Digital Resources for Today’s Math Classrooms Math 10-C and 10-3 Resources ERLC Webinar Terri Reid

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Math 10-C and 10-3 Resources What is a Learn EveryWare Online Course? What’s in a Course? Digging Deeper Technology in the Classroom Engaging Students

Learn EveryWare Online Courses Developed by Alberta Education (seconded teachers with content expertise) Complete online courses with 100% Program of Study alignment. Authorized by Alberta Education and available FREE to ALL Alberta Teachers on

What’s in a Learn EveryWare Course? Instruction and scaffolding Resources Assignments Multimedia Activities Projects Collaborative opportunities Differentiated content, process and assessment

Using a Learn EveryWare Course? Use ‘out of the box’ Supplement with assignments/activities/labs Use portions of course Addresses all learning outcomes Works in learning management systems (Moodle/D2L), on a memory stick or on the web Most courses require some internet access

Purpose of Instructional Design Identify the instructional goals and outcomes (stated clearly in every lesson) Consider the learners and their environment (differentiation of process, product and content) Guide the development of the instructional content (scope and sequence) Establish how instructional effectiveness will be evaluated (meaningful assessment for, of and as).

Constructivist Inquiry Design Focused on real world application of content. Deeper understanding through collaborative opportunities Reflection and collaboration are built into the course at every level. Focus on authentic and meaningful assessment. Acknowledges and builds on prior knowledge.

Inquiry Model Follow the focus/questions – tied to General and Specific Outcomes – Unit – Module – Lesson Focus on – student discovery – learning more than teaching

Unit/Module introduction Big Picture – why learn this? Lesson connections – engage students, links to prior learning. Objectives – links to program of study Explore – activities, text, multimedia, practice, reflection Assessment – self check, projects, assignments Common Lesson Components

Lesson Components Lesson Components Hand out

Glossary Constructivist approach Students participate in the construction Math 10-3 – terms and definitions provided, students add diagrams, examples, worked problems, etc. Math 10-C – entirely student developed

Toolkit grid paper templates math Lab templates virtual manipulatives video others

Assessment Self check – students have access to answers Math labs – activities related to concept Try This activities – math practice Share – communicating about math Reflections – building understanding Lesson Assignments Projects

One project per unit Tied to outcomes Deepen understandings Hands-on where possible Student choice Rubrics and keys included

Course Outline Unit Module Lesson See handout

Teacher Guides Broken down by either unit or module. Generally they include: – Introduction to the course – Outline of the course instruction – Required materials and recommended resources – Rubrics and marking guides – Unit/module level assessments – Suggested differentiation and scaffolding strategies – Discussion and collaboration supports

Math Type Math Type was used to create most of the equations in these courses Proper display requires with Math Type OR Euclid fonts Download Euclid fonts from

Examining a lesson Math 10-C Unit 3 – Relations and functions – Representing relationships between variables – Unit questions How are relations and functions different? How can you show mathematical relationships? When is mathematical modelling limited? How can patterns be used to predict future events?

Examining a lesson Math 10-C Module 5 focus -linear relations and functions – Prepare to host the Olympic Games Module questions – What are linear relations and functions? – What techniques are involved in working with linear relations and functions to solve problems and communicate understanding?

Examining a lesson Math 10-C Lesson 3 – Slope-Intercept Form Lesson Questions – How does the equation of a linear function relate to its graph? – How are the properties of linear functions applied to studying and solving problems?

Examining a lesson Math 10-C Unit 3 – – Module 5 Lesson 3

Examining a lesson Math 10-3 Unit 3 – Geometry – explore the geometry of angles. – examine polygons with an emphasis on the triangle. – relationships among the sides and angles of similar geometric figures. – solve problems involving similar right triangles. – Pythagorean Theorem – study trigonometry, and specifically the ratios— sine, cosine, and tangent.

Examining a lesson Math 10-3 Module 5 - angles – Geometry in Sports Module questions – How are angles defined, measured, classified, duplicated, and bisected? – What are the relationships among the angles formed when two parallel lines are cut by a third line?

Examining a lesson Math 10-3 Lesson 3 – Bisecting Angles Lesson Questions – What does it mean to bisect an angle? – How are different techniques used to bisect angles?

Examining a lesson Math 10-3 Unit 3 – – Module 5 Lesson 3

How can you use a Learn EveryWare Course in your Classroom? Flexible in purpose and delivery Integrate into the classroom. – Use the whole course with teacher supplements – Use parts of the course – Use individual activities and multimedia resources

Technology in the Classroom Projector Interactive White Board Computer lab time Netbooks One to One laptops Student owned devices (ipods, smartphones) Text/screen readers

Technology in the Classroom Learning Management System (LMS) such as Moodle, D2L, FirstClass, etc Learn Alberta Website USB or DVD Print (print on demand or purchase)

Digging Deeper How could I start to use this resource tomorrow? What would I need to do to implement this into my teaching environment? What would be the benefits to my students? How does this compare to what I currently do? Why would I want to use this in my teaching? What is missing in this resource?

Digging Deeper Locate your current unit of study and preview at least 3 lessons. – Different approaches to concept – Additional activities – Student engagement – Different assessment opportunities – Project – Collaboration

Preview a Course Courses posted on requirewww.LearnAlberta.ca Jurisdiction log in to access the student version Individual teacher log in to access the teacher content (installation files and Teacher guides) My Preview site has stand alone student version:

Digging Deeper

LMS, Moodle or Wiki Projectors Smartboards – student use Laptops, networks and personal devices Students who are away ill or travelling Lesson Plans when teachers are away Additional activities for students (school or home) Homework support

Principles of Best Practice Frequent interaction between student and teacher Opportunities for cooperation and collaboration among students Students are engaged in active learning Students receive prompt and effective feedback Time on task is optimized High expectations are communicated Diverse talents and ways of learning are fostered and respected

Engaging Students CHOICES Acknowledgement of prior knowledge Support for student readiness - scaffolding Multiple ways students can access content - read, view or listen; virtual simulations or hands on labs. Summative and formative assessment. Providing multiple opportunities to reflect on, check, verify and communicate understanding.

Engaging Students Real world context “Why” is from the real world Provoke students toward reflection. Each lesson provides additional focus that links to the Big Picture/Theme to connect with diverse student experiences.

Engaging Students Focus on student How can students use technology and math resources to support higher order thinking? – Minimize demonstration – Maximize experimentation – Collaboration – Peer to Peer – Discussion

What will work for you…. Will students work on this independently? Will you integrate it into a face to face lesson? What additional material do you need to present to support student learning in your classroom? How will you provide feedback to your students? Will you use this to introduce, teach or review concepts?

Start small Start with pieces that are engaging for you and your students Look for new opportunities for your classes What will work for you….

Where do you want to be? Where can your students be?

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