Engagement through student created math videos Sean Nank, PhD October 24, 2014 Session 466

Send your text message to this Phone Number: Strongly Disagree Strongly Agree Disagree Agree Speaker was well- prepared and knowledgeable (0-3) Speaker was engaging and an effective presenter (0-3) Session matched title and description in program book (0-3) Other comments, suggestions, or feedback (words) ___ ___ ___ ___________ Example: XXXXX 323 Great session! 5 digit poll code for this session (no spaces) Non-Example: XXXXX Great session! (1 space) Non-Example: XXXXX3-2-3Great session!

What do the videos look like? First we will talk about how to make these videos. Then we are going to watch and discuss a few student created videos. As we watch the videos, look for: –Entertainment value. –Mathematical reasoning. –Mathematical accuracy.

Why create math videos? Marilyn Manson Pedagogy. –Social status as an indicator of student achievement. Fixed vs. Growth Mindset. The lowest status student can become the highest status student. –Creating the video. –Displaying the video.

Why create math videos? Social construction of knowledge. –When was the last time your students spent hours thinking about one mathematical concept? –When was the last time they did this together? –Dr. Brown: Culturally relevant mathematics. Use their culture without stereotypes. Videos allow them to connect their culture/interests to mathematics.

Why create math videos? Student knowledge is non-threateningly front and center. –Going to the board as the classroom and I silently judge you… –Students can think, edit, re-shoot, and re- organize their thoughts.

Why create math videos? Camaraderie of the classroom. –Students have fun with mathematical knowledge. –Students watch all videos and learn more about mathematics and each other. –Students have a shared experience separate from the text. –As a teacher, you will thoroughly enjoy the process and watching the videos with your classes.

What do students need? A cell phone or video recorder. An idea. Access to editing software – not necessary but nice! Time (in and out of the classroom). –The video is only 2 minutes in length but this takes time!!

What does the project look like? –Two minute video. –Rubric is out of 33 points. The math is worth more than anything else.

What does the project look like? 1)Mathematical Accuracy (Conceptual) –Pertinent to the topic. –Example: Quadratic formula Address the “why” questions like the plus or minus, why over 2a, or why… Six points.

What does the project look like? 2) Mathematical Accuracy (Procedural) –Every step is accurate –Beware of common mistakes. –Six points.

What does the project look like? 3) Mathematical Accuracy (Verbal) –You should be talking or singing or… –Your words should be accurate. –Example: Do not refer to the hypotenuse of a right triangle as a leg. –Six points.

What does the project look like? 4) Topic –Choose one topic. –Something from this class. –The video should help people learn/remember this topic. –Three points.

What does the project look like? 5) Storyboard –This is a plan or a “map” for your video. –Work the math out before you record. –Plan for who will do what and when. –Three points.

What does the project look like? 6) Production –Hold cell phone for widescreen view. –We need to hear you. –Focus the video and let us see the math. –Three points.

What does the project look like? 7)Educational Value –We should learn something. –Your group will ask one or two questions at the end of the video. We should be able to answer these questions. Three points.

What does the project look like? 8) Entertainment and Collaboration –Everyone is in the video somehow. –We should be entertained. If we fall asleep in two minutes, that is not good! Three points.

How are the students held accountable? Category6 points4 points2 point0 points Mathematical Accuracy (conceptual) The video is conceptually accurate with no mistakes. The video is mostly conceptually accurate with one or two minor mistakes. The video has major conceptual mistakes and/or has three or more minor mistakes. The video includes no conceptual aspect. Mathematical Accuracy (procedural) The video is procedurally accurate with no mistakes. The video is mostly procedurally accurate with one or two minor mistakes. The video has major procedural mistakes and/or has three or more minor mistakes. The video includes no procedural aspect. Mathematical Accuracy (verbal) The verbalization of mathematics is accurate with no mistakes. The video is mostly verbally accurate with one or two minor mistakes. The video has major verbal mistakes and/or has three or more minor mistakes. The video includes no verbalization of mathematics.

How are the students held accountable? Category 3 points 2 points 1 point 0 points Topic The mathematical topic/concept identified is developmentally appropriate for the course. The mathematical topic is within one grade level of the standards for the course. The topic is within two grade levels of the course. The topic is missing. Storyboard The script is supplied, the story is mapped, the mathematical concept is identified, the problem is worked through, and the team name is identified. Two of the five criteria for the storyboard are missing and/or portions of the storyboard are unclear. Four of the five criteria for the storyboard are missing and/or portions of the storyboard are unclear. The storyboard is missing. Production The video is clear and shot in widescreen version. The video is turned in on a format that can be accessed via PC or Mac video players. The audio is the proper volume. One of the three criteria for the production is poor. Two of the three criteria for the production are poor. All of the criteria for the production are poor.

How are the students held accountable? Educational Value Students understand what the procedural skill entails for the lesson. Students understand conceptually what the lesson entails. Students can identify any pertinent information (such as a formula) from the video. Students cannot identify one of the three criteria for the educational value of the video. Students cannot identify two of the three criteria for the educational value of the video. Students cannot identify any of the three criteria for the educational value of the video. Entertainment and Collaboration The video in entertaining in that it engages learners and encourages them to watch. All have a visual and/or auditory presence in the video. All students collaborated in making the video. One of the three criteria for the entertainment and collaboration is missing. This includes if any one student is not present in the video. Two of the three criteria for the entertainment and collaboration are missing. This includes if any one student is not present in the video. All three criteria for the entertainment and collaboration are missing. This includes if any one student is not present in the video.

What is the end result? Watch the videos with the class. Don’t forget the debrief. Classes vote for the #1 video. All classes vote for the overall #1 video.

What is the end result? Let’s watch some videos and talk about them… Keep in mind, I love mistakes!l

Sean Nank, PhD

Send your text message to this Phone Number: Strongly Disagree Strongly Agree Disagree Agree Speaker was well- prepared and knowledgeable (0-3) Speaker was engaging and an effective presenter (0-3) Session matched title and description in program book (0-3) Other comments, suggestions, or feedback (words) ___ ___ ___ ___________ Example: XXXXX 323 Great session! 5 digit poll code for this session (no spaces) Non-Example: XXXXX Great session! (1 space) Non-Example: XXXXX3-2-3Great session!