using imovie to create math video problems
DESCRIPTION
Using iMovie to Create Math Video Problems. Sean Dardis - [email protected] Mattawan Consolidated Schools. Example From MACUL. Which is better for table space, circle or square plates?. Agenda. Why should I care? Teacher made videos Students made videos Questions and comments. - PowerPoint PPT PresentationTRANSCRIPT
Using iMovie to Create Math Video Problems
Using iMovie to Create Math Video Problems
Sean Dardis - [email protected] Consolidated SchoolsSean Dardis - [email protected] Consolidated Schools
Example From MACUL
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Which is better for table space, circle or square plates?
Agenda
✤ Why should I care?
✤ Teacher made videos
✤ Students made videos
✤ Questions and comments
Student Testimony
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A Common View on Teaching Math
✤ Measuring Mathematical Quality of Instruction (MQI) by Heather Hill and colleagues
The instructional dimensions measured by MQI
Source: National Center for Teacher Effectivenesshttp://isites.harvard.edu/icb/icb.do?keyword=mqi_training&pageid=icb.page394700
Findings
✤ Meaning
✤ Hill found that teachers who understood math, were generally better teachers
✤ Though, understanding math did not guarantee being a good math teacher
“ ”
Shifting The Focus,Why Video Problems?
✤ Moving our focus from the Teacher and Student to the Content
What is Real World Math?
Our students need to find meaning inthe real world math they do. Does this accomplishmeaning?
Making Math Real and Creating Problem Solvers
Make your curriculum from real world situations
Reasons to Use Video Problems
✤ 1. CCSS Math Practice Standards
Reasons to Use Video Problems
✤ 2. Student engagement
✤ Students create a product
✤ 3. Applied mathematics, the way is should be
✤ 4. Differentiation
Rush and AJ
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A Closer Look at Rush and AJ
A Closer Look at Rush and AJ
A Closer Look at Rush and AJ
As an Instructional Tool
✤ Created by teacher
✤ Used to introduce or further investigate a concept
✤ Can take many different looks
Spectrum of teacher videos
DirectSpecific question
Scripted
InquiryOpen-ended
In the moment
Inquiry Model
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Direct Model
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The Brownie Problem
The problem, in textbook form, from Connected Mathematics 2:
How to Create a Video
✤ Carry around a video camera, smart phone, iPod Touch, etc.
✤ Record math that you observe in the real world
Inquiry Based✤ Create or find (for
example, from textbooks) a real world scenario that involves math and that has a direct question
✤ Film the scenario, or the scripted re-make
Direct
Middle of the Spectrum
✤ Some (maybe even most) videos will not be completely on the left or right end of the spectrum. For example:
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Hot Dogs Take 1
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Hot Dogs Take 2
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Student Videos
✤ Students can also find meaning in creating videos
✤ Again:
✤ 1. CCSS
✤ 2. Real world math
✤ 3. Student engagement
✤ 4. Differentiation
The Number One Reason For Video Problems
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Student Creation Process
✤ The important document: Video Problem Think-Through
✤ Assigned to students as homework periodically
✤ Students may also complete at any time they desire
✤ Once approved, they may film their problem
Logistics of Filming✤ Cameras:
✤ Our solution- Mattawan Public Education Foundation
✤ Students have access to smartphones, iPod Touch, etc.
Logistics of Filming
✤ Timing
✤ Once students have permission from parents, they may sign out a Flip Video to take home and film
✤ Students come in at lunch/recess time to film, on own will
✤ Class time set aside to film problems
Example 1
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Example 2
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Example 3
The Common Core standard:
What that may look like:
Find the distance between points(-3, -6) and (-3, -12)
Find the distance between points(-6, 6) and (11, 6)
|-12| - |-6| = 6 |-6| + |11| = 17
Example 3
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Can You Do This?
✤ Does the math you teach matter?
✤ Can your students learn?
Share It!
✤ Benefits of sharing online:
✤ Student value
✤ Shared resources
✤ Collaboration
Video Story Problems on Vimeo
Contacts
✤ Sean Dardis: [email protected]
✤ Twitter: dardiss
✤ Blog: sdardis.blogspot.com
✤ Ben Rimes: [email protected]
✤ Twitter: techsavvyed
✤ Blog: techsavvyed.net