CNA REGIONAL EDUCATIONAL LAB ~ APPALACHIA The Effects of Kentucky Virtual High School’s Hybrid Course in Algebra I on Teaching Practices, Classroom Quality, and Adolescent Learning On-Line Collaboration September, 2009 Series Writing to Learn & Classroom Visits

CNA Getting Started Today Open KYVS in another browser or tab –Go to Spotlight on Algebra –Respond to the discussion board prompt if you haven’t already done so Open the Wiki in another browser or tab –Go to Lesson Plans page –Have the TT for Algebra 1 Lesson 2 open and scan for the different writing to learn opportunities involved in the TT.

CNA GOALS FOR ON-LINE COLLABORATION On-line Collaboration using Horizon Wimba: Share teaching strategies/resources Discuss planning instruction Share formative and summative assessment instruments/strategies that move learning forward Provide instructional structures where “feedback is focused on how students can improve related to learning goals” Others as defined by teachers and as needed to address issues in the field – including new learning that promotes student achievement

CNA AGENDA  Technology Issues  Teacher Schedules  School Visits  Writing to Learn as Formative Assessment

CNA Walkthrough Indicators for School Visits  Content Standards  Classroom Instructional Practice  Classroom Technology Practice  On-line Student Interaction

CNA Mathematical Literacy Focus WRITING TO LEARN “Writing is a way to work yourself into a subject and make it your own.” (Zinsser, 1988, p. 16)

CNA NCTM’s Communication Principle The Council's Principles and Standards for School Mathematics (2000) states that “written communication should be nurtured” and that math instruction should enable all students to –Organize and consolidate their mathematical thinking through communication. –Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. –Analyze and evaluate the mathematical thinking and strategies of others. –Use the language of mathematics to express mathematical ideas precisely. (p. 60)

CNA “Writing in Math,” by Marilyn Burns, ASCD, Oct 2004 How can writing support student learning in mathematics? How does writing in mathematics differ from writing in other disciplines? How can writing help to uncover student misconceptions in math class? How and why are you having your students write in your mathematics class? How does this connect to Marilyn Burn’s thoughts on writing?

CNA WRITING TO LEARN  What was the strategy?  What was the learning goal(s) for using that particular strategy?  How did you release the strategy to the students?  What were the results?  What next steps were defined because of those results?

CNA Writing to Learn from Tracking Tools “Warm-up: What property is represented by 2+ 5 = 2 + 5? How do you know?” “Today’s reflections: What text codes did you use today, elaborate on one, or share what you thought was interesting about today’s lesson that helped you understand how to set up an algebraic equation based on a word problem.” “Reflection Section: What are two things that you think are important from today’s lesson? What from today’s lesson connected to something we’ve already covered in class? What is one question that you still have about the information from today’s lesson?”

CNA REMINDERS  Office Hours; Monday (9-10 EST) & Tuesday (1-2 EST)  Help Line: - Bb: KDE, Paula White: (#4512) - KDE, Kari Welch: (#4501), - KDE, Grace Yeh: (#4537) - Identify yourself as COHORT III HYBRID ALGEBRA TEACHER  KCTM Conference: - Saturday, Oct. 10, 2009, Bourbon County High School, Paris, KY -  October Series: Thursday, October 15, 2009, 3:30 EST