1. Annie Swinton, Open High School of Utah Mary Kasprzyk, Bay Port High School (WI) Jan Case, Jacksonville State University (AL) NROC Math - New Resources for New Approaches A closer look at early pilot experiences

2. Algebra 1: An Open Course The OHSU Experience

3. OHSU Mission Our mission is to facilitate lifelong success by meeting the needs of the 21st century learner through individualized, student-centered instruction, innovative technology, service learning, and personal responsibility.

4. OHSU Algebra 1 Students Live all around Utah Any Utah resident – even if they live outside the state New and repeating students Homeschool background Statewide Public Education Online Program (SPEOP)

5. Classroom Setting Virtual classroom Communication via email, phone, and text, voice, and video chat.

6. Course Objectives Project-based learning Provides opportunities that more nearly align with the Common Core Standards Help OHSU make a transition from traditional Algebra 1 to Math 1 in the Common Core

7. Primary vs. Supplementary Primary use, with supplementary materials added as needed Easy to set up and adjust to match format of OHSU courses –Divided into quarters, then weeks –Self-paced with deadlines – 2 weeks to complete, 1 week to work and 1 week grace period –Students must complete by the end of the quarter

9. Primary vs. Supplementary Added supplemental materials –Khan Academy Practice –Additional screencasts –Supplementary practice material –Review assignments before Unit quizzes

11. Teacher Feedback Benefits –Project-based learning –SCORM activities –Topic text –Tutor Sim / Puzzles –Easy to tailor to individual needs Limitations –Need for supplementary material –Need for additional free-response

12. Student Feedback Benefits –Easy to navigate –Self-paces –Topic text helps to clear up confusion –Good Presentation videos –Amount of work is not overwhelming –Ability to review previous lessons Limitations –More worked examples

13. Future Plans Moving to Common Core next year. Rework the course into Math 1 in the Common Core.

14. Summing Up Our Experience Easy for teacher implementation Students and parents like it Many parents have reported that their students are finding success in math for the first time Help us make a smooth transition to Math 1

15. www.openhighschool.org

16. ALGEBRA ONLINE A blended learning environment using NROC’s Algebra 1 – An Open Course Algebra 1 – An Open Course Mary Kasprzyk Bay Port High School Green Bay, WI

17. NROC – Bay Port Connection  Fall 2010 Charter School Conference  January 2011 initiated pilot with 2 existing sections; 1 Algebra 1A and 1 Foundations  2011-2012 School year student’s selected course

18. Course Description  ALGEBRA ONLINE  Prerequisite: None  Grades 9, 10, 11, 12  Year/1 credit This Algebra 1 course will be offered online in a classroom setting with the assistance of a teacher everyday. This Algebra 1 course will be offered online in a classroom setting with the assistance of a teacher everyday. Students work at their own pace to learn the concepts and use study guides along with paper and pencil tests to monitor progress and understanding. Students work at their own pace to learn the concepts and use study guides along with paper and pencil tests to monitor progress and understanding. It is important to understand that learning online can be challenging, but rewarding. You should be motivated to learn, willing to ask questions and be a self-starter. It is important to understand that learning online can be challenging, but rewarding. You should be motivated to learn, willing to ask questions and be a self-starter.

19. 2011 – 2012 Algebra Online  2 sections, primarily freshman  45 minute class periods, M – Fr M – Fr  Paper and pencil tests to check for understanding check for understanding  80% benchmark to progress to next unit to next unit  Written study guides to supplement learning supplement learning

20. Customization  Wiki Wiki  Pacing Guide  Daily Progress Exit Form  Study Guides/Spiral Reviews  Additional lessons to integrate with CPM curriculum

21. NROC Course  Well designed.  Projects are great.  Tutor Sim’s help students apply students apply mathematics. mathematics.

22. Observations  Almost all students being successful.  Biggest challenge is pacing. is pacing.  Student Satisfaction very high. They want very high. They want more courses! more courses!

23. Panel Discussion on NROC Math New Resources for New Approaches Jan Case, Professor of Mathematics

24. Our Experience Joined the NROC pilot program for universities in July 2011 Small scale introduction of integrated media resources in August 2011 –Graduate teaching assistant –The “if you build it they will come” strategy –The “helpful encouragement” strategy

25. Jessica Bentley It is like a personal tutor with opportunities for immediate feedback, which is hard to accomplish in a classroom setting of 25-30 students! My students who participate seem to really appreciate the extra help and benefit from time spent on the site.

26. Did they take the bait? Did not use NROC Used NROC Mean number of views Mean Number of attempts Test 2 (two missed test) 3182.81.9 Test 3 30113.42.6 Test 4 3742.0

27. Final Tally of Users 41 students were initially enrolled in two developmental mathematics courses at a local junior college that is a primary feeder to our student body. 12 of the 41 (29.3%) used NROC at some point in the semester

28. Starting Point: Did only the smart students try NROC? The difference in mean Compass scores is not significant for any test. The test means for NROC users are significantly higher for Test 2 ( p = 0.0055), Test 4 (p = 0.0335), and the Final Exam (p = 0.0355). The mean score for Test 3 is higher, but not significantly higher (p = 0.187) Compass AverageTest Average Used NROC Did not use NROC Used NROC Did not use NROC Test 229.7533.1375.7849.59 Test 332.0032.5948.535.03 Test 428.2532.9174.9028.51 Final Exam 31.3632.8647.722.00

29. How much did NROC help? (11.04 points) Correlations: Test 2 attempts, Test 2 Score Pearson correlation of Test 2 attempts and Test 2 Score = 0.328 P-Value = 0.036

30. How much did NROC help? (8.418 points) Correlations: Test 3 attempts, Test 3 Score Pearson correlation of Test 3 attempts and Test 3 Score = 0.407 P-Value = 0.008

31. How much did NROC help? (22.85 points) Correlations: Test 4 attempts, Test 4 Score Pearson correlation of Test 4 attempts and Test 4 Score = 0.384 P-Value = 0.013

32. First Conclusions Even with helpful resources that are easy to use, students need a structured format to assist them in making use of the benefits. The appeal of integrated media resources is independent of initial mathematical aptitude. There is a measurable positive relationship among uses of integrated media resources and test scores.

33. Spring 2012 NROC is being used again at the community college. (minimal structure) NROC is being used in entry level mathematics courses in the mathematics department. (medium structure) NROC is being used by our university’s Learning Services department for developmental mathematics courses. (highly structured)

34. Tasha Medellin The video presentations are excellent! They are great for students to view at home, and they're also very interesting to show in class to make a traditional lecture more fun.

35. Scott Beckett I have totally integrated the NROC videos into my basic algebra skills class, "flipping" the classroom. The students use most of the class time to work practice problems from their textbook or from worksheets that I prepare. I have not used the practice problems on the NROC site, because we are trying to be sensitive to students who may not be able to afford a computer. I know they have time to watch the videos in the library; I'm not so sure they would have time to work the problems.

36. Next Steps… At the conclusion of this semester, we will again examine the relationship of NROC lesson attempts and test scores. In addition, we will examine the impact of the three different structure levels. We are also administering a test to measure motivation in hopes of creating a profile of the type of student who seeks out web based resources.

37. Thank you! Jan Case Department of Mathematical, Computing, and Information Sciences

38. Thanks Annie, Mary & Jan! Watch for more stories here

39. Teaching with the Power of Digital Media Continue the Conversation in the “NROC Network” group…