REGIONAL EDUCATIONAL LAB ~ REGIONAL EDUCATIONAL LAB ~ APPALACHIAAPPALACHIA

The Effects of Kentucky Virtual High School’s Hybrid Course in Algebra I on

Teaching Practices, Classroom Quality, and Adolescent Learning

On-Line CollaborationJanuary 2010 Series

Mathematical Discourse &

Classroom Visits

Goals for On-Line Collaboration

• On-line Collaboration using Horizon Wimba:• Share teaching strategies/resources,• Discuss planning instruction,• Analyze student work,• Share formative and summative assessment

instruments/strategies that move learning forward,

• Provide instructional structures where “feedback is focused on how students can improve related to learning goals,”

• Others as defined by teachers and as need to address issues in the field – including new learning that promotes student achievement.

Agenda

Technology Issues

December Results & Fall Stipends

Mathematical Discourse

School Visits

Sharing Strategies, Processes & Structures

Mathematical Literacy Strategies

- Vocabulary Development

- Writing to Learn

- Reading to Learn

- Academic Dialogue

- Technology

- Manipulatives

- Modeling

NCTM’s Communication Principle

The Council's Principles and Standards for School Mathematics (2000) states that communication should be nurtured and that math instruction should enable all students to – Organize and consolidate their mathematical thinking

through communication. – Communicate their mathematical thinking coherently

and clearly to peers, teachers, and others. – Analyze and evaluate the mathematical thinking and

strategies of others. – Use the language of mathematics to express

mathematical ideas precisely.

Strategy Integration

• What strategies do you currently use to encourage student dialogue?

• How do we create opportunities for students to have mathematical conversations about the content from the computer/virtual environment?

• What evidence of those conversations are you gathering to formatively assess student learning?

Articles

• Analyzing Classroom Discourse To Advance Teaching And Learning, ASCD

• A Writing Workshop In Mathematics Community Practice Of Content Discourse, NCTM

• Inquiry Discourse Mathematics Instruction, NCTM• Lessons From Mr. Larson An Inductive Model Of Teaching For

Orchestrating Mathematical Discourse, NCTM• Let's Talk Promoting Mathematical Discourse In The

Classroom, NCTM• Making The Most Of Mathematical Discussions, NCTM• Mathematical Discourse Its Like Hearing A Foreign Language,

NCTM• Never Say Anything A Student Can Say, NCTM• Teacher Orchestrated Classroom Arguments, NCTM• Using Mathematical Discourse To Support Learning Statistics,

NCTM

What Does The Research Say Regarding Mathematical Discourse?

From the article that you read:

• What is a new insight you garnered from the reading?

• What is one thing that connects with, or makes sense to you, regarding best practices that are standards for the Algebra I Hybrid Study?

Walkthrough Indicators for School Visits;

Standards for Providing Support Content Standards

Classroom Instructional Practice

Classroom Technology Practice

On-line Student Interaction

Collegial Support

http://www.kyvs.org/ Postings & Materials on Spotlight on Algebra

http://67.202.209.114 orhttp://kvhslive.wimba.comOn-line discussions with colleagues

http://hybridalgebra.wikispaces.com/ Postings, Materials, Discussions

Reminders

Office Hours; Monday (9-10 EST) & Tuesday (1-2 EST)

Help Line:- Bb: 866-590-9240- KDE, Paula White: 502-564-4772(#4512),

paula.white@education.ky.gov- KDE, Kari Welch: 502-564-4772 (#4501),

kari.welch@education.ky.gov- KDE, Grace Yeh: 502-564-4772 (#4537),

grace.yeh@education.ky.gov- Identify yourself as COHORT III HYBRID ALGEBRA

TEACHER

February 11, 2010, Thursday, 3:30 EST, On-Line Discussion:

Planning Hybrid Algebra instruction