advisory meeting december 2, 2010 new web-based tools to help students (and teachers!) who find stem...

Advisory Meeting December 2, 2010

New Web-based Tools to Help Students (and Teachers!) Who Find STEM Content Challenging

DynaBook DRK12 PI Meeting December 2, 2010

Smartgraphs and DynaBook Goals

Proposed Goals Develop digital resource for teachers and students Contribute to the preparation of pre-service math teachers and

professional development Exemplify the transformative potential of new approaches to

integrating technology, content, and pedagogy. Emergent Goals Extend and deepen UDL and TPACK Forge connections between Special Ed and General Math Ed Frame productive roles and synergies for evaluation in this kind

of design research

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Foundational Principles

• Interactive, Web-based Media– free, wide dissemination

• Universal Design for Learning (UDL) – better supporting the needs of diverse learners by providing multiple

means of representation, engagement, and expression

• Technological Pedagogical and Content Knowledge (TPACK) – technology integration, teachers understand how to relate concepts with

technologies, demonstrate creative pedagogical practice, and facilitate technology use in ways to teach content and skills with a student centered approach (Borko, Whitcomb, & Liston, 2009)


Rationale: Meeting the Needs of Today’s Mathematics and Science Classrooms

• Increasingly Diverse Classrooms

• General Education

• Special Education

• Collaboration

• Engaging Learning Environments for all Students


Students in today’s Classrooms


PerspectiveSynergies with Special Ed

Students with disabilities: Have diverse abilities and challenges Achieve at unacceptably low levels Cause many schools to miss AYP Challenge conventional approaches to teaching and learning

Value of Special Education Perspective From margins to the middle Focus on individualization, intervention, and progress monitoring General and special education teachers work side by side in schools Teacher shortages Special educators (and preservice special education) have both skill gaps

and strengths

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PerspectiveEmerging technological potential

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Cloud Computing

iPadNIMAS XML

YouTube

DSPACE

Semantic Web


Dynabook Development Team

Stanford Research Institute (SRI)

Center for Applied Special Technology (CAST)

Inverness Research, Inc

California State Universities• San Francisco State University• San Diego State University

Advisory Meeting December 2, 2010

DynaBook – Year 1


An Inspiration: The original “Dynabook”Alan Kay, circa 1972

Book Interactive models Collaboration, Inquiry

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DynaBook Advisory Meeting December 2, 2010

Target Audience: Preservice InstructionInnovation thrives when addressing unmet needs

Preservice• Little competition• Can assume laptops,etc.• University networks• Not bound by a particular

state’s standards • Institutional challenges

Classroom Teaching• Publishers active• Hardware still challenging• School networks• Standards and especially

tests limit innovation• Institutional challenges

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Target Content: Proportionality

Central to middle school mathematics Multiplicative Reasoning Transition from Arithmetic to Algebra See Draft Common Core, for example

Spans Strands• Number• Geometry• Algebra

Good dynamic representations available SimCalc Geometer’s Sketchpad Etc.

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Project Plan(Synopsis)

Year 1: Design and Prototype Development Year 2: Field Testing and Iterative Refinement Year 3: Additional Testing, Final Refinements, Dissemination

Advisory Meetings each year Development, Research and Evaluation each year

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Design Process - Key Features

Iterative Process Leverage of existing knowledge

UDL and TPACK as organizing constructs CAST electronic book framework Experience with SimCalc, Sketchpad

Authoring Tools Separate content from framework Eventually allow input from instructors

Stay grounded Build a concrete prototype Universities as co-design partners

Managing Creative Tension:Many Experts & Software Engineering

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Use Cases

Design

Development

Field testing


Our Prototype

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Key Design Principles and Features

Book Metaphor + “Tours” “Keep it real:” real textbook content, video cases Each chapters organized for teacher learning

Introduction, Compare Textbooks, Explore Cases, Do Interactive Math, Assess Your Knowledge

“Unfolding” Content: expands as you need it Dynamic Features: “stop & thinks” & dynamic representations Personalization Features: highlighter, notes, tags, …

See list of other candidate features in “discussion guide”

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Intended Content

Introductory Essays (with tours) Standards and Connections in Middle School Math UDL TPACK

Content Chapters (with parallel organization) Ratio Proportions Similarity Slope & Rate Linear Equations and their graphs

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Year 1 Activities and Milestones

Developed Team Developed Scenarios Developed Content and Technology Built Prototype: Dynabook 1 Feedback from Teacher Candidates Feedback from Advisors Redesign

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Focal Concets Area:Proportionality & Its Neighbors

StartingPoint isHere

Compare Student Textbooks Explore Student Cases Do Interactive MathIntroducing Ratio Assess Your Knowledge


Definitions


Representations


Compare Textbooks


Stop and Thinks


How Do I Say It?


Dynabook I

Creative Tension between General Education and Special Education

Advisory Board Meeting

Video and Understanding Classroom Diversity


Feedback from Candidates and Advisors: It’s Nice But…• General positive reactions to approach, stop and thinks, and

interactives but variable. • Concept map confusing.• Too book like.• Use of textbooks as a framework not compelling.• Structure too linear.• Way too much text.• Flexibility and dynamic learning model representation not

clear.• Desire for practical supports for lesson plans, homework,

assessments, activities, and sharing.• Too static.• Student thinking not well represented.


Parameters for Dynabook v2

• Dump the book.• Dump the concept map.• Less text, less text, less text.• More video, more video, more video.• Less content, better content.• Rich, engaging content.• Suggested tours and scaffolds for using Dbook.


What is Dynabook II?

• Not a textbook

• Not an eBook

• Not a website

• Not a “just in time” resource

• DYNABOOK is a new kind of resource that can extend the duration and intensity of students’ engagement with meaningful mathematical ideas


Dynabook II

Friendly Intuitive Interface• Less words

Multiple Entries• Efficient Use

UDL Tutorial• Learning and reinforcing UDL principles

Introduction to Universal Design for Learning (UDL)

You are here: Introduction > Universal Design for Learning > Introduction to UDLUniversal Design for Learning

Week 1: Do Math

Page Highlights

Page Notes

What is Universal Design for Learning?

Universal design for learning (UDL) is a set of principles for designing curriculum that provides all individuals with equal opportunities to learn. Grounded in research of learner differences and effective instructional settings, UDL principles call for varied and flexible ways to•Present or access information, concepts, and ideas (Multiple means of Representation), •Plan and execute learning tasks (Multiple means of Action and Expression), and •Get engaged--and stay engaged--in learning (Multiple means of Engagement)

d

Often curriculum--which includes the goals, methods, assessments, and materials we use to teach and learn--is "fixed" and inflexible. This turns individual differences into potential learning barriers as learners try to bend their individual styles, skills, and abilities to the curriculum's needs at the expense of genuine learning.

UDL turns this around: the curriculum is made flexible and customizable so that individuals can learn in ways that work best for them. A common aim of learning effectively and efficiently to high standards is achieved through many different means in the UDL curriculum.

Source URL:http://www.udlcenter.org/aboutudl/whatisudl

Stop & Think

What might be barriers for your students in learning Math?

Show Me

http://www.youtube.com/watch?v=UF0nq3MiqEI


Dynabook II: Multiple Entries

Instructor’s Notes

Video Cases

Ratio Interactives

Challenging Problems

Brief Introduction

You are here: Ratio > Instructor’s NoteInstructor’s Note

Week 1: Do Math

Page Highlights

Page Notes

Introduction text here

List of Contents • Page 2: What Ratio Means• Page 3: Application – How do I use it? • Page 4: Method – Comparison and Prediction • Page 5: Reasoning – Learning Progression• Page 6: Related Articles

Application – How do I use it?

You are here: Ratio > Instructor’s NoteInstructor’s Note

Week 1: Do Math

Page Highlights

Page Notes

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Team Win-Loss Ratio Class Composition

games, lost 3 (tied none); Team B won 9, lost 4 (tied none). Which team did better?

In school A, 3 out of every 5 students are female. If there are 100 students, how many are female?

Mixture (by Volume) Mixture (by Mass/Weight)

If you want to mix lemon juice to water in the ratio 2 to 5, and you have 1 cup lemon juice, how much water should you add to it?

Metal is called 14 karat gold when the ratio (by weight) of gold to the total metal is 14:24. How much gold is in a 120kg block of 14kt gold?

Ratios always involve a pair of quantities of the same type. There are different types of quantities, for example, counts and continuous quantities. Though you can use the same symbols for problem solving with either type, the different types may lead to different kinds of thinking. When teaching ratios look for a balance among the different kinds of quantities.

CountBelow are examples of quantities that are counts. The first counts the number of games won, and the second counts the number of female students.

Continuous MeasureIn the examples below measurements are of a continuous quantity, such as ounces of lemon juice (volume) or grams of gold (weight). The amount of lemon juice is a fractional part of the total liquid.

Geometry

Middle school students were asked to solve three different ratio problems (see Problems A, B and C below). These video clips are organized by problem.

While watching the videos pay specific attention to how the students are solving each problem. How might you characterize how the students reason through the problems in developing their solutions?

Problem A

In a certain school there are 3 boys to every 7 girls in each class. How many girls are there in a classroom with 9 boys?

Problem B

Crystal made Thousand Island dressing by mixing 6 ounces of ketchup in 20 ounces of mayonnaise. Joanne made Thousand Island dressing by mixing 3 ounces of ketchup in 10 ounces of mayonnaise. Were the dressings equally ketchupy or was one more ketchupy than the other?

Problem C

To make Italian dressing, you need 40 parts vinegar for 90 parts olive oil. How much olive oil do you need to make 65 ounces of Italian dressing?

You are in Ratio: VideosRatio

Page Highlights

Page Notes


Interactives: Table Tool, Bar Mixers

You are in Ratio: Challenging Problems : Measurement: 1Ratio

Page Highlights

Page Notes

Problem Title and Image Here

Week 3: Assignment

Transcript

Proper hydration is essential for any athlete striving to maintain performance during a training session or workout. Dehydration and over-hydration are both valid concerns for athletes who exercise for an extended period of time. It is important to drink water while training, but you also need to replace electrolytes lost through sweating.

Questions:1. Hands-on Question

2. Equation Question

3. Numeric Question

Container instructions:

Bottle size: 8 ounces

# Scoops 2.5 3 6 9

Fluid ounces of Water

20 ounces 24 ounces 48 ounces 72 ounces

S&T 1: This table is just like a ratio table that shows you how to maintain the proper ratio of powder power drink to ounces of water as you increase the quantity of power drink. A ratio table is a great way to explore how quantities change but the ration stays the same. While the ratio table provided by the manufacturer shows how to increase the quantities, they do not show you how to decrease the quantity. Start by looking at the patterns of number in the table.

S&T 2: Jenny asked her daughter, Norma, to mix up enough power drink for the two little bottles. She only told her that she should use 2.5 scoops for 20 ounces. Her daughter took the 16 ounce measuring cup and the two little bottles to the sink. There she stopped and told her mom that 20 ounces cannot fit into the 16 ounce measuring cup and she could not mix the drink like her mom wanted. Her mom asked her to use her math skills to figure out how much powder mix she would need to mix only 16 ounces of power mix. Norma said that she knew this was a ratio problem but could not remember the algebra equation. Her mom told Norma to think about how much of the 20 ounces of water would fit into the 16 ounce container. Norma laughed and said that you can’t put 20 ounces into a 16 ounce container. Her mom agreed that not all of the 20 ounces would fit but that a portion of it would fit. When Norma knew what portion of the 20 ounces of water would fit into the 16 ounce container, then she could use that same quantity to figure out what portion of the 2.5 scoops of powder she would need to add to the 16 ounces of water.

Jody

I am voting for not including this much information in the table and instead having a picture of the label. Then, we can put more information in the "Get Me Started."


Lessons Learned

Less really is more Listen to users Different views of the problem a strength Reading math is different – Implied Reader Research goals more modest

• More like museum exhibit• Noticing• Awareness

Productive project evaluation


Plans for Year 2

Complete Build of Dbook 2 by 2/2011 Pilot at SDSU and SFSU 2/2011-4/2011• Collaborative Action Research at Both Sites Advisor Meeting in 5/2011 Final Prototype revision

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We’re interested in your reactions to…

Overall Approach Is this a problem worth solving? Is our approach compelling? Is Dynabook an improvement over current practice? Would you implement Dynabook in a methods class? Process? Research?


PerspectiveIntegrating Content, Technology and PD

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Lightening and Ratio

http://www-rohan.sdsu.edu/nas/streaming/faculty/jbowers/Teach/Math_413/new_version/new_version.html

advisory meeting december 2, 2010 new web-based tools to help students (and teachers!) who find stem...

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