be offering a deep dive into all of these topics in online Workshops.
Dates: Saturday April 18 or Saturday May 16
One-hour sessions with 30-minute breaks in between beginning at 10 am Central
69. Designing and Implementing an
Effective Online Math Class
• Moving Your Math or Science Course Online
• Best Practices for Videos and Screencasting
• Facilitating Online Discussions and Synchronous Sessions in Math and Science
• Assessment Strategy and Security for Math or Science Courses
• Being a Good Online Coach
Individual price for full day: $199
https://courses.almyeducation.com/designing-and-implementing-an-effective-online-math-class
Get on the waitlist today. You’ll be notified when registration opens.
70. Want more sooner?
Online workshops and webinars can be created customized for the tools available at
your college or school and your audience
Sending out a survey for where you want deeper dives, low cost webinar options for
individuals and institutions
There are good reasons you already wanted to know how to teach remotely.
You probably already needed a way to bring students into class when they are away for sports events, at home because a car is broken down, ill and trying to keep others from getting sick, suffering from anxiety etc. Now is the time to finally take the time to learn to support all those students that miss classes when you are teaching F2F.
When was the last time you really thought deeply about assessment strategy. Many of you are worried about proctored tests. Does EVERYTHING need to be tested? We live in a world where computing technology and Smartphones has completely transformed the availability of information. Do you REALLY need to test EVERYTHING the same way?
Probably some of this was already on your list to think about, but we’re all so damned busy. You know as well as I do that we only get to the changes that we HAVE to do. Now is the time! You’re going to do it!
Guess what, many weren’t paying attention already.
Notes: It’s difficult to keep your own digital notes during a virtual session
These tools require additional training. We use them a lot in online classes, but don’t dive in unless you’ve learned some pedagogy.
You should already be doing this!
We live in a time when there is more information accessible at our fingertips than ever before.