secondary math sci tech day1

7/31/2019 Secondary Math Sci Tech Day1

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Day 1Amber Evenson

Lead ConsultantMcREL


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If you have not already done so, please

go to https://www.google.com/accountsand set up a Google account. You will

need an email address that you can

access today but it does not have to be aGmail address. Then see if you have

access to

sites.google.com/site/506labettecounty.If you do not, see the workshop facilitator

(Amber Evenson) so that she can share

the workshop webpage with you. 2
https://www.google.com/accountshttps://www.google.com/accountshttps://www.google.com/accountshttps://www.google.com/accountshttps://sites.google.com/site/506labettecountyhttps://sites.google.com/site/506labettecountyhttps://www.google.com/accountshttps://www.google.com/accountshttps://www.google.com/accountshttps://www.google.com/accounts


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Agenda Day 1

3

8:00 a.m. Welcome & Introductions8:15 a.m. Introduction to the Google site

8:45 a.m. Why use instructional technology? research and purpose

9:30 a.m. BREAK

9:45 a.m. Introduction to the New National Framework for K-12 Science Education

10:45 a.m. Using the Common Core State Standards Mathematical Practices withtechnology

11:15 a.m. Practice 1. Using technology to make sense of problems and persevere insolving them

11:45 a.m. LUNCH

12:30 p.m. Practice 2. Using technology to reason abstractly and quantitatively

1:45 p.m. BREAK

1:55 p.m. Practice 3. Using technology to construct viable arguments and critiquethe reasoning of others

2:50 p.m. Wrap-up and Preview of Day 2
http://www.nap.edu/catalog.php?record_id=13165http://www.nap.edu/catalog.php?record_id=13165http://www.nap.edu/catalog.php?record_id=13165http://www.nap.edu/catalog.php?record_id=13165


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Agenda Day 2

4

8:00 a.m. Practice 4. Using technology to model with mathematics and science

9:45 a.m. BREAK

10:00 a.m. Practice 5. Use appropriate tools strategically

10:30 a.m. Practice 6. Using technology to attend to precision

11:30 a.m. LUNCH

12:15 p.m. Practice 7. Using technology to look for and make use of structure

1:15 p.m. Practice 8. Using technology to look for and express regularity inrepeated reasoning

1:50 p.m. BREAK

2:00 p.m. Connecting practices to the Standards for Mathematical and ScienceContent

2:30 p.m. Preview of the guaranteed and viable curriculum development process

2:50 p.m. Wrap-up and evaluation


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Organizing Our Tools

5

Big 3 Plug-ins:

* Java

* Shockwave

* Flash

Presentationpdf &

Google Site

Computersconnected to

wifi


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Operating Norms

1. Be Open-minded to new ways ofteaching with instructional technology

2. Be Flexible when things dont workas planned

3. Be Helpfulto others as they learn

about technology applications

4. Contributeyour ideas and questions

6


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Log on to your Googleaccount and find your sites

Go to www.google.com and log into your account in theupper right corner of the browser window.

Find 506 Labette Countyunder your Sites and choose it.

7
http://www.google.com/https://sites.google.com/site/506labettecounty/http://www.faviconblog.com/wp-content/uploads/GoogleSitesLogo.pnghttps://sites.google.com/site/506labettecounty/https://sites.google.com/site/506labettecounty/http://www.google.com/


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Why use instructional technology?

8


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Effects of Technology on Students' Achievement:A Second Order Meta Analysis

by R. M. Tamim, Hamdan Bin Mohammed e-University, R. M. Bernard, E.Borokhovski, P. C. Abrami, & R. F. Schmid, Concordia University, Review

of Educational Research, March 2011

574 individual effect-sizes (60,853

participants) were extracted from 13meta-analyses. The weighted meaneffect-size of 0.304 supported thefindings of the second-order meta-

analysis. The results consistentlyrepresent a medium strength effect-size, favoring the utilization oftechnology.

9


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A Meta-Analysis of the Effects of Computer Technologyon School Students' Mathematics Learning

by Li, Qing and Ma, Xin, Educational Psychology Review, 2010

A meta-analysis of 85 independenteffect sizes extracted from 46 primary

studies involving a total of 36,793learners indicated statisticallysignificant positive effects of computertechnology on mathematics

achievement.

10


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The Effectiveness of Education Technology forEnhancing Reading Achievement: A Meta-Analysis

by Slavin, Robert E. and Cheung, Alan C. K.,Johns Hopkins University and University of York, 2011

85 studies based on over 60,000participants were analyzed. The findings

suggest that education technologygenerally produced a positive effect incomparison to traditional methods. Theeffects may vary by education technology

type. Innovative technology applicationsand integrated literacy interventions with

the support of extensive professionaldevelopment showed more promising

evidence. 11


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BREAK TIME

12


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Introduction to the new nationalFramework for K-12 Science

Education

13
https://sites.google.com/site/506labettecounty/home/NationalScienceFrameworks.pdf?attredirects=0&d=1https://sites.google.com/site/506labettecounty/home/NationalScienceFrameworks.pdf?attredirects=0&d=1http://www.youtube.com/watch?v=aF5bCOIGd5whttps://sites.google.com/site/506labettecounty/home/NationalScienceFrameworks.pdf?attredirects=0&d=1https://sites.google.com/site/506labettecounty/home/NationalScienceFrameworks.pdf?attredirects=0&d=1https://sites.google.com/site/506labettecounty/home/NationalScienceFrameworks.pdf?attredirects=0&d=1https://sites.google.com/site/506labettecounty/home/NationalScienceFrameworks.pdf?attredirects=0&d=1


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Using the Common Core StateStandards Mathematical Practices

with technology

14

5. Use appropriate tools strategically.Mathematically proficient students consider the available tools when

solving a mathematical problem. These tools might include, a

calculator, a spreadsheet, a computer algebra system, a statisticalpackage, or dynamic geometry software. When making mathematical

models, they know that technology can enable them to visualize the

results of varying assumptions, explore consequences, and compare

predictions with data. Mathematically proficient students at various grade

levels are able to identify relevant external mathematical resources, suchas digital content located on a website, and use them to pose or solve

problems. They are able to use technological tools to explore and deepen

their understanding of concepts.

http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice


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Practice 1. Using technology tomake sense of problems and

persevere in solving themOpening Activity: Wordle Concept Introduction

Watch as your facilitator creates a word cloud of "Photosynthesis"using the printable version of the Photosynthesis article on Wikipedia

and http://www.wordle.net/create. Assist your facilitator in choosing meaningful words to keep and trivial

words to discard.

How does this sort of activity help students begin to learn a difficultconcept?

What would the difference be in using it at the beginning of a lessonas opposed to the end of a lesson?

Pair with a neighbor and discuss your answers to these questions.

Try it out with a partner using a difficultterm/concept one of you needs to teach to students.

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http://en.wikipedia.org/w/index.php?title=Photosynthesis&printable=yeshttp://www.wordle.net/createhttp://www.faviconblog.com/wp-content/uploads/GoogleSitesLogo.pnghttp://www.wordle.net/createhttp://en.wikipedia.org/w/index.php?title=Photosynthesis&printable=yes


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persevere in solving themActivity: Educational Games

Set up an account athttps://www.dimensionu.com/students/signup

and play one of the two games. If your computer is not compatible with this

game, you could play an alternative game fromhttp://delicious.com/mattscottkuhn/S-Mathematics+Games.

How does this sort of educational game helpstudents persevere in their problem solving?Answer this question in a comment on the 1Spage onhttps://sites.google.com/site/506labettecounty.

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https://www.dimensionu.com/students/signuphttp://delicious.com/mattscottkuhn/S-Mathematics+Gameshttp://delicious.com/mattscottkuhn/S-Mathematics+Gameshttps://sites.google.com/site/506labettecountyhttp://www.faviconblog.com/wp-content/uploads/GoogleSitesLogo.pnghttps://sites.google.com/site/506labettecountyhttp://delicious.com/mattscottkuhn/S-Mathematics+Gameshttp://delicious.com/mattscottkuhn/S-Mathematics+Gameshttp://delicious.com/mattscottkuhn/S-Mathematics+Gameshttps://www.dimensionu.com/students/signuphttps://www.dimensionu.com/students/signup


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17

Pair and share

Turn to your neighbor and share what you learned in thelast activity.

Have you used technology like this with students before?

Would you consider integrating a learning experience like

this one into your lessons?


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persevere in solving themOption 1 Activity: Virtual Problem Solving

Solve scientific problems usinghttp://phet.colorado.edu/en/simulation/reactions-and-rates or

http://www.edheads.org/activities/stem1. After you have tried out one of the applications, answer one or

both of the questions below is a comment on the 1S page onhttps://sites.google.com/site/506labettecounty.

1. Is this a more efficient and effective way to teach this

subject? and/or2. What are the advantages

and disadvantages ofusing virtual equipmentfor both students and

teachers? 18
http://phet.colorado.edu/en/simulation/reactions-and-rateshttp://www.edheads.org/activities/stem1https://sites.google.com/site/506labettecountyhttp://www.faviconblog.com/wp-content/uploads/GoogleSitesLogo.pnghttps://sites.google.com/site/506labettecountyhttp://www.edheads.org/activities/stem1http://phet.colorado.edu/en/simulation/reactions-and-rateshttp://phet.colorado.edu/en/simulation/reactions-and-rateshttp://phet.colorado.edu/en/simulation/reactions-and-rateshttp://phet.colorado.edu/en/simulation/reactions-and-rateshttp://phet.colorado.edu/en/simulation/reactions-and-rates


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persevere in solving themOption 2 Activity: Reinforcing Effort over Intelligence

Read How Not to Talk to Your Kids.

After you have read the article, your

facilitator will put you into groups ofabout three.

In you groups, discuss your reactionto the article and what it means forthe classroom. What does it say

about ensuring students perseverewhen faced with new and difficultconcepts and problems?

19
http://nymag.com/news/features/27840/http://www.faviconblog.com/wp-content/uploads/GoogleSitesLogo.pnghttp://nymag.com/news/features/27840/


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Practice 2. Using technology toreason abstractly and quantitatively

Activity: Khan Academy and Group Discussion Watch a tutorial video from the lower right corner of http://khan-

academy.appspot.com/math/algebra/polynomials-and-quadratics/e/kinematic_equations .

Then try to solve the challenge problems.

If a student were given a diagnostic assessment that led to a tailored seriesof these sort of exercises, what would be the benefit to the student?

Assuming the students progress can be monitored in detail on a daily basis,what would be the best role for the teacher is a classroom full of studentsusing differentiated sets of Khan Academy lessons?

Using http://khan-academy.appspot.com/coach/resources , think about your

answers to these questions, and brainstorm challenges that might need to beovercome in your classroom to use this resource wisely.

After you have had time to work on this on your own, yourfacilitator will put you into a group of about three to discussyour answers to the above questions and your thoughts on

the effectiveness of this pedagogical model of instruction. 20One person from each group should be prepared to report for their group.
http://khan-academy.appspot.com/math/algebra/polynomials-and-quadratics/e/kinematic_equationshttp://khan-academy.appspot.com/math/algebra/polynomials-and-quadratics/e/kinematic_equationshttp://khan-academy.appspot.com/math/algebra/polynomials-and-quadratics/e/kinematic_equationshttp://khan-academy.appspot.com/coach/resourceshttp://www.faviconblog.com/wp-content/uploads/GoogleSitesLogo.pnghttp://khan-academy.appspot.com/coach/resourceshttp://khan-academy.appspot.com/coach/resourceshttp://khan-academy.appspot.com/coach/resourceshttp://khan-academy.appspot.com/math/algebra/polynomials-and-quadratics/e/kinematic_equationshttp://khan-academy.appspot.com/math/algebra/polynomials-and-quadratics/e/kinematic_equationshttp://khan-academy.appspot.com/math/algebra/polynomials-and-quadratics/e/kinematic_equationshttp://khan-academy.appspot.com/math/algebra/polynomials-and-quadratics/e/kinematic_equationshttp://khan-academy.appspot.com/math/algebra/polynomials-and-quadratics/e/kinematic_equationshttp://khan-academy.appspot.com/math/algebra/polynomials-and-quadratics/e/kinematic_equationshttp://khan-academy.appspot.com/math/algebra/polynomials-and-quadratics/e/kinematic_equations


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Practice 2. Using technology toreason abstractly and quantitatively

Activity: WatchKnowLearn Watch one of the videos from

http://www.watchknowlearn.org/Category.aspx?CategoryID=2773.

Try out the search feature to find other videos you may be able to usewith your students.

1. What does mathematics add to the ability of a student to reasonabstractly and quantitatively in science?

2. How does science serve as an application of mathematics whenstudents use it to reason abstractly and quantitatively?

Answer these questions in a comment on the 2S page onhttps://sites.google.com/site/506labettecounty.

21
http://www.watchknowlearn.org/Category.aspx?CategoryID=2773https://sites.google.com/site/506labettecountyhttp://www.faviconblog.com/wp-content/uploads/GoogleSitesLogo.pnghttps://sites.google.com/site/506labettecountyhttp://www.watchknowlearn.org/Category.aspx?CategoryID=2773


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22

Pair and share

Turn to your neighbor and share what you learned in thelast activity.

Have you used technology like this with students before?

Would you consider integrating a learning experience like

this one into your lessons?


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BREAK TIME

23


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Practice 3. Using technology toconstruct viable arguments and

critique the reasoning of others

Activity: Blogging

Go to http://letsplaymath.net and find a posting to critique.

Post your critique by replying to the post with a comment thatincludes both positive remarks and areas for improvement.

Use evidence from the posting to justify your points.

If anything is confusing about the posting, include a question for theauthor in your critique.

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http://letsplaymath.net/http://www.faviconblog.com/wp-content/uploads/GoogleSitesLogo.pnghttp://letsplaymath.net/


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Practice 3. Using technology toconstruct viable arguments and

critique the reasoning of others

Activity: Prezi

As an example, watch a student-created prezi at http://prezi.com/y-

lmycdmz0ry/what-would-earth-be-like-with-no-gravity. Now use one of the standards from the National Science Frameworks

to create your own prezi.

This application is best used to make a point. Use it to argue yourpoint about one of the standards and post the URL to your prezi in a

comment on the 3S page onhttps://sites.google.com/site/506labettecounty.

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http://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttps://sites.google.com/site/506labettecounty/home/3s--construct-viable-arguments-and-critiques/NationalScienceFrameworks.pdf?attredirects=0https://sites.google.com/site/506labettecountyhttp://www.faviconblog.com/wp-content/uploads/GoogleSitesLogo.pnghttps://sites.google.com/site/506labettecountyhttps://sites.google.com/site/506labettecounty/home/3s--construct-viable-arguments-and-critiques/NationalScienceFrameworks.pdf?attredirects=0http://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravityhttp://prezi.com/y-lmycdmz0ry/what-would-earth-be-like-with-no-gravity


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secondary math sci tech day1

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