March 5, 2010 • 1 Comment
I gave a presentation I’m not very proud of at the Student Television Network conference in Anaheim yesterday. It did not go well. First off I want to apologize to the attendees of the session. I know the presentation is not what you were expecting. Not was it up to the standard that you would have, or I would have, expected to see at a conference such as STN. I did try to give a few excuses at the session. But in the end I was not prepared for the circumstances I was presented with. Things I expected to have a resources were not available. The plan was to have the attendees work with Dreamweaver and WordPress to start their path on creating a website for their video/broadcasting clubs. The plan fell apart because of a lack of wireless connection for the computers the attendees were to use. My scrambling skills were tested. They didn’t pass.

This was a good lesson for me. Always be prepared with a backup plan when presenting. Teachers/students attending conferences deserve quality presentations. Next time I’ll be prepared for more than just the expected set of circumstances/resources. Again my apologies to the attendees. I’ll be better next time.

Category: Web Design Tagged: broadcasting, Dreamweaver, STN, video, wireless, Wordpress

March 2, 2010 • No Comments
Presentation to be given in Anaheim, CA on March, 4, 2010 at the Student Television Network Conference.

Category: Web Design Tagged: Dreamweaver, schooltube, Teachertube, Wordpress

December 14, 2009 • No Comments
The results of having students taking beginning Algebra notes with an online book this year has been positive in comparison to students of the last two years that have used the same textbook. This year’s students are doing well in terms of test scores and overall grades. The average overall student percentage for the first semester has been 85% (give or take a tenth or two) over the last two years. This year’s students are at 85.5%. The number of students that my classes usually start with 35-38 students per 8th grade Algebra 1 class and end the semester with about 28-32 per class. The classes I’ve taught this year have been right within the average of students who have stayed in the two-semester Algebra class. (We do offer a three-semester beginning Algebra class for 8th grade students.)

Not all students are using the note taking feature of the online book. Some are using paper notebooks to write out their notes. But even these students do not scramble to copy the examples down. What I have noticed is that students are beginning to take actual notes and not just copying problems or examples from the whiteboard or projection screen. It shows when the class is going over their homework questions. While I still get the questions in number form (i.e. number 26, please), students recognize that they are not just going to see their teacher do the work and copy that work into their “notes”. They are led through the problem looking at their work. Most find their errors quickly. I’ve found less and less need to “do” problems on the board. The “doing” happens as the students look at their work, correcting their own mistakes.

I see the previous as a result of the students’ experience of following along with the examples in the text with the PowerPoint presentations during class everyday. Only time, the students’ understanding of Algebra during the remainder of this year, their ability to succeed in Algebra II in two-years, and their standardized test scores will tell if teaching beginning Algebra in a computer lab has been effective. So far, it has been.

Category: Algebra Tagged: Algebra, Computer Lab, Online Textbook

November 17, 2009 • No Comments
The Math Club at Placerita recently finished the American Math Challenge, an online mathematics competition. Unfortunately, none of our students earned a top 100 award. Or anywhere close to the top 100 for that matter. I’m wondering if some schools and classes used their class time to participate in this competition. While this not outside the realm of useful class time, our students in the math club are part of an after school club that does not have daily meeting times such as a regular class does.

Participation does have it’s rewards for students. Sometimes students just don’t see the point of participating against seemingly insurmountable odds. I’m wondering if there is a need to participate in this competition next year. My students seem less interested in competing now that before the competition started. I understand that as an after school activity a student who participates will be a student who participates in many other extra-curricular activities. Which will leave them without the abundant amount of needed to do well in a competition like this. I just do not want to discourage students who willingly choose to study mathematics as an extra-curricular activity. I think this competition deflated the balloon a bit.

I hopeful our next competition will go better. Putting some air back in the proverbial balloon.

Category: Uncategorized Tagged: American Math Challenge

October 19, 2009 • 2 Comments
Over the last year and a half our school has been going under “Modernization”. As a result of the classroom upgrades, my classroom moved into a new and very large computer lab classroom in February. Very large as compared to the last computer lab which was housed in a portable. In addition to teaching computer classes in this lab I also teach Algebra. During the 2008-09 school year the students used their online version of the textbook to begin their homework insead of getting out a traditional paper book. We experimented with using the PowerPoint presentations as lectures during the second semester. Students were still taking notes “the old-fashioned way,” using pencil and paper.

I’m concerned with the amount of time it actually takes students to copy down notes and examples into their notebook. In my previous computer classroom the students had tables in the room to take notes on. During last semester, after moving into the new computer classroom, I noticed that students were constantly turning from the front of the room to look at the projection screen or whiteboard then back to where they were writing their notes. I did not feel that I had the students undivided attention. This may have always been the case. It was just a bit disconcerting to see the students’ heads constantly turning to get the notes/examples written in the notebooks. Realizing this I thought back to a traditional classroom setup with student desks lined up in columns. I wondered if the students were as divided in their attention then. From a couple of conversations with students this was confirmed.

Over the summer break I made a decision to try to alleviate this division in the students’ attention. The students should feel more involved and hopefully learn more by engaging in conversation with the class about the concepts and examples. The examples that are used in our text’s PowerPoint presentations are the same as the textbook. This saved me some considerable time. I did not have to create the PowerPoint presentation. These presentations are available from the publisher’s website for the students and parents to view.

So, this school year I’m not using the whiteboard to show examples on a daily basis. I’m using the PowerPoint presentations almost exclusively. Since the examples in the presentation are the same as in are shown in the textbook, students do not need to divide their attention between writing the examples down and conversing about the concepts. Any extra concepts, or concepts I wish to explain a little differently from the text, I just create my own presentation that I’ll post on the online gradebook for the students to download.

More importantly the online textbook gives the students the ability to type notes on the pages of the text. These notes consist of statements I instruct the students to put there, questions the students have from their pre-reading, statements other students said that explained the concept in a way that made the student taking the notes understand, etc. The notes students take are saved on the publisher’s website. Students access their textbook after logging in to the site. The notes students take are there for the entire time their login is active. The only downside of this is that once their login is no longer active the student loses access to their notes.

Students in my Algebra classes are not required to take notes using the online textbook. They may use pencil and paper if they choose. Not all students have a computer with internet access at home. This may be a time to talk about one laptop per student, but I’ll refrain. As I explained to the students during the first week of school and to the parents on Back-to-School night, I think there is a distinct advantage to not be constantly copying notes/examples while trying to listen to a teacher and classmates while trying to formulate questions to ask about the concept. I’m hoping that students will leave class with more questions answered about the algebraic concepts they are learning than in previous years.

So far this year I’ve noticed a reduction in homework questions with similar exam scores as in previous years. On a funny note, the only drawback to this online textbook is they have a highlighter in addition to the note taking ability. Some students do tend to play with the highlighter when they are supposed to be working on their homework. Although I wish this would not happen it is much better than students marking up a paper textbook. I only have six copies of the Algebra textbook in my room. All other teachers on my campus have a full class set of 36-37. The texts in my room are still in pristine shape after a year and a half. Students still have a paper notebook they bring to class. The notebook is used to try guided practice examples and their homework. Now student notebooks last 2-3 times as many days as before without the notes/examples in them.

I’m sure there are many ideas I have not stated here. Ideas both pro and con about doing away with pencil and paper note taking. I only have experience with the text my district uses. I’m sure other publishers have online texts with many of the same capabilities as the text we use. I do not wish to advertise one publisher over another, so I’ve not stated which text we use. Please comment and ask questions.

Category: Algebra ,Ed Tech Tagged: Algebra, Online Textbook