Mathematics: Strengthening the Core Dave Kennedy Saint Peter Middle/High School

-Common Core Standards for Mathematics Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

States which have not (yet) adopted the common core standards for mathematics: Alaska Minnesota Nebraska Texas Virginia Source: ccssmath.org

MCTM Spring Conference Sessions YEAR Sessions (Total) Focus on Flipped Instruction % ≈ 0.6% *≈ 2.9% ≈ 6.1% *Includes 1 of 2 Keynotes

Sometimes the early worm gets eaten by the bird…

Flipped Instruction Site visit (Byron, MN) January 2012 Pilot: One unit in both sections of Advanced Algebra I (grade 8) March 2012 “Full” Implementation: both sections of Advanced Algebra I (grade 8) school year.

Flipped Instruction: Video Lessons Lesson videos (10-15 minutes) for each section – students given guided notes packets - created using smart recorder (built into Notebook software and Bamboo tablet) - housed on Youtube channel -accessed through Moodle (can check who has accessed and when) Some lessons included a 5-question online quiz at the end Bamboo Tablet

Instructor observations about flipped instruction: More class time was available to work with individuals and small groups. Interactions with students were more frequent, in-depth, and student-directed than in the past. Formative assessment was individualized and nearly continuous during class. There was less of a need for review.

Instructor observations about flipped instruction: All parents who responded had positive comments about flipped instruction. Issues arose for some students with viewing lessons on time, but very few lessons were completely skipped by students.

Student comments about flipped instruction: POSITIVENEGATIVE I could pause the notes and rewind or watch more than once Less time on notes more on assignments – more help in class Lessons online were quicker and got to the point We couldn’t ask questions during the lesson If you didn’t do the notes you were lost the next day Computer troubles

Instructor comments about student comments about flipped instruction Most students were neutral to positive about flipped instruction – with results somewhat polarized. When asked if the flipped instruction model involved more out-of-class work…

Sample Question (student survey about flipped instruction) Please use the scale to indicate how the amount of time you spent (out of class) for flipped instruction compared to the amount of time you usually spent on your work outside of class.

Mathematical Practices 1. Make sense of problems and persevere in solving them.

Mathematical Practices 1. Make sense of problems and persevere in solving them.

RESOURCES Standards for Mathematical Video: “The Effect of Praise Dobbs, David. “Beautiful Brains.” Practice on Mindset”-Carol Dweck National Geographic October Video: “Carol Dweck- Inside MathematicsMinnesota STEM Teacher Center Mindset Interview