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Pair Tutoring with Online Libraries of Instructional Videos

Four lesson plans requiring a pair of students to watch online videos from a math or

science library and collaborate to demonstrate their understanding

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Contexts of Use

In the classroom, the video lecture frees the teacher to be a coach or facilitator instead of

lecturer.

The availability of online resources outside the classroom allows further student-directed

learning.

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Benefits to Students

Color and visual effects in video/animation have explanatory power, especially for visual learners

(“a picture is worth a thousand words”).Students benefit from the pair technique through

practice in collaboration, and through peer tutoring.

"Students are already accustomed to social networking and are comfortable using YouTube and watching

videos online... adopting it in the classroom [brings] a part of their world into the educational experience."

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Connect to 21st Century Skills

1. Creativity & Innovation

Product can require creativity

2. Critical Thinking & Problem Solving

Product questions can demand critical thinking

3. Communication and Collaboration

Built into pair-tutoring construct

4. Information Literacy

Technique requires navigating internet, online library, and other resources linked to them

5. Life & Career Skills

Working collaboratively and sifting through large databases are important skills

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Early History of Instructional Video

1958 – NBC -- “Continental Classroom” College-level courses, broadcast television

1959 – Ford Foundation – Midwest Airborne Television Instruction (plane broadcasting

courses over 200mi. Radius)1962 – National Instructional Television Ctr.

(Great Plains Regional Instr. TV Library) – holds tapes, CDs, VHS, DVDs – does

“Reading Rainbow”(PBS)

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Two 20th century libraries26 half-hour TV episodes

1990 – Algebra in Simplest TermsVHS videos, hosted by Sol Garfunkel

High school and community college versionsNow (21st century) available online/streamed

over internet (hosted at UNC-CH)

1992 – FUTURES with Jaime EscalanteBroadcast series on PBS, Technical professionals, celebrities,classroom

Still NOT available online (DVDs $595)

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Online Library (Biology): Interactive Physiology (IP Web) by Pearson Higher Education

http://www.physiol.med.uu.nl/interactivephysiology/ipweb/home/index2Click the link above, then choose “Endocrine System”.

Videos: There are six videos (modules).

One student should watch “Endocrine System Review”. The other should watch “Response to Stress”.

Products:1. Take notes and take the quiz for your module.

2. Find another short video from YouTube, TeacherTube, or any other online library, about the same topic.

3. Develop a PowerPoint presentation to explain your topic to your partner, using your notes, second video, and quiz questions.4. Present your PowerPoints to each other (including quiz

questions) at an agreed time

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Online Library (Biology): Scientific Method(Glacier) by Glendale Community College (AZ)http://www.gc.maricopa.edu/biology/glacier/scientific_method

Click on Continue (do not type in the user name or password).On the next page, type your first and last name, and click Continue.

Videos:Click on Tutorial (do all of it); Click on Cricket (do all of it)

Products:1. With your partner, write up a 1-page Lab Report describing what you learned about the scientific method, and what you

concluded from the Cricket experiment.2. With your partner, search online for a small experiment using the Scientific Method that you could present for the class. Meet and plan it together. Try to make it simple, creative, and fun.

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Online Library (Math): Khan Academy (Algebra) by Sal Khan of Khan Academyhttp://www.khanacademy.org/#Algebra

There are over 80 videos on this Algebra “playlist”.There are also Algebra I “Worked Examples”

Videos:Students should watch Solving Inequalities and “Worked Examples” Solving Inequalities

Products: After taking notes on the videos and attempting to solve the 4 problems provided, students should exchange solutions and

explain corrections using the key from the teacher.Each student should then write a paragraph describing the

differences between their solutions and how the other’s explanation helped.

Notes on first video:

Starts with x < 5.

He draws it on a number line with on open circle on 5

(because x can't be 5). x can be (6 , 10, 100).

Then he multiplies the inequality by -1

and draws another number line with -5.

-x (for -6, -10, and -100) would be LESS than -5,

so (main point): CHANGE the direction of the inequality

when you multiply by a negative number.

Otherwise, inequalities are just like equations.

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Notes on first video:

The next problem is 3x + 2 <= 1 .

Here we divide by positive 3, so there is no change,

and the answer comes out x <= -1/3.

Then he does it another way, dividing by -3x,

and gets -1/3 >= x.

Last problem is -8x + 7 = 5x + 2 ;

divides by -13 and changes direction, gets x < 5/13.

Reminds us again to change direction of inequality

when we multiply or divide by a negative number.

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The peer summary might say

I got only two of the problems right, but my partner got

the other two right, so we were able to help each other.

I remembered to change the direction when multiplying

by a negative number, but I forgot to multiply -3 by -1

to make it positive 3. After the help, I think we both understood

all the problems.

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Solving Inequalities – Quiz problems:a.) 4x + 4 – 3x ≥ 5 b.) -5n – 3 + 6n < 2 c.) 3a + 6 – 2a ≥ -19 d.) -5 ≤ 3m – 10 -2m

a.) 4x + 4 – 3x ≥ 5

x+4≥5

x+4-4≥5-4

x≥1

c.) 3a + 6 – 2a ≥ -19

a+6≥-19

a+6-6≥-19-6

a≥-25

b.) -5n – 3 + 6n < 2

n-3<2

n-3+3<2+3

n<5

d.) 5 ≤ 3m – 10 -2m

-5≤m-10

-5+10≤m-10+10

5≤m

Mr. A., Mr. G. Solving Inequalities Pair Video ActivityRubric

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Requirement Descriptors Possible Earned Comments

Notes from watching video

Problem statements (2 pts) Shown work (4 pts) Explanations (6 pts)

12

Solutions for worksheet

Correct answers for 4 problems (2 pts each)

8

Shown work Logical steps, understanding of concepts (3 pts each)

12

Co-operative summary

(after exchange of solutions) Clearly describes differences in other student’s answers (4 pts) and explanations (6 pts)

10

Technical Writing Clarity and style (2 pts), grammar and punctuation(2 pts), correct usage of mathematical vocabulary (4 pts)

8

Total Points 50% You Earned___________

Additional Comments and Suggestions

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Online Library (Math): Brightstorm (Algebra 2- Polynomials) by Brightstormhttp://www.brightstorm.com/math/algebra-2/polynomials

One of the most comprehensive free libraries. Differs from Khan in having a person present in the picture

(Khan has a voice and different colors).Videos:

Dividing Polynomials Using Synthetic DivisionUsing Synthetic Division to Evaluate Polynomials

Products:After each student watches a different video, they compare and

contrast these two uses of synthetic division. How were the division and evaluation techniques alike? What does a final result of zero

mean?Construct a PowerPoint showing a synthetic division problem.

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Classroom Use of Video Generally

Short-form (12-18 minutes) more effective Interactivity increases effectiveness

Frees classroom teacher to coach or focus on fine/hard points

Can greatly help motivation by proving real-world applications

Most Important Trend is toward individual production

Questions that students might have for us as their teachers. Our answers for them will be as follows:

For the IP biology website: 1. I have a white square screen with an “X” on the top left hand corner?

No animations. What should I do?

You need to download “shockwave”. This can be done by searching (Google) “Shockwave free download”. Once done, you will be able to view the modules.

2. I am clicking on the gland but it is not doing anything? Am I missing something?

When the software does not respond, click “next”. It will do it for you.

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Questions by the students they might have for us as their teachers. Our answers for them will be as the follow,

3. I try play the modules but it is does not do anything. Any suggestions?

Look at the top of your screen and you will a long horizontal line in yellow/orange. Click on it and then click “allow blocked content”.

4. I did allow “block content” but I still can not see the module? What is next?

Click on the yellow bar again and then click on “allows active X”.

5. My computer keeps freezing and it takes a long time to get to the modules? Is there something wrong with my computer?

Do not click on the physiology link directly from blackboard. Copy the URL and paste directly in the web browser.

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Questions that students might have for us as their teachers. Our answers for them will be as follows:

For the Khan Academy Math website:

1. Why is it that I can not hear anything?

You need to click on the volume icon (lower left corner on your screen) and increase it or un-mute it.

2. What should I do about the sound delay as he solves the problem?

This is an internet speed issue. You might want to consider having a faster internet speed or use the internet at your home.

3. I tried to type in www.khanacademy.com and it does not work?

It is Khan Academy.org (it is not .com or .NET)

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Questions by the students they might have for us as their teachers. Our answers for them will be as the follow,

For the Math Web site:

4. Can I e-mail Mr. Khan and ask for help?

Yes you can. He will post the solution on line using his website. I am not sure how long it will take him to respond.

5. Do I have to pay him anything for the help?

No. This is free and you can use it anytime you want and ask as many questions as you want. This is a non-profit organization that is dedicated to helping everyone.

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