presentation notes from Feb Conference

Here are the notes I prepared for my presentation today, "Video Technology in Small Group Math".






VIDEO TECHNOLOGY IN SMALL GROUP MATH



Hello and welcome to Video Technology in Small Group Math. My name is David Goss. I am a Special Education Teacher. I have to give you a little disclaimer: I am an elementary school teacher. They scheduled this session during the elementary keynote. Needless to say, all elementary staff are there, and I am here. I am here presenting to a group of secondary educators. I told my assistant principal this, and she said, “They like to laugh and don't like fluff.”


I will try my best to maximize laughter, while minimizing fluff.



I also figure this is good instructional practice for kids, k-99. What's good for me and my students is going to be good for you and your students. Though some of my examples are elementary specific, I believe the meat and the power of the ideas in this presentation transcend educational level.



HOW THIS WORKS



Okay, let's clear up some things before we get started. First, let me tell you what you're not going to get. You are not going to be drug through a how-to presentation on using iMovie or flip cameras. I would talk to your technology people at your campus if you want some training on using these in your classroom.



What you will get is the theory behind why I think using video in math is beneficial to students. You will also be given opportunities to think about how video technology could be immediately applied to your teaching practices.

I consider this a beginner course because ANYONE can do ANY of these techniques that I am about to share with you.



How this works: I am going to share with you 5 different ways I have used video in small group math. After each one, you will have a short amount of time to discuss and write down how you can apply that specific video use in your small group math instruction.



Pay attention to the sound of a bell. When you hear the bell that means it is time to refocus on the presentation so that we can move forward as a group.



STAND-REM
Everyone stand up!



Remain standing if you know where you can find a flip camera at your school.
Remain standing if you have held a flip camera at your school.
...if you have recorded on a flip camera at your school.
...if you have created a video using iMovie or some other movie creating program at your school.



My hope is that, after this presentation you will be so equipped, excited, and convinced that using video technology in small group math is a great way to increase student learning and engagement, that, if we met this same time next year, you would all still be standing!



OVERVIEW

We are going to cover five ways you can use video technology in your small group math instruction.



Music videos
Teacher video modeling
Student video modeling
Scavenger hunts
Recording activities



THE 'RESEARCH'
Private university website
Private company website
E-learning presentation from a technology firm
Public university website



THE ORIGINAL LEARNING PYRAMID



The original learning pyramid was actually called the “Cone of Experience”. This was a creation of a guy named Edgar Dale in the 1950s. In Dale's original text, he stated that we are not supposed to use the cone of experience with absolute “literalness” in its basic form.



It is used as a visual aid that should help us see the connection between various types of audio-visual materials and their position in the learning process. They are placed on the cone based on the level of abstraction—with the most concrete methods of learning being at the bottom and the more abstract methods of learning being toward the top. You'll also notice that he did not affix any percentages of “retention” to each learning method. The more “updated” learning pyramids tend to have percentages indicating retention rates for each method of learning.



A student who is being introduced to chemical symbols or who is studying multiplication facts might do well with learning through reading or simple drill and practice. But, understanding a complex math concept might be better learned through collaborative real world or simulation experiences.



So, we have to consider: the prior knowledge of the student, the complexity of the content, and the interests of the student when we are designing our instruction. We can incorporate technology and multimedia with varying levels of student interactivity, modalities, and based on student interest.



WHY'D YOU HAVE TO MAKE THINGS SO COMPLICATED?



The following information is from the article, “Multimodal Learning Through Media: What the Research Says” sponsored by Cisco Systems.



This chart shows us the percent increase in student learning when students are engaged in interactive vs non-interactive multimodal learning when compared to learning through a more traditional unimodal method.



Describe chart



The reality is that the most effective designs for learning adapt to include a variety of media, combinations of modalities, levels of interactivity, learner characteristics, and pedagogy based on a complex set of circumstances. Basically, learning isn't always as simple as set percentage points placed on a pyramid.

That's all great. And it's important for us to know as educators. But, here is one of the biggest reasons I started using video technology in my small math group to capture important math concepts.



MY REASONS



The first picture is of my brother (on the right), my cousin (in the middle), and me. This was taken during a trip to Kansas City to visit my grandmother who recently married her new husband. We attempted to build an igloo and have a snowball fight using it as a fort.



All of these memories are triggered by viewing this photo. This photo elicits memories that would otherwise be left in the vault of my mind, unopened, unattended, and forgotten.
The second one was taken this last Halloween. It is of me and my friend, Joseph. I was a whoopie-cushion for Halloween. I'd like to tell you it was a well-thought out costume, but it wasn't. It was purchased the day before the annual Halloween party. Joseph is Dracula. We have coffee because it was the morning after the Halloween party. We were quite tired. I probably don't need to elaborate.



Once again, these memories were elicited through the photographs. It's quite obvious that visual stimulus of the individual engaged in an activity has a significant positive impact on memory retrieval. And what is true for me, is true for my students. After all, our brains are more similar than not.



Video is a powerful tool to promote student recall and learning. It is especially, if not specifically, more powerful when the student is the subject of such a video.



MUSIC VIDEOS



Music has shown to activate emotions and promote long term memory. It can also aid in memory. Movement can stimulate the release of the body's natural motivators-noradrenaline and dopamine- which wake up learners and help them feel good, promoting energy levels, and improving storage of information and subsequent retrieval of that stored information.



Movement involves more of a student's brain than sit-and-get instruction because it uses multiple memory systems.

And don't forget, the two easiest ways to increase student learning and engagement is through novelty and joy.

It is always fun to do a music video premier once the video footage has been turned into a completed music video. I like to do this on Fridays. The students are still learning and actively engaged. It's incredible to see how focused students become when they are watching music videos starring non other than themselves! It is also fun to incorporate food (popcorn) to really make it a memorable experience.



Once again, the videos you create can be used throughout the entire year to help prepare for classroom-based, district, and state assessments.



Teacher created songs: Do you have a talent for playing a musical instrument? You don't? Have no fear! You can still create memorable music videos with your students. Students or teachers can beat box while other students rap lyrics. This can also be created into a music video.



Student created songs: I may be surprised what your students can accomplish when you give them these simple directions: “Make a song or rap that will help us remember this specific math concept.”



Already made songs: I've found Rockin' the Standards. Many of their songs fit nicely into my curriculum. We have created videos on angles, perimeter and area, and place value so far this year. We watch them for enjoyment (and little do the students know, to promote memory of these concepts) and we watch them for review.

I challenge you to find songs already created that would fit into your curriculum and that you and your students could make into music videos.



Here is a sampling of Rockin' the Standards songs with accompanying lyrics.



TEACHER VIDEO MODELING



You can use this for a small group computer center. This could cover a brand new skill or concept or could be a review of a previously learned concept.



A student could view the video on the computer if they were absent. This is especially powerful if current materials require understanding of previous concepts and the student was absent.
This is also great for students who just need some extra review.



This example of teacher video modeling is of my teacher friend, Heather Lucas. She is introducing the concept of equivalent fractions to a group of 3rd graders. I simply set up the flip camera on a tripod. I collected 20 minutes worth of the lesson. I edited it down 8 minutes, taking out wait time and some discussions. The sample you are about to see is approximately one minute.



STUDENT VIDEO MODELING



Having students create videos of themselves teaching or demonstrating a concept or skill does wonders for many reasons.



First, it is an awesome way for you to review previously covered concepts. I often do a Fun Friday in which the students and I simply watch videos that we have created that nine weeks. I end up with 4 to 5 videos covering 4 to 5 different skills or concepts. In the course of 20 minutes the students have seen themselves in video successfully complete tasks and master difficult concepts.



This increases their self-esteem exponentially and also helps them in memory retrieval and recall.



Video consent: Each student's parent signs a video consent allowing their child's photo or video to be shared publicly. Video consent makes it okay for me or you to use videos or photos of our students in public forums. However, some parents opted out of this. Therefore, the photos and videos of these children are not to be shared in a public forum. This presents no problem for using the videos in my classroom for my classroom. However, it became a problem when I began preparing for this presentation. All of the videos you see have been edited to keep those students out of this presentation. You will notice some nuances as we go through the videos.



The next video is of Thomas demonstrating how to complete a multiplication problem. You will notice that I ask him clarifying questions to clear up misconceptions or frequent errors. I do this to get him thinking about his work.



SCAVENGER HUNTS



Scavenger hunts are a perfect way to bring a student's learning to life. Scavenger hunts help students realize that math is found right outside the classroom door. Scavenger hunts help students realize that many things in their lives and in the “real world” have some mathematical component.



Also, we need to remember the brain-body connection. Our brains were designed to work simultaneous with movement. A long time ago, we were hunters and gatherers. When we were hunting we were moving and thinking and coordinating and planning all at the same time. This is how our brains work best.



There is 5-15% more oxygen and blood flow to the brain when we are standing.



Maria Montessori, creator of the Montessori Method, called the chair an instrument of slavery. She said that the horse ridden by a jockey ran slower than a wild horse of the plans no matter how many whips a jockey gave him. Like a tamed horse being pushed by a jockey, children are fastest and healthiest when they are allowed to move freely, without the constraints of the chair. Though I wouldn't go so far as to say that a chair is an instrument of slavery, I can respect the demand that we must get our students moving and exploring in order to optimizing their learning.



RECORDING ACTIVITIES



You can record any activity if you have access to a flip camera. This is the easiest, and one of the most powerful ways of integrating video into your small group math instruction. It requires no extra prep work. You just simply turn on the flip camera and start recording your students engaged in activities. You can ask them clarifying questions and ask them to describe their thought processes.



You can then use these videos to do quick reviews or even use them to share with the entire class. If your students are like mine, they often forget why they solved a problem the way they did. Reviewing videos is a great way to trigger those memories.



Some activities I design with the intent of recording video. Others I create and then later designed I want to record the students working. Sometimes I decide at the last minute and I grab the flip camera off my desk and start recording.



CONCLUSION



Thanks for coming and I hope you are convinced of the potential power of using video in your small group math instruction. When do you plan on using video technology? On what skill? What video technique? Music videos, teacher modeling, student modeling, scavenger hunt, or just recording an activity? How often can you commit to using video technology in your instruction? Your exit ticket will be to write a professional goal for yourself and using video technology in your small group math instruction.

two questions

Question 1:

What personal characteristics define an excellent administrator?

I wrote:

An excellent administrator knows how to build and support a solid team of dedicated educators.

An excellent administrator is one who unites a group of teachers to support a common goal: student learning.

An excellent administrator knows how to collaborate and work with a group of highly diversified parents, faculty, staff, and students.

An excellent administrator builds solid rapport with teachers, thus allowing her to give constructive feedback and engage in formal and informal discussions of teaching and learning without hesitation or resistance.

An excellent administrator has an open-door policy.

An excellent administrator maintains a level-head in heated situations.

An excellent administrator is constantly seeking to learn more about the art and science of teaching and is always looking for ways to improve his craft.

An excellent administrator visits classrooms daily.

An excellent administrator is in classrooms more than his office.

An excellent administrator knows every teacher's professional strengths and weaknesses.

An excellent administrator models the passion and dedication it takes to be an excellent teacher.

An excellent administrator models effective teaching practices.

An excellent administrator has one focus: student success.


Question 2:

From your point of view, how important is technology in education? What technology-related skills can you contribute to a school district?

I wrote:

It is the job of the classroom teacher to model proficient skills in the use of technology. Gone are the days of going to "Computer Class" in elementary school to learn isolated computer skills. The fact is the students we work with are digital natives. They think and talk digitally. Computer illiteracy is unacceptable for our students to be competitive in the 21st century. Effective educators can do nothing but model this, and support the use of technology in their classrooms.

What does this look like for administrators? The easiest way is through technology use during presentations, meetings, faculty and staff development, and during lesson modeling. They can also use websites, online surveys and presentations, and blogs to promote the use of technology in their schools. I consistently use Jing, video technology, and Keynote during team meetings and professional development.

first year

I was just contacted by a student who was in my class my first year of teaching. He was in 7th grade. I believe he is now a junior. He told me that he will never forget me as his 7th grade teacher because I always stood up for him. Wow!

"You're Going to Love This Kid" by Paula Kluth

Chapter 5 review.

Creating a Comfortable Classroom.

As teachers, we spend a great deal of time in our classrooms every year. We spend, what amounts to, 44 24-hour days in our classrooms each year. That is a lot of time. It is in our best interest, and our students' best interest, to make sure our classroom environment is comfortable and organized. This is especially true for children on the spectrum.

Many students on the spectrum are hypersensitive to visual, auditory, olfactory, and tactile stimuli.

Lighting is something that can make a huge difference in terms of comfort in classrooms. Unfortunately, it is one of the more difficult things to manipulate. Most schools come furnished with overhead florescent lights that are extremely bright and agitating for some students. However, teachers may try turning on only a section of those lights and supplementing the other lights with a lamp. A more dimly lit environment will help many students remain calm and focused during independent work.

Sound is something a little bit easier to control. Paula Kluth says that some children on the spectrum interpret everyday sounds (e.g., pencil writing on paper, feet shuffling across the room, eating) like most people interpret nails on a chalkboard. Can every sound be mitigated? Of course not. And I would even argue that trying to remove every annoying sound would do a disservice to our students, who will eventually go out in the real world. No individual on the spectrum will go into a world in which they are protected from every common sound.

However, there are things we can do to help our sound-sensitive students adjust. We can provide earplugs or headphones. We can place them in different areas of the classroom where the sounds are minimized. We can ask our students to be self-advocates and approach us when a sound is bothering them so that we might brainstorm possible solutions.

Another thing that many students like is quiet music (e.g., classical) playing in the background during independent work. This is one of my personal favorites. I have classical music playing in the background whenever I am teaching a group of students. I play it throughout the duration of the class. I have noticed a substantial decrease in distractibility (even for myself) and problematic behaviors.

Seat placement is one of the easiest and most powerful things a teacher can manipulate to help all students. Teachers need to think about many factors when it comes to seating arrangement, not just proximity to the teacher. Here are a few factors a teacher should consider when it comes to seating arrangement:

-Proximity control
-Extraneous noises, visuals, or smells that might distract/agitate a student
-Peers in the classroom
-Access to materials
-View of the whiteboard
-Preference for sitting alone or in a group

One thing became abundantly clear after reading this chapter. Teachers must pay especially close attention to the classroom environment when they are working with students on the spectrum. Teachers need to be open to the idea of changing what they have "traditionally done" to ensure the needs of the individual student are being met. Teachers need to be willing to move away from "TTWWADI" (That's The Way We've Always Done It. Pronounced "titwati". Borowed from Ian Jukes) and be more willing to think outside the box.

On the Intrinsic Motivation for Young Students to Learn

A question came up earlier this year in a meeting that, on the surface, seemed like a fairly easy one to answer: Do elementary-age students have the intrinsic motivation to learn? And, as most answers to these types of questions go, they were varied and diverse. But, like most questions related to education and psychology, the answer, in my opinion, was more complicated than initially thought.

I was curious about our use of the word "learn". Dictionary.com says that it is "to acquire knowledge of or skill in by study, instruction, or experience."

So, one answer might be that the typical, say, 4th grader does not have an intrinsic desire to learn by reading a book or receiving instruction on a given academic subject. Sure, most kids don't have the motivation to learn that way. (Well, unless they are reading the instructional booklet that came with the coolest and newest Lego set on the market.)

But, that answer is assuming that learning occurs only through instruction or study (and by study, we might automatically assume this means to read). And, I don't think of the average elementary-age child as learning that way.

But, let's go back to the question: Do elementary-age children have the intrinsic motivation to learn. And my answer is a definite yes...with some further refinement of the word "learn."

If you put a child in a room with a chair, a desk, and some toy blocks, the typical child will choose to explore the blocks. If left the freedom to choose, he will build structures with the blocks or stack them, or create something with them.

If you put a child in a room with a chair, a desk, and play-doh, the typical child will explore the play-doh; feeling it, manipulating it, building with it.

Now, this seems like "well duh" educational psychology at its best. But, it answers the question. Yes, children have an intrinsic motivation to learn if we define "learn" as explore, create, or manipulate and not "study through reading or instruction". The average child has a strong desire to learn. That is, in fact, what a child is designed to do. Children are designed with an intrinsic desire to understand and manipulate their surroundings. It is how they will be molded into competent and intelligent adults within a society.

So, our charge as elementary teachers is to think of learning as something done beyond the desk and chair. Learning is something children do naturally through exploration, creation, and manipulation.

"Be the person who, when everyone else fails to, sees the good in a thing."

"Be the person who, when everyone else fails to, sees the good in a thing."

Teaching kids to sit

Wow! It's been a long time since I last posted. Summer was relatively busy with summer school, travelling, and preparing for the next school year. Sometimes it seems like summer is more busy than the school year!

My friend Megan and I met for lunch last week. And, of course, one of the topics of discussion was education. She is always so passionate about each day, each subject, each student, and each school year. Her grade level is trying a new behavior initiative that does not promote consequences or rewards, but truly depends on students to take ownership and find meaning in their own learning. She is quite excited about it.

I let her know that I started reading the Montessori Method, by Maria Montessori. The Montessori method dates back to the early 1900s and is still to this day, in my eyes, rather controversial. Dr. Montessori's ideas of behavior management seem similar to what Megan's team is trying to accomplish. She did not believe in rewards or consequences. She compared giving children rewards and consequences to what jockeys do to increase the speed of their horses.

"The jockey offers a piece of sugar to his horse before jumping into the saddle, the coachman beats his horse that he may respond to the signs given by the reins; and, yet, neither of these runs so superbly as the free horse of the plains."

This discussion with Megan also reminded me of another part of the Montessori Method in which Dr. Montessori calls the school bench an "instrument of slavery".

Apparently, back in the early 1900s, scientists were busy created the most ergonomically perfect school bench. Dr. Montessori believed rather passionately that we were designed to stand. (And if you reflect on this thought, you may reach the same conclusion.) She also believed rather passionately that the school bench was an instrument of slavery confining students to positions that were unnatural and not conducive to student growth and development.

Now, I am not going to sit here and say that modern day school chairs are instruments of slavery. But what I will say is that it would do our students good if we got them up and moving around a little bit more. Our natural state of learning is in movement. Our brains are designed to move and think simultaneously.

Megan and I agreed: Our students definitely need to learn HOW to sit. But we should never assume they MUST be sitting to learn.