Connecting the Unconnected: Solutions for Creating Engaging Content in the 21st Century Math Classro

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Connecting the Unconnected Solutions for
Creating Engaging Content in the 21st Century
Math Classroom

• Todd A. Fishburn
• www.seaford.k12.de.us/it/dinj.htm

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My Reality Check Bounced!

• I watched his face (Samuel F.B. Morse) closely
  to see if he was not deranged, and was assured by
  other Senators as we left the room that they had
  no confidence in it either.
• - Senator Oliver Smith of Indiana, 1842,
  after witnessing a first demonstration of the
  telegraph

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My Reality Check Bounced!

• Well informed people know it is impossible to
  transmit their voices over wires, and even if it
  were possible, the thing would not have practical
  value.
• Editorial in the Boston Post, 1865

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My Reality Check Bounced!

• Theres a lunatic in the lobby who says hes
  invented a device for transmitting pictures over
  the air. Be careful, he may have a razor on
  him.
• Editor of the London Daily Express, commenting to
  a staffer on someone who had asked to see a
  reporter and was waiting downstairs, exact date
  unknown

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My Reality Check Bounced!

• Computers in the future may weigh no more than
  one and a half tons.
  
• Popular Mechanics, 1949

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My Reality Check Bounced!

• But whatis it good for?
• Engineer at the Advanced Computing Systems
  Divisions of IBM, commenting on the microchip,
  1968
  
• There is no reason anyone would want a computer
  in their home.
  
• Ken Olson, president, Chairman, and Founder of
  Digital Equipment Corporation, 1977
  

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Connecting the Unconnected Solutions for
Creating Engaging Content in the 21st Century
Math Classroom

• Todd A. Fishburn
• www.seaford.k12.de.us/it/dinj.htm

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• Technology does not necessarily improve
  education. Take a simple innovation like the
  pencil One can use it to write a superlative
  essay, to drum away the time, or to poke out
  someones eye.

Shirley Veenema Howard Garner
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Todays Agenda

• Disclaimer
• Glasser
• Get to know
• ZPD
• LoTi Review the quick version
• Support Tools
• Choice
• Readiness
• Organizers
• Multiple Intelligences
• Technology support tools
• Wrap up!

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Disclaimer

• It may not be WHAT we are teaching (curriculum),
  but HOW we are teaching!
  
• Emphasis on critical thinking and multiple
  solutions (open-endedness)
  
• Information Overload grab at least 3 (see
  handout)

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Tips for Technology Using Teachers

• Think differently step outside the box!
• Be kind to techies!
• Have a plan B, C, D.
• Dont be afraid of 7 year olds who know more than
  you do!
  
• Practice

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We Remember.
Glasser, 1990
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We Remember.

• So what does this mean to your teachers?

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Introductions Todd Fishburn
Marley - daughter
Gardening
canoeing
Technology
Handheld computers
Todd
Ed.D
Family
Reading
Steelers
cooking
Christina - wife
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But enough about me
Now Share
3 Minutes
Now its your turn!
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Zone of Proximal Development (ZPD)

• Lev Vygotskys Social Development Theory
• Vygotsky (1978) maintained the child follows the
  adult's example and gradually develops the
  ability to do certain tasks without help or
  assistance. He called the difference between what
  a child can do with help and what he or she can
  do without guidance the "zone of proximal
  development" (ZPD).

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Excerpted from R.G. Tharp and R. Gallimore
(1988). Rousing minds to life (p.35).Reprinted
with the permission of Cambridge University
Press.
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ZPD - Scaffolding

• Scaffolding is an instructional technique whereby
  the teacher models the desired learning strategy
  or task, then gradually shifts responsibility to
  the students.
• Scaffolding supports ZPD as learning tools,
  people, and resources
  
• What are some tools (scaffolding) that can
  support students to be successful in the math
  classroom?
  

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Tools to serves asScaffolding

• Research (searching)
• Web page evaluation
• PowerPoint
• Multi-media ethics
• Visual Literacy
• 21st Century Technology
• Publishing
• Feedback
• Graphic organizers
• Talking about thinking
• Reflection
• Differentiated Instruction

• Modeling
• Guided practice
• Its temporary
• Negative scaffolding
• Safe environment
• People (classmates, parents, teachers, ETC)
• Subtle hints
• Prompts
• Nudging
• Electronic resources
• Vocabulary
• Index cards
• Multiple Intelligences
• Choice
• Multiple assessments
• Student readiness

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Tic-Tac-Toe
Math concept
Scaffolding tools
Culminating activity
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Tools to serves asScaffolding

• Research (searching)
• Web page evaluation
• PowerPoint
• Multi-media ethics
• Visual Literacy
• 21st Century Technology
• Publishing
• Feedback
• Graphic organizers
• Talking about thinking
• Reflection
• Differentiated Instruction

• Modeling
• Guided practice
• Its temporary
• Negative scaffolding
• Safe environment
• People (classmates, parents, teachers, ETC)
• Subtle hints
• Prompts
• Nudging
• Electronic resources
• Vocabulary
• Index cards
• Multiple Intelligences
• Choice
• Multiple assessments
• Student readiness

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Three Components of Effective Technology
Integration

• 1 Critical Thinking Students should be
  engaged in higher level thinking while using
  technology
  
• 2 Content Students should gain content
  knowledge while working with technology
  
• 3 Technical Skills Students should gain
  technical skills while using technology
  (keyboarding, imaging, cutting/pasting,
  searching) to acquire 21st Century Work Skills

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LoTi Levels of Technology Implementation
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Cool Tools to Support the Math Classroom
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Choice A Great Motivator

• Modes (multiple) of assessment
• Partners
• Roles
• Variety
• Personal word lists
• Design a day
• Bloom Days

• Student generated writing prompts
• Where to sit
• Order of tasks
• Negotiate rubrics
• Author studies
• Work alone or together
• Due dates

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Menu Planner For _____________ Due __________
All items in the main course and specified of
side dishes must be completed by the due date.
You may select among the side dishes and you may
decide to do some of the desserts as well.
Main Course (complete all)
Side dishes (select ____)
Desserts (optional)
How to Differentiate Instruction in Mixed-Ability
Classrooms, Carol Ann Tomlinson, 2001
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Carousel Activities

• Builds on the knowledge of the entire group

• Review for an assessment in the computer lab
  (or classroom computer), students open a word
  processor and type for 5 minutes what they know
  about the particular topic
• Switch computers, and read the content and add to
  it
  
• Continue
• Print
• Use music to signal the stop and switch

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Carousel
Student Outcomes or Product
Student
Student Outcomes or Product
Student
Student
Student
Student
Student
Student
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Hey you! Get and Keep In Shape

• Turn off your computer talk to others
• Listen to music
• Eat pancakes for dinner
• Become ambidextrous work both sides of your
  body
  
• Use all your senses
• Explore do something new
• Exercise
• Eat Sushi

Get Your Brain in Shape, Crute, Sheree, NEA Today
April 2005
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Jigsaw
Student Roles
Student Roles
Principles of Good Practice.What works!
Student Outcomes or Product
Student Roles
Student Roles
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Readiness Grouping
Group 2 Students with some understanding of th
e
skill or concept
Group 1 Students who are struggling with the
concept or skill


Group 3 Students who understand the skill or con
cept

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• Exit Cards Decimals Fractions
• Name __________________________ Date
  ________________
  
• How is a decimal like a fraction?
• How are they different?
• Whats a light bulb moment for you as you
  thought about fractions and decimals?
  
• Create a crazy scenario applying todays
  concepts.
  

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3-2-1 Card
Name _______________________ Date
______________ 3 things I learned from the fric
tion lab. 2 questions I still have. 1
way I see friction working in the world around
me..
Tomlinson, Carol Ann. "A Look at Differentiation
at the Middle and High School Levels." Seaford
School District. , Seaford. April 2005.
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Student Feedback Sheet (cooperative groups)

• Today, the topic that we investigated.
• My teacher should give me 5 4 3 2 1 (circle
  one) bonus points today because
  
• One thing I learned from my partner (s) was
• I could also use this information to/in
• The neatest thing I did today was
• One thing that I am still wondering about is
• A song or a movie that will remind me of today
  is________ because .

Dr. Paul Vermette, Niagara University
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Way Out Cards

• Cable I got it and my connection is
  blazing!
  
• DSL I get it for the most part, but I still
  havequestions (some downloads are slow).
  
• Dial-up I still dont get it (I cant
  connect)!

Or.Dip Stick Check full, half full, need
oilOr.Beaker Check full, half full,
emptyOr.create your own specific to your
content area
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Student Readiness
Knowledge Rating

• Never heard of before
• Heard of this, but unsure
• Know about this and how to use it

_____ Direct Noun _____ Direct object pronoun __
___ Indirect object _____ Indirect object pronoun
_____ Adjective _____ Add yours here ________
__________________________
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Directions Complete the chart to show what you
know about Jazz. Write as much as you can.
Jazz Music
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Kinesthetic Board
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21st Century Nursery Rhymes

• Jack be nimble,
• Jack be quick
• Jack jump over
• The candle stick.

• Jack be nimble,
• Jack be quick
• Jack browse, surf,
• And double-click.

21st Century
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21st Century Nursery Rhymes

• Rain, rain, go away,
• Come again another day,
• Little Johnny wants to play.
• Rain, rain, go to Spain,
• Never show your face again.

• Pop-up, Pop-up go away
• Come again some other day,
• All I want is to view this site.
• Pop-up, Pop-up, go to Spain,
• Never show your face again.

21st Century
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21st Century Nursery Rhymes

• Hickory, Dickory, Block!
• The network made a lock.
• The site froze up,
• The network went down,
• Hickory, Dickory, Block!

• Hickory, Dickory, Dock!
• The mouse ran up the clock.
• The clock struck one,
• The mouse ran down,
• Hickory, Dickory, Dock.

21st Century
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21st Century Nursery Rhymes

• Star light,
• Star bright,
• First star
• I see tonight,
• I wish I may, I wish I might,
• Have the wish
• I wish tonight.

• Giga-byte,
• Giga-byte,
• First giga,
• I used tonight,
• I wish I may, I wish I might,
• Have the wish
• Of more giga-byte.

21st Century
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• Multiple Intelligences
• What do you know?

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Multiple Intelligences Inventory
http//surfaquarium.com/mi/inventory.htm
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MI Inventory

• Key
•  
• Section 1 This reflects your Naturalist
  strength
  
• Section 2 This suggests your Musical strength
• Section 3 This indicates your Logical strength
• Section 4 This illustrates your Existential
  strength
  
• Section 5 This shows your Interpersonal
  strength
  
• Section 6 This tells your Kinesthetic strength
• Section 7 This indicates your Verbal strength
• Section 8 This reflects your Intrapersonal
  strength
  
• Section 9 This suggests your Visual strength

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• I like this class because theres something
  different going on all the time. My other
  classes, its like peanut butter for lunch every
  single day. This class, its like my teacher
  really knows how to cook. Its like she runs a
  really good restaurant with a big menu and all.
• Vary your delivery, allow students to show you
  they know the material in different
  ways.differentiate!

• Comment from a course evaluation written by a 7th
  grader

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The Teacher!

• Know your strengths and weaknesses as a teacher
  reflection
  
• Give teachers choices
• Trusting climates (for teachers and students)
• By saying nothing, we are saying something
• Learners need time to share their ideas/thoughts
• Share your enthusiasm with your learners
• Learn with
• With hold information Upward Learning -
  Empowerment
  
• Dont talk so much
• Fib

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So.what are some things you can do?
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Web Resources

• Surveys
• www.zoomeragn.com
• www.surveymonkey.com
• www.supersurey.com
• www.coolsurveys.com

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www.ikeepbookmarks.com/lotischools
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http//illuminations.nctm.org/
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www.ies.co.jp/math/java/index.html
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www.quickmath.com/
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www.itrc.ucf.edu/mssites/math.html
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Winners of the worst analogies, high school
essay contest

• Her vocabulary was as bad as, like, whatever.
  (unknown)
  
• Her date was pleasant enough, but she knew if her
  life was a movie this guy would be buried in the
  credits as something like Second Tall Man.
  (Russell Beland, Springfield)

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Winners of the worst analogies, high school
essay contest

• McBride fell 12 stories, hitting the pavement
  like a Hefty bag filled with vegetable soup.
  (Paul Sabourin, Silver Spring)
  
• He was as tall as a six-foot three-inch tree.
  (Jack Bross, Chevy Chase)

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Winners of the worst analogies, high school
essay contest

• He spoke with the wisdom that can only come from
  experience, like the guy who went blind because
  he looked at a solar eclipse without one of those
  boxes with a pinhole in it and now goes around
  the country speaking at high schools about the
  dangers of looking at a solar eclipse without one
  of those boxes with a pinhole in it. (Joseph
  Romm, Washington)

www.jasonohler.com/resources/educ-wisdom.cfm
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Blogging

• A blog is a lot like an online journal or
  diary..has a chat room feel
  
• Teacher moderates
• Examples.daily/weekly reporter, journaling,
  teacher generated writing prompts, collaboration,
  principal blogs, student council minutes, PTO,
  art projects, ETC
• See www.seaford.k12.de.us/it

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Multimedia Scrap Book

• Open-ended topic that is student-centered
• Use cooperative groups
• Negotiate the rubric with students
• Let them go!

• Photos
• Maps
• Stories
• Facts
• Quotes
• Sound
• Video
• Blogs

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The Ultimate Refrigerator

• Publishing on the web!
• Wikis
• www.wikispaces.com
• Questions? E-mail me
• tafishburn_at_comcast.net

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Web Site Evaluation
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Video

• Unitedstreaming.com
• 40,000 video clips
• 2,800 images
• Videos can be downloaded, streamed, added to my
  play list
  
• Create authentic tasks built around these videos,
  dont just create another comprehension
  worksheet
  

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Handhelds

• 20 of the cost of a laptop
• 80 of the functionality

www.seaford.k12.de.us/hh www.seaford.k12.de.us/ma
hc
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Wrap Up!

• Share with a neighbor something you learned
  today..
  
• What do you need help with?

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OK then!

• ZPD
• Differentiated Instruction
• Multiple Intelligences
• Student Readiness
• Few Computer Classroom
• Lesson Development
• Using the Internet to support content
• Graphic Organizers
• Cooperative Learning
• Assessment Building
• Extreme Technology Makeovers
• LoTi Mentor Certification

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A Connection.

• Push me! See how far I go!
• Work me till I drop. Then pick me up.
• Open a door and make me run to it before it
  closes.
  
• Teach me so that I might learn, then let me enter
  the tunnel of experience alone.
  
• And when, near the end, I turn to see you
  beginning anothers journey,
  
• I shall smile.

How to Differentiate Instruction in Mixed-Ability
Classrooms, Carol Ann Tomlinson, 2001
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www.seaford.k12.de.us/it/dinj.htm

• tafishburn_at_comcast.net

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Principles of Good Practice
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Principles of Good Practice

• Good Practice 1 - encourages frequent contact
  between students and teacher
  
• Increases motivation and involvement
• Show a genuine interest in the students (show you
  care)
  
• Model appropriate behaviors and skills (practice
  what you preach)
  
• Builds relationships
• Find learner interests

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Principles of Good Practice

• Good Practice 2 - develops reciprocity
  cooperation among students
  
• Learning is enhanced in team efforts
• Good work is collaborative and social, not
  isolated and competitive (model)
  
• Sharing ones ideas and responding to others
  improves thinking and deepens understanding
  
• Increases communication and social skills
• No one and done!

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Principles of Good Practice

• Good Practice 3 - uses active learning
  techniques
  
• Learning isnt a spectator sport
• Students must talk, reflect, relate and apply
  learning experiences
  
• They must make what they learn part of
  themselves
  
• Authentic learning experiences
• Multiple intelligences

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Principles of Good Practice

• Good Practice 4 - gives prompt feedback
• Knowing what you know and dont know focuses your
  learning
  
• Students need frequent opportunities to perform
  and receive feedback
  
• Students need chances to reflect what they have
  learned, what they still need to learn, and how
  to assess themselves

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Principles of Good Practice

• Good Practice 5 - communicates high
  expectations
  
• Expect more and you will get it

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Principles of Good Practice

• Good Practice 6 - respects diverse talents and
  ways of learning
  
• Many roads lead to learning
• Students need opportunities to show their talents
  and learn ways that work for them
  
• Differentiated instruction

Chickering, Arthur C. and Stephen C. Ehrmann.
Implementing the Seven Principles Technology as
a Lever. AAHE Bulletin
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What do students want?

• Programs that teach keyboarding, computer, and
  Internet literacy skills
  
• Better availability of online information that is
  free and accessible without undue limitations on
  students freedom
  
• Educators to understand that the digital divide
  creates inequities among students
  

The Digital Disconnect, Pew Internet and American
Life Project 2002
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8 Shifts of Interactive Learning

• From linear to hypermedia learning
• From instruction to construction and discovery
• From teacher-centered to learner centered
  education
  
• From absorbing material to learning how to
  navigate and how to learn
  
• From school to life-long learning
• From one-size-fits-all to customized learning
• From learning as a torture to learning as fun
• From the teacher as transmitter to the teacher as
  facilitator and coach
  

Tapscott, Don. Growing Up Digital The Rise of
the Net Generation. New York McGraw-Hill. 1998.

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What we know about learners

• We know that learning happens best when a
  learning experience pushes the learner a bit
  beyond her independence level (Howard 1994,
  Vygotsky 1966).

• We know that motivation to learn increases when
  we feel a kinship with, interest in, or passion
  for what we are attempting to learn (Piaget,
  1978).

LoTi Levels 4-6
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Authentic Tasks
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Authentic a definition

• Conforming to fact and therefore worthy of trust,
  reliance, or belief an authentic account by an
  eyewitness.
  
• Having a claimed and verifiable origin or
  authorship not counterfeit or copied an
  authentic medieval sword.

• If the teachers negotiates the task with
  students, the task becomes more
  authenticnegotiate rubrics!

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Authentic What does it look like?

• Realistic task or event
• Task transfer
• Interconnectedness
• Students identify with problem and become
  actively involved in generating a solution
  
• Searching for meaning
• Tasks are something an adult would do

• Eliminate fear of failing, yet challenge the
  learner
  
• Self criticism
• Make an emotional connection (the learner to the
  task)
  
• Let the students uncover, then you cover
• Allow student responses to drive lessons, shift
  instructional strategies and alter content
  Upward Learning
  

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Authentic What does it look like?

• Walls become transparent
• Call the actual tasks into question
• Pull the rug out!
• Introduce experiences that are _at_ odds with
  student perceptions
  

• Examples
• Mulch
• PowerBall
• Playground erosion
• Simple machines pulley to lift heavy materials
  (kit) to a shelf
  
• Local Events
• School/Classroom Issues

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Authentic What does it look like?

• 1st grade students do posters
• When students know that they will be displayed at
  parent night, the task becomes authentic
  

• A planned trip around the world
• Actually take the trip or someone in the learning
  environment takes the trip (a students family
  trip, the teachers spring break trip, ETC)

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Performance Analysis

• What we want, what we have, the difference is our
  performance analysis
  
• Students need to do a performance analysis during
  authentic tasks
  

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Visual Impact in the Digital World
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Student Feedback Sheet (cooperative groups)

• Today, the topic that we investigated.
• My teacher should give me 5 4 3 2 1 (circle
  one) bonus points today because
  
• One thing I learned from my partner (s) was
• It was really interesting to learn that
• The neatest thing I did today was
• One thing that I am still wondering about is
• A song that will remind me of today is________
  because .

Dr. Paul Vermette, Niagara University
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www.seaford.k12.de.us/it

• tfishburn_at_seaford.k12.de.us