Using Facebook, Connect, Moodle and Youtube for Teaching Mathematics
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This document discusses using various technologies like Moodle, Facebook, YouTube, and Adobe Connect for teaching mathematics. It provides examples of how these tools have been used for distributing resources, student activities, and delivering online lectures. It also discusses flipping the classroom by moving content delivery outside of class time using videos. The document suggests teachers should explore changing their pedagogy and encourages participating in social networks for professional development opportunities.
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Using Facebook, Connect, Moodle and Youtube for Teaching Mathematics
- 1. HOW TO USE MOODLE/ FACEBOOK/YOUTUBE/CONNECT FOR TEACHING MATHEMATICS.......
- 2. HOW TO USE MOODLE/ FACEBOOK/YOUTUBE/CONNECT FOR TEACHING MATHEMATICS....... well kinda......
- 3. ARE YOU PREPARED TO BE CHALLENGED? THIS SESSION REQUIRES AN OPEN MIND - I WANT TO START A DISCUSSION!
- 4. 10 QUICK QUESTIONS on paper! 1.How long have you been teaching Mathematics? 2.Remember back to your days at school - what did the Maths classroom look like? (20 words or less!) 3.What was the structure of Maths Lessons when you were at school? (same deal with the 20 words!) 4.Did you like Mathematics at school? Why? (20 word thingy!) 5.How were students different when you were at school? (30 words this time!)
- 5. 10 QUICK QUESTIONS on paper! 6.What does your Maths classroom look like now? (20 words or less!) 7.What is the structure of a typical Maths Lesson in your classroom? (same deal with the 20 words!) 8.Do your students like Mathematics? Why? (20 word thingy!) 9.What impact has the DER program had on you as a teacher? (30 words) 10.Should we be changing our pedagogy? Why? 11.Why are you a teacher? opps I can’t count :)
- 6. SET THEORY TIME! save your answers from before because I want you to put them on our wiki!
- 7. The Good Ol Days
- 8. The Good Ol Days
- 12. WHAT THIS SESSION WILL COVER....HOPEFULLY! Show a few things I have been using: (some effectively - some not so much!) Moodle - for distribution / activities (see wiki for links to courses) Facebook - my Year 11’s prefer it to access material - I wil show you how to set up a group and use it effectively Adobe Connect - I have been using this to deliver the lecture component of the Extension classes - change in pedagogy? YouTube - for resources - but I hate the non-Australian stuff! Our wiki - for anything we find!
- 13. WHAT THIS SESSION WILL COVER CON’T Heaps of time for you to play and find stuff - but please put it on the wiki! The benefits of social networking - join Maang.... or Twitter! A dream.....
- 14. What it is: A learning management system Open-source (free) - Australian Awesome - used by 3/4 of all Universities in Australia How to get it: You need a web-host (I use SIteground - semi dedicated - $150 per 3 months - but can start with $7 per month) Willingness to take a risk - and administer it (or heaps for dedicated)
- 15. How it can be used As a place for resources - on the web - access anywhere For activities to engage students Forums Wiki’s Quiz Lesson (apparently!)
- 16. What doesn’t really work Kids don’t want to develop their own understanding so the activites tend to fall flat - should I give up? This is our fault for spoon feeding for so long - need change in pedagogy! Administering all the users is a HUGE job Teachers are merely using it as a dumping ground for materials - not much editing!
- 17. How many people have a Facebook account? Have you ever thought about using it to connect with students in a realm they like - and want to be in! Only problem is it is still (and probably for some time) blocked for kids - weird situation where kids in my class with DER laptop are using their phones to access Facebook to see my slideshare presentation on Trig! (and it was faster than the laptops
- 18. Yes it can be used as more than a distraction Have set up a Facebook Group for my Year 11 class - use it more than Moodle for distribution of resources - but hassle that not accessible at school (unless kids have access to a Teacher Logon!) Don’t need to be Facebook Friends with the students in your class for them to join your group - not sure how it works if your profile is not public? I link to YouTube Videos & Slideshare presentations Also use for general information (i.e. I will be away due to Floods!)
- 19. ADOBE CONNECT Well I was going to show how I have used the trial of Adobe Connect to present online for my students at night-time but.......
- 20. YouTube has the most fantastic resources for lesson demonstration Khan Academy is a good starting point! You can download using KeepVid Use videos to provide alternatives to chalk&talk In our finding and playing time please share on the wiki
- 21. DER PROGRAM How often do you use laptops in the classroom? Do you think it is value-adding to student acheivement? Why/ Why Not? How has your teaching changed since the arrival of the laptops? How much do the students like using them? How would you rate the success of the DER program?
- 22. A “TYPICAL” MATHS LESSON (50 MINUTES) By the time all students have arrived (5 minutes) 5 - 10 questions linking concepts from previous lesson to current lesson (10 minutes) Content Delivery (often lecture style) - 15 - 20 minutes Students completed tasks to consolidate understanding of new concepts (10-15 minutes) Students pack up in anticipation of bell - homework assigned (5 minutes)
- 23. A “TYPICAL” MATHS LESSON (50 MINUTES) By the time all students have arrived (5 minutes) 5 - 10 questions linking concepts from previous lesson to current lesson (10 minutes) Content Delivery (often lecture style) - 15 - 20 minutes Students completed tasks to consolidate understanding of new concepts (10-15 minutes) Students pack up in anticipation of bell - homework assigned (5 minutes) During which phase is the majority of learning occuring?
- 24. FLIPPED LESSON... By the time all students have arrived (5 minutes) 5 - 10 questions linking concepts from homework task to previous learning (10 minutes) Students completed tasks to consolidate understanding of new concepts (30 - 35 minutes) Students are set homwork task to watch video introducing new concepts (5 minutes)
- 25. FLIPPED LESSON The lecture style component is removed from the classroom and set as a homework task through students watching a video Provides more on task time in the classroom for students Provides more time for teacher to facilitate learning in the classroom Allows students time to engage with the “content” delivery
- 26. FLIPPED LESSON The lecture style component is removed from the classroom and set as a homework task through students watching a video Provides more on task time in the classroom for students Provides more time for teacher to facilitate learning in the classroom Allows students time to engage with the “content” delivery who produces the videos?
- 27. FLIPPED LESSON Look on the wiki for some links to the change in pedagogy by flipping a lesson Also look for video content that already exists - e.g. Khan Academy - my screencasts Make your own....
- 28. SOCIAL NETWORKING The best professional development! Options Maang - the DEC “safe” network - join the Maths teachers group Axiom Twitter - the real world option - follow @simonborgert, @simonjob, @woojm, @ddmyer Google + - very new - looks cool - if you would like an invite ask! See the wiki for links to these networks
- 29. PLAYTIME! Please contribute anything you find to the wiki - You will need to join wikispaces and request membership to the wiki - all free! http://centralnetworkmaths.wikispaces.com
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- To connect with our prior understanding :)\n
- To connect with our prior understanding :)\n
- Group based discussion based on previous responses. Also bring in some questions about how the laptops are being used currently - continumn \n
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- Talk about the Year 9 class that didn’t want to do stuff - also Year 11 writing own quiz questions - but this was mostly due to laptop issues\n
- Mention I have always thought that the best way to integrate technology into learning is to observe how the kids want to use the technology and adapt our teaching to fit in with that!\n
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- Talk about how originally the DER program was sold to teachers as something that they blended into their current practice - there was no need for a change - this is simply not true!\n
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- Either you do or find already done videos\n
- Show spreadsheet with proposed screencasts\n
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