1. REGIONAL EDUCATIONAL LAB ~ APPALACHIA The Effects of Kentucky Virtual High School’s Hybrid Course in Algebra I on Teaching Practices, Classroom Quality, and Adolescent Learning On-Line Collaboration March 2009 Series Challenges to Teaching Hybrid Algebra I

2. Goals For On-lineCollaboration 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.

3. NUTS & BOLTS  Technology Issues  Update regarding changes to the Lessons  See Spot Light on Algebra – Course Documents, Teacher’s Instructor Guide  Control Panel Hints  February Results

4. March Discussion Topics Interacting With Students During The KVHS Lesson For Deeper Learning Of Key Concepts. Keeping students focused during the KVHS Lesson. Gauging student learning progress and determining next steps what is the best time for the formal assessment.

5. Gauging Learning & Determining Next Steps  What do we know about learning?  What do we know about formative assessments?  What kind & how are we using formative assessments?

6. "Brain-Based Learning"? “Hart pushes this analogy even further in order to drive home his primary point: if classrooms are to be places of learning, then "the organ of learning," the brain, must be understood and accommodated.” Leslie Hart, Human Brain and Human Learning (1983) “…higher-level cultural developments in arithmetic emerge through the establishment of linkages between this core analogical representation (the “ number line ”) and other verbal and visual representations of number notations.” Stanislas Dehaene Précis of “ The number sense ” 1997

7. "Brain-Based Learning"? When we extend knowledge by examining it in a deeper, more analytical way, the brain uses multiple and complex systems of retrieval and integration. Brain scans demonstrate that different parts of the brain become engaged when we use complex thinking and problem-solving (Sousa, 2001).

8. "Brain-Based Learning"? “While it may seem natural … to present information to students in sequential order until all of the content has been covered, this approach may in fact impede learning. Neuroscientists tell us that the brain categorizes new stimuli into concepts that are either familiar or novel, then combines these concepts to create new patterns of thinking and understanding-a concept referred to as patterning.” (Mariale Hardiman, 2002)

9. Formative Assessment “ In its purest form, formative tests are not graded and are used as an ongoing diagnostic tool; hence the instructor employs the results of formative assessment solely t modify and adjust his or her teaching practices to reflect the needs and progress of his or her students.” (Swearingen, 2002)

10. Formative Assessment (Continued) “Formative assessment helps students interpret feedback as a means of learning rather than as punishment or reward. Although we acknowledge the importance of performance, especially on standardized tests, student motivation for learning is more closely tied to formative assessment.” (Tunstall, 1996; Kafton, Buck, & Haack, 2006)

11. Formative Assessment (Continued) “Through this dialogue, or conversation, relationships form. Students begin to trust that they do not need to copy from the book to match what the teacher wants to hear. They can write down their thoughts, however ill- fashioned, and know future comments will direct the focus of learning.” (Kafton, Buck, & Haack, 2006)

12. Maximizing Efficacy of Formative Assessment Necessary factors: Authenticity, Variety, Volume, Validity, Reliability Principals of Effective F. A.: –Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. –Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes. –Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. –Assessment works best when it is ongoing, not episodic. –Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. –Through assessment educators meet responsibilities to students. (Swearingen, 2002)

13. Examples of Formative Assessment Use questioning and classroom discussion as an opportunity to increase their students' knowledge and improve understanding. Ask thoughtful, reflective questions rather than simple, factual questions Give students adequate time to respond –Invite students to discuss their thinking about a question or topic in pairs or small groups, then ask a representative to share the thinking with the larger group (sometimes called think-pair-share). –Present several possible answers to a question, then ask students to vote on them. –Ask all students to write down an answer, then read a selected few out loud.

14. How are these activities making connections for students that regular note- taking does not do?

15. Examples of Formative Assessment (Continued) Linear Equations Graphing Word bank: point, axis, horizontal, vertical, slope, y intercept, x intercept, point-slope form, standard form, slope-intercept form, constant rate of change Solving Equations Word bank: one-step equations, two-step equations, multi-step equations, solve, simplify, order of operations, inverse, equivalent, variable, substitute Number Sense Word bank: fractions, decimal, percent, percent change, equivalent, simplified, mixed number, proper fraction, improper fraction, repeating decimal, terminating decimal, base-10, Old Process New ProcessExamples Students fill in blanks. Students write/draw conceptions on any big idea listed. Slope is y = mx + b (misconception). Teacher uses checkmarks. Teacher responds with probing comments. How do the slopes of parallel lines compare? Teacher grades and hands back. Student revises, expands on previous conceptions. Will the slope of the line always be the same?. Students file sheet away. Teacher responds with probing comments. How does the graph of the line relate to the values in the table? The process ends, new topic introduced. The process continues with new topics being introduced. How do the characteristics of the graph of a quadratic function relate to a linear function? (Kafton, Buck, & Haack, 2006)

16. Which of these two photos contains more formative assessment data? How do I gather formative data from these activities?

17. Formative Assessment in a Virtual Environment Add your thoughts about this question in the chat area: How do we create opportunities to formatively assess what this student knows?

18. Studies of formative assessment show an effect size on standardized tests of between 0.4 and 0.7 (larger than most known educational interventions). (Black and Wiliam, 1998).... Formative assessment is particularly effective for students who have not done well in school, thus narrowing the gap between low and high achievers while raising overall achievement. (NCFOT, 1999, ¶ 4)

19. REMINDERS  Office Hours: Monday from 9-10 AM & Tuesdays 1 -2.  March On-Line Series ( 13 TH Thr, 17 TH Mon.,18 TH Tue, 19 TH Wed )  April On-Line Series ( 1 ST Tues, 2 ND Wed, & 3 RD Thurs) – three sessions  Help Line: - Bb: 866-590-9240 - KDE, Paula White: 502-564-4772(#4512) paula.white@education.ky.gov - KDE, Kari Welch: 502-564-4772 (#4546), kari.welch@education.ky.govkari.welch@education.ky.gov - KDE, Grace Yeh: 502-564-4772 (#4537) grace.yeh@education.ky.gov - Identify yourself as HYBRID ALGEBRA I TEACHER  NCTM Conference: - April 9-12, 2008,Salt Lake, Utah - www.nctm.orgwww.nctm.org  KCTM Technology Conference: April 19