tag:blogger.com,1999:blog-16660456.post7272522727646945179..comments2024-03-22T08:16:45.553-06:00Comments on The Fischbowl: Transparent Algebra: HomeworkKarl Fischhttp://www.blogger.com/profile/11121548023409279686noreply@blogger.comBlogger36125tag:blogger.com,1999:blog-16660456.post-87077129728997870132014-08-11T10:47:36.448-06:002014-08-11T10:47:36.448-06:00I love this idea, that video is amazing too. I'...I love this idea, that video is amazing too. I'm interested in trying this at the university level, got inspired after watching your trials with different approaches to teaching.Mary M. Rizzohttp://www.helponlineclass.com/noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-85732957394608770972011-09-29T07:46:02.606-06:002011-09-29T07:46:02.606-06:00Karl,
I'm enjoying watching your trials with ...Karl, <br />I'm enjoying watching your trials with different approaches to teaching. Currently I make my own videos and have students in my 7th grade Pre-Algebra class watch the videos at home, complete 5 -10 problems, and work on problems during class. I am still getting used to this new way of teaching and it is a big transition. For me, I prefer a very interactive lesson both as a teacher and learner. However, I do see the upside to the inverted classroom model, and I do spend time interacting with the class as a whole reviewing the concepts at the beginning of the class. I currently teach harder concepts during class and use the inverted model for easier concepts. Going between models actually slows the class down. I have asked the kids verbally if they prefer me teaching or watching the videos at home and about 40% prefer teaching, 30% prefer videos and the rest could go either way. I'm going to give them a survey with more detailed questions about how they would like the videos to be incorporated into their learning (for reviewing concepts, learning concepts, mixed with classroom teaching). I also agree to make your own videos. As much as I like khanacademy, it just doesn't fit my curriculum (I'm at a private school). I also am trying to figure out how to ensure students are watching the videoss. Currently, they have the follow up problems and I call on them randomly during class the next day. I have had some suggestions like having them blog about a conceptual idea that was in the video, but not giving them the prompt until after they watch the video or before if they have to watch the video to get the entire concept. Of course, time management and organization are my biggest issues getting used to this new way of teaching, finding ways to incorporate it that I can manage. Thanks for your blogging and I look forward to hearing more of your experience. -Leslie F. at Cary Academy, NCleslie.williamshttps://www.blogger.com/profile/05110157557533918754noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-73277433235959724502011-04-25T21:45:14.314-06:002011-04-25T21:45:14.314-06:00Karl: Thanks for the followup and feedback. I curr...Karl: Thanks for the followup and feedback. I currently have a very hard time getting students to memorize vocabulary words despite the fact that they have a weekly quiz on definitions. When teaching principles again, I will most likely do away with these quizzes and instead give weekly chapter tests. This is only feasible, time-wise, if I tape my lectures and devote class time to tutoring, so I'll probably try that.<br /><br />Like others, I recognize the power of a well-done presentation, but bemoan the fact that principles of economics, like chemistry, is best taught textually. The charts and graphs are nice, yes, but when it comes down to it, students need exposure to the definitions and core concepts, which they don't seem to be getting on their own.<br /><br />Books like the ones you mention are part of the reason I chose to become an economist. I "get it" on a level that most principles students will not, in that I am able to take chalkboard equations and generalize to everyday situations. I see it as a challenge to get the marginal students interested in the way that I am.<br /><br />A telling bit of evidence: my courses are highly rated among advanced graduate students, but I expect low ratings from my principles class. Am I a bad teacher on Wednesdays, and excellent otherwise? I doubt it. I just need to figure out how to present the material. At the very least, my method is the only thing I have under my control, so that's where I'll start.<br /><br />Thanks for allowing me to think out loud. I look forward to reading more of your blog.Anonymoushttps://www.blogger.com/profile/16153702750268298333noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-78101713603588683722011-04-07T14:50:48.844-06:002011-04-07T14:50:48.844-06:00Jeff - I did stick with that plan. It's worked...<b>Jeff</b> - I did stick with that plan. It's worked okay, but not as well as I would've liked. A lot of that has to do with a few students not watching consistently (always an issue), my teaching being rusty (14 or so years since I've taught Algebra), and - as always - not having enough time to do it right.<br /><br />In terms of economics, is there any way to perhaps have two types of videos - one with the definitions but a second type that is maybe more exploratory? Something that gets them thinking about a situation? I'm not terribly knowledgeable in this area, but I was thinking along the lines of scenarios laid out in things like Freakonomics or Predictably Irrational, or something else that tells a story to get them hooked and thinking.Karl Fischhttps://www.blogger.com/profile/11121548023409279686noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-48860460635378777112011-04-07T14:27:26.853-06:002011-04-07T14:27:26.853-06:00Karl,
I'm interested in trying this at the un...Karl,<br /><br />I'm interested in trying this at the university level for principles of econ. I don't really see it as feasible to engage with questions first then have the students watch a video, because so much of economics at that level is learning definitions (like biology).<br /><br />Did you stick with engage-first, video-second when you implemented this? Do you have a follow-up post?Anonymoushttps://www.blogger.com/profile/16153702750268298333noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-86481328865640788652010-09-30T13:04:36.221-06:002010-09-30T13:04:36.221-06:00Peter Stafford - I think getting kids involved is ...<b>Peter Stafford</b> - I think getting kids involved is a great idea, and something we've toyed with in some of our science classes.<br /><br />But, for what I'm trying to do with these in my class, I was shooting for really straightforward presentation. I didn't even do any post-production because I didn't want to overwhelm them with too much information. The idea is for them just to focus on the one skill, and then the more interesting stuff happens in class. Theoretically.Karl Fischhttps://www.blogger.com/profile/11121548023409279686noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-26269251406668501212010-09-25T19:00:11.230-06:002010-09-25T19:00:11.230-06:00Great idea. Here's a twist. Get with the drama...Great idea. Here's a twist. Get with the drama club or something and have kids do the lessons. Video them at the board. I like lectures - MIT has some great ones - but I like a real person doing them (that s just me)- yours is great, but it is a bit power-pointy.peter Staffordhttps://www.blogger.com/profile/01293012391619573575noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-34362206650526235712010-09-22T13:58:08.045-06:002010-09-22T13:58:08.045-06:00Genius stuff in this blog post. The value of the t...Genius stuff in this blog post. The value of the teacher is his/her understanding of the content, and working with the students while they attempt to solve problems is when understanding is needed most. In an information age, access to "how to" do something is easy to get. Assistance while doing it is what we all pay for, and that should be the job of the teacher.<br /><br />One more thing. Because the goal of an education must be to improve thinking and problem-solving skills (hmm, some may disagree here), having a master problem-solver to work with as a mentor is invaluable. People like you are modeling the kind of habits of mind we need our young people to master. Good stuff.Michael James Gwaltneyhttps://www.blogger.com/profile/11607238622123946714noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-71635235595317359422010-07-12T20:38:21.170-06:002010-07-12T20:38:21.170-06:00Karl: the post production does take a lot of time...Karl: the post production does take a lot of time, but our studetns really like the callouts and such. We asked and they really like them.Jonathan Bergmannhttps://www.blogger.com/profile/00870669561498044224noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-3017971810015728452010-07-12T20:38:12.709-06:002010-07-12T20:38:12.709-06:00Karl: the post production does take a lot of time...Karl: the post production does take a lot of time, but our studetns really like the callouts and such. We asked and they really like them.Jonathan Bergmannhttps://www.blogger.com/profile/00870669561498044224noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-64256579850316050392010-07-05T23:41:05.325-06:002010-07-05T23:41:05.325-06:00Learning is always fun if taken in the right spiri...Learning is always fun if taken in the right spirit. I think online tutors are best persons to guide students doing their studies. They provide 1-to-1 tutoring to the students. There are several websites available to help students learning math. I personally like Tutorteddy.com. My daughter uses it; she is in 8th grade and has improved a lot after she has started taking online math tutoring from this site.SharonHillhttps://www.blogger.com/profile/02095381121976445233noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-13219250084131316012010-06-10T09:41:58.691-06:002010-06-10T09:41:58.691-06:00Great post. I found a great non- profit that has b...Great post. I found a great non- profit that has been helping <br />disadvantaged school districts and has had many success stories <br />including Collier County, FL and St. Landry Parish in LA. Their site is www.cyberlearning.org. CyberLearning also offers Technology courses <br />that many schools could find useful.Unknownhttps://www.blogger.com/profile/04671310082595375607noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-90779190324814038922010-04-25T09:30:33.521-06:002010-04-25T09:30:33.521-06:00Karl,
Have to admit I didn't watch the entire ...Karl,<br />Have to admit I didn't watch the entire video but you may want to consider the use of the Pulse Smartpen By Livescribe. It creates an audio and video recording of your work in a notebook that is then easily uploaded and shared with your students. easy and another possibility when you don't have much time.<br />I asked my own kids math teachers to do something similar using the Smart Recorder but they refused. Unfortunately my kids told me they understood the math concepts at school but didn't get it at home. I had no way to help them.<br />Your thinking helps kids learn by empowering them. They can watch the video as often as necessary to understand the instruction.<br />Keep us informed next year.Karen Janowskihttps://www.blogger.com/profile/09735088828586482051noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-11558518145973075292010-04-24T20:35:46.486-06:002010-04-24T20:35:46.486-06:00@lifewithl – Yes, I’m considering having students ...@lifewithl – Yes, I’m considering having students create some explanation mathcasts at some point. I think I need my own as well, though.<br /><br />@Clint H – Thanks for the link to your videos and the blog post. Yes, I think we probably could, but I wonder how hard it would be to agree on everything from the content to the length to the style to the explanations.<br /><br />@C. Makovsky – Thanks for the support – and the continued reading.Karl Fischhttps://www.blogger.com/profile/11121548023409279686noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-18127223514744703312010-04-24T19:00:22.377-06:002010-04-24T19:00:22.377-06:00I'm not a math teacher, but I think this sound...I'm not a math teacher, but I think this sounds great! I recently discovered khanacademy.org that msufan mentioned, and my own kids have been loving it. If the khanacademy videos suit your purpose it could save you a lot of time! They could at least be an additional resource for your students. (Sometimes it's good to hear a different teacher explain the same concept.)Almost Americanhttps://www.blogger.com/profile/17865905831387595915noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-37659085087434165512010-04-23T16:11:24.333-06:002010-04-23T16:11:24.333-06:00I admire your transparency, Karl. The video was ve...I admire your transparency, Karl. The video was very clear and succinct. I can't wait to see the constructivist ideas that you'll bring into your classroom now that you've eliminated the need to lecture. In theory, you have opened up more time for student-centered learning.<br /><br />I'll be retired next year, but I plan to keep reading your blog!Cheryl Makovskyhttps://www.blogger.com/profile/04692413352688965561noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-2910629095977159562010-04-23T13:18:56.156-06:002010-04-23T13:18:56.156-06:00I think it is a great idea. I'm jealous that y...I think it is a great idea. I'm jealous that you can implement something like this. As a teacher that has a population with more than 70% free lunch, this isn't feasible for me. You might want to consider building a calendar into your website and create a link to each video. That makes it easy for students who miss a day to make up work and gives them an easy place to go for review materials. Just a thought!Peach Podhttps://www.blogger.com/profile/12319765116240485041noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-21755094511110522952010-04-22T00:33:27.826-06:002010-04-22T00:33:27.826-06:00Karl, I got to thinking about your idea. I wonder ...Karl, I got to thinking about your idea. I wonder if we could crowd-source the videos and build a <a href="http://blog.misterhamada.com/2010/04/if-we-build-it-who-will-come-an-online-algebra-1-textbook/" rel="nofollow">collective online Algebra 1 video textbook</a>?Clint Hhttps://www.blogger.com/profile/04514367904451525315noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-13271572765000390942010-04-21T22:51:07.349-06:002010-04-21T22:51:07.349-06:00Love the idea, Karl. I think I would've actual...Love the idea, Karl. I think I would've actually developed a talent in math if I'd been taught this way. I'm enjoying the "class discussion" before hand - an experimental environment rather than an "if you don't get this right, you're a fool" one.Saraswatihttps://www.blogger.com/profile/03437079323219510935noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-10305675754044900042010-04-21T21:19:25.119-06:002010-04-21T21:19:25.119-06:00Hi Karl,
This is an idea that I, too, have toyed ...Hi Karl,<br /><br />This is an idea that I, too, have <a href="http://blog.misterhamada.com/2010/04/transforming-education/" rel="nofollow">toyed around with</a>. Assuming that all students have equal access to the materials, I do not see a downside at all, other than overcoming other people's perceptions of what education and school should look like. <br /><br />A note about production: As an ongoing algebraic review, we have instituted an 'Algebra on Demand' unit, predicated on Dan Meyer's skills-based assessment idea. To facilitate this, we've created a series of <a href="http://www.youtube.com/watch?v=umtpFWCEf1U" rel="nofollow">short videos</a> - 2 to 4 minutes (remember, this is review and not their first contact with the material) - that we host on our school portal. To make the videos, we use our TabletPCs, OneNote and Cam Studio. It is just like delivering your lesson on a whiteboard and takes just as much time. If you don't have a TabletPC, you can probably use one of the WACOM Bamboo tablets.Clint Hhttps://www.blogger.com/profile/04514367904451525315noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-3727417761466093932010-04-21T19:12:50.032-06:002010-04-21T19:12:50.032-06:00Karl,
I am completely fascinated with your thought...Karl,<br />I am completely fascinated with your thoughtful reflections. I can hear the excitement in your voice. Your video is very clear and I too love that the students can review or replay to gain a better understanding. I wonder if you could transition into having the students create a video to demonstrate understanding? Maybe that's a bit ambitious, but might be a fun summative assignment.Annhttps://www.blogger.com/profile/13400406605179072844noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-75059446769462074032010-04-21T14:43:02.891-06:002010-04-21T14:43:02.891-06:00I have been running my Algebra II course this way ...I have been running my Algebra II course this way all year. I give the introduction to the students via video (which also contains practice problems that I guide them through) as homework. I also assign some basic problems from the book so that the kids can further their understanding of the concept. The positives here far outweigh the negatives. The only negative that I've heard is that the students don't get to ask questions while watching the video. They do, however, get to pause and/or go back to review an explanation. The downside of not getting to ask questions, as conveyed to me by them, actually has an upside to it: they come to class the next day knowing exactly what their questions are. Another positive is that the students who pick up the ideas more quickly love not being held back by those who take longer to absorb the material.<br /><br />I begin the class after the students watch the video by giving a sample problem to make sure that they got everything from the video that they were supposed to. I then start a discussion about the rationale of what was covered in the video (including any relevant proofs). We then work on tons of great problems. I have plenty of time to work one-on-one when necessary. The kids really like having all of this time in class to work on problems together.Dr. Regina Parsonshttps://www.blogger.com/profile/05835306632374820085noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-83254091453822190512010-04-21T10:17:42.547-06:002010-04-21T10:17:42.547-06:00This has been a concept I've been struggling w...This has been a concept I've been struggling with/playing with during the last 2 years. (While I'm still out of the classroom in my "day" job doing technology integration, I took up teaching Algebra at our local community college which has a faster pace than high school...for students that failed it in high school, ironically.)<br /><br />I love the video concept. I've created a few of my own, though time has prevented me from making the numbers I would like. Our state is involved in a K-12 iTunes U project, so I decided to go that route. This has eliminated some of the issues of no internet at home as students can download the files to their laptops (or mp3 players, smartphones, etc) to have them available offline. I wish I had more time to devote to making many more, but just have to accept it as a work in progress and know it will take years to make all the ones I would like to have. <br /><br />I agree with you on the video length, though sometimes I found even 7 minutes to be too long. I know that some of the teachers that are using my videos like the 3-4 minutes ones best, and they supplement with a document (some electronic, some handout) to reach more learning styles.<br /><br />I feel the same way you do about homework, especially in mathematics where skill building and concept building often have to develop at the same time. One solution I have found to be successful is a better use of a quiz. Instead of giving them at the beginning of class, I give them at the end of class and grade them on the spot to check for some of the basic skills needed for the lesson. Then students' homework is determined by their quiz; if they miss problem #1, they need to do problems 1-8 on page ###, and so on. It has been a great way for me to build remediation into the course, and not punish students that do not need the extra practice with hours of homework. Unexpectedly, it also provides me with great feedback on when I need to revisit a topic. :-)Melinda Wafflehttps://www.blogger.com/profile/09073111242658997218noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-1311588092446912882010-04-21T09:19:56.367-06:002010-04-21T09:19:56.367-06:00@RichTCS – Yeah, I decided that seeing me added li...@RichTCS – Yeah, I decided that seeing me added little value and more production complexity (not to mention the remixes they would come up with!). Let me try to briefly (difficult for me) answer your questions.<br /><br />1. I ended up using the Smart Notebook software to create the slides (with the additional Smart Math software to create more complicated expressions). It has some disadvantages, but I decided to go with it for two main reasons. First, it appears as though I’ll be in a classroom with a Smart Board and so would be using it in class, therefore I wanted the students to get a consistent experience. Second, I’m anticipating some videos where it will be really helpful to be able to record my writing (this one was all composed at a computer) – think graphing and some other stuff – so that’s best accomplished on the Smart Board itself in the Smart Notebook software. (And, because my design sensibility/skills are not good and are not likely to improve much, some of the disadvantages of the Smart Notebook software perhaps don’t apply to me as much as they would to somebody with “skillz”.) I used Camtasia to do the recording because it provides me with more options, but you could also use something like Jing or the Smart Recorder software (which I’m told is a stripped down version of Camtasia – I’m hopeful that perhaps they’ll improve that in future releases of Smart Notebook).<br /><br />2. I used a Logitech USB headset for the microphone. It works well, but I need to play a little bit to see if I can remove the clicking noise when I advance slides.<br /><br />3. As far as how long it took, this first one took an incredible amount of time, but that was mainly because I was trying and discarding different things, learning the Smart Notebook software, Camtasia, settings for YouTube, playing with what I wanted to include, etc. I’m guessing probably about 15 hours for this one (which is a little sad when you look at the result). I anticipate now that I’ve gone through that process that future videos will take much less time. (Well, it’s been a little bit, so the first couple will probably take longer until I get back into it).<br /><br />I’m hopeful that I can create a video on a particular concept, from start to posted on YouTube, in perhaps 90 minutes. I imagine others could do it faster, but I’m a little bit of a perfectionist. And, because it’s been so long since I’ve taught Algebra, it’s probably taking me longer to do this as I not only try to figure out what the key points are, but also try to anticipate where students struggle. For a teacher that’s currently teaching Algebra, that would go much faster than it will for me.Karl Fischhttps://www.blogger.com/profile/11121548023409279686noreply@blogger.comtag:blogger.com,1999:blog-16660456.post-8223515505845120842010-04-21T09:19:17.987-06:002010-04-21T09:19:17.987-06:00@msufan – Thanks. Yes, the videos would be public,...@msufan – Thanks. Yes, the videos would be public, for whatever that’s worth.<br /><br />@monika hardy – Yeah, I was thinking of linking to additional resources, similar to what we’ve built <a href="http://arapahoe.littletonpublicschools.net/Default.aspx?tabid=9376" rel="nofollow">here</a>, just need to find the time.<br /><br />@michelleclarkepc – Thanks. I actually had some debates with myself about whether the video was interactive <i>enough</i>. I finally decided in the end that my basic premise with this is that I’m shifting the lecture to outside of class and most of the practice (and hopefully inquiry and fun stuff) to inside of class. Part of the “spin” for that is – you watch a video of no more than 10 minutes, including working 2 to 3 problems on your own that I then show you the answer for, but then you’re done. If I tried to add some interactivity to it, that defeats both the purpose of keeping this short and the idea that I don’t want them getting frustrated trying to practice too much when I’m not there to help. Having said that, I still might change my mind.<br /><br />@David Cox – Thanks. I looked briefly at yours after our assessment discussion and hope to find time to return to them and steal, ummm, build upon your work.<br /><br />@Steve J. Moore – Well, in case it’s not obvious, I’m still trying to figure out exactly what I’m going to do in class (blog posts coming soon with my ideas). My intention at the moment is that this mostly takes the place of lectures in class. Class will be a combination of a lot of things, including inquiry, exploration, group work and certainly some direct examples/instruction from me, but my hope is that these videos will serve as the primary “delivery” of information in a lecture format. We’ll see.<br /><br />@rlodan01 – Thanks for the feedback. See my comment to michelleclarekpc above in terms of why I decided to try to keep the videos as simple as possible. My plan is to do the multiple representation type stuff in class – when I have them face-to-face, with the video really just reinforcing the more traditional algorithm and the thought process they should go through. (Again, most of the time at least, the video will be after the exploration which would include the multiple representations when appropriate.)<br /><br />As far as the viewing guide, I’m not sure I’m ready to go quite that far. For the same reason of trying to keep it simple and short for students, and because I’m worried I already bit off more than I can chew for next year. I do plan to spend time at the beginning of the year stepping them through how to use the videos, and I certainly will also meet with individual students if they are having trouble. I’ll be providing them formatting/graphic organizer type information for what they put in their notebooks (recall the self-check part at the end of the video - they will be working those out in their notebooks, and perhaps additional notes prior to that in the video, still thinking about that). If my videos have a fairly consistent format (which is my plan), then they should hopefully have the strategies pretty much up front that will serve them well all year. Having said all that, I’ll certainly check out your links and see what I can “borrow.”<br /><br />@Benjamin – Thanks for the Pros and Cons, those help a lot to clarify the strengths and weaknesses. The “supported text” of the Monterey is the part that made me question doing this myself. I could go for that as well in my videos, but as I said in the post, that would increase my production time considerably and I’m just not sure I can pull it off. My hope is that my “supporting text” in some sense will be all the work we do in class. Still pondering.Karl Fischhttps://www.blogger.com/profile/11121548023409279686noreply@blogger.com