Teacher Quality Grants: Teacher Quality Grants: High Schools, Community High Schools, Community Colleges & Universities, a Colleges & Universities, a

perspective perspective G. Donald Allen, TAMUG. Donald Allen, TAMU

Sharon Sledge, SJCCSharon Sledge, SJCC

Seamless Transitions, March 28-30, 2005

OutlineOutline

Teacher Quality Grant – Type A, overview Teacher Quality Grant – Type A, overview of the team and technologyof the team and technology

Relations between partnersRelations between partners Getting the right content at the right levelGetting the right content at the right level Technology – developing, teaching, Technology – developing, teaching,

training, usingtraining, using Conclusion & RecommendationsConclusion & Recommendations

Teacher Quality Grant – Type A, Teacher Quality Grant – Type A, overview of the team and overview of the team and

technologytechnology

The collaboration – originsThe collaboration – origins The Type A grant processThe Type A grant process The Type B grant practiceThe Type B grant practice

The Collaboration The Collaboration University University ↔Community College ↔K-12↔Community College ↔K-12

ICTCM pre-sessionsICTCM pre-sessions – technology focus – technology focus ICTCM summer workshopsICTCM summer workshops – technology – technology

in the classroomin the classroom Teacher Quality Grant – Type ATeacher Quality Grant – Type A – –

materials developmentmaterials development Teacher Quality Grant – Type BTeacher Quality Grant – Type B – –

professional developmentprofessional development

Type A - Pre-Calculus ComponentsType A - Pre-Calculus Components

ContentContent VideosVideos InteractivityInteractivity AssessmentAssessment RubricsRubrics ActivitiesActivities Signature activitiesSignature activities

The Authoring TeamThe Authoring Team

Texas A&M UniversityTexas A&M University San Jacinto Community CollegeSan Jacinto Community College Houston Community CollegeHouston Community College College Station ISDCollege Station ISD Pasadena ISDPasadena ISD Aldine ISDAldine ISD

The AuthorsThe AuthorsG. Donald Allen, Texas A&M University; animations, production, content modules, workshops. Amy Austin, Texas A&M University; content authoring. authoring, workshops, mentoring tips and teaching strategies. Heather Axelson, Texas A&M University; module design, content authoring. Adrienne Bentz, Texas A&M University; administrative assistant. Kathryn Bollinger, Texas A&M University; content authoring. Monica Bozeman, College Station ISD; video module production, virtual calculator emulation, design. Oscar Chavarria, Pasadena ISD; reviewing, design, workshops. De-Vonna Clark, Canyon ISD, Randall High School; resource authoring. Marcia Drost, Texas A&M University; content authoring. Dianne Goldsby, Texas A&M University; resources, trainer notes, mentoring tips and teaching strategies, design. Mark Hockman, Aldine ISD; reviewing, workshops. Sarah Janes, San Jacinto College - instructor/trainer notes, ISD liaison, workshops. Susan Metalfe, Pasadena ISD, liaison. Kathleen Walker Murrell, Pasadena ISD; reviewing, workshops. Diem Nguyen, Bowling Green State University; essays. Charles Odion, Houston Community College; assessments. Marilyn Osborn, Channelview ISD; liaison. Kevin Nunn, Aldine ISD; reviewing, workshops. Sara Ptomey, Aldine ISD; liaison. Michael Pilant, Texas A&M University; - content development, HTML integration. Mary Selcer, College Station ISD; video module production, virtual calculator emulation, design. Sharon Sledge, San Jacinto College - instructor/trainer notes, ISD liaison, content modules, workshops. F. Michael Speed, Texas A&M University; - video production, training, tutorials Walter Stewart, Aldine ISD; reviewing, workshops. Granville Sydnor, San Jacinto College - evaluation.

Jennifer Whitfield, Texas A&M University; module design, advisory, content

Teacher Quality Type BTeacher Quality Type B EmphasisEmphasis

Clarity of content for teachers!Clarity of content for teachers! Examples of problems/content/activities the Examples of problems/content/activities the

new teacher can use.new teacher can use. Technology in the classroom – how, why, Technology in the classroom – how, why,

what and when.what and when. The real role of technology – to help the The real role of technology – to help the

teacher! teacher!

Teacher Quality Type BTeacher Quality Type B ChallengesChallenges

Teachers understanding contentTeachers understanding content Mathematical misconceptions.Mathematical misconceptions. Learning technology vs using technologyLearning technology vs using technology Dominance of the curricula by the TAKSDominance of the curricula by the TAKS Teacher motivation Teacher motivation Understanding K-12 issuesUnderstanding K-12 issues

Teacher Quality Type BTeacher Quality Type B SuccessesSuccesses

Clarifying mathematical ideas and improving Clarifying mathematical ideas and improving teacher self confidenceteacher self confidence

Clarifying what is required at the collegiate Clarifying what is required at the collegiate levellevel

Teachers giving formal presentations on using Teachers giving formal presentations on using technology in the classroomtechnology in the classroom

Teachers developing technology interventions Teachers developing technology interventions to aid their teaching to aid their teaching

Teacher Quality Type BTeacher Quality Type B ScoreboardScoreboard

10% completely redefined what they will be 10% completely redefined what they will be doing with technology, have developed doing with technology, have developed independent ideasindependent ideas

35% have clearer ideas of how to use 35% have clearer ideas of how to use technology and intend to use ittechnology and intend to use it

35% have less apprehension about the 35% have less apprehension about the spectrum of technology availablespectrum of technology available

20% no change 20% no change

Technology - ITechnology - I

ExcelExcel Plotting software: Maple, WinplotPlotting software: Maple, Winplot Graphing calculatorsGraphing calculators Video captureVideo capture Screen captureScreen capture Digitization Digitization CBR CBR Wacom tablet & Tablet PCWacom tablet & Tablet PC

Technology II – in the schoolsTechnology II – in the schools

One – several PC’s in the classroomOne – several PC’s in the classroom Large screen TV Large screen TV Graphing calculatorsGraphing calculators PC-TV connections?PC-TV connections? Data projectorData projector Computer labComputer lab

Institutional and personal roadblocks to active teaching with technology

TVs: Connection vs ResolutionTVs: Connection vs Resolution

Can you read this?

The PC-TV connection

Technology - IIITechnology - III

Universities have expertise with math Universities have expertise with math technologies, particularly with computerstechnologies, particularly with computers

Community colleges and high schools Community colleges and high schools have graphing calculator expertisehave graphing calculator expertise

Teachers are receptive to technology but it Teachers are receptive to technology but it is difficult for them to implement itis difficult for them to implement it

Graphing Calculators – brief historyGraphing Calculators – brief history

Affordable graphing calculators arrive - Affordable graphing calculators arrive - 1980’s.1980’s.

Colleges adapt engineering curriculum to Colleges adapt engineering curriculum to use them.use them.

Schools follow by integrating calculators Schools follow by integrating calculators into the math curriculum.into the math curriculum.

Universities abandon graphing calculators Universities abandon graphing calculators (mid 90’s). (mid 90’s).

Teacher comments, observationsTeacher comments, observations

Teachers like certain types of software – Teachers like certain types of software – determined by utility and ease of learning determined by utility and ease of learning (e.g. video capture, plotting)(e.g. video capture, plotting)

Teachers are administratively compelled Teachers are administratively compelled to use graphing calculators when they to use graphing calculators when they know they should be teaching more know they should be teaching more content. content.

Teacher comments, observationsTeacher comments, observations

Teachers need concept ideas on how to Teachers need concept ideas on how to use the technology – actual examples are use the technology – actual examples are bestbest

Teachers tend to prefer technology that Teachers tend to prefer technology that may help them do their job in the may help them do their job in the traditional (transparencies) way.traditional (transparencies) way.

Math teachers are tremendously Math teachers are tremendously overloaded with non-math related tasks. overloaded with non-math related tasks.

Teacher Comments:

TECHNOLOGY

PowerPoint

Preparing for the PowerPoint presentations was food for thought. The possibility of

hooking students thru technology was a plus. Because you have the ability to move at the

pace of the student's learning ability.

Digitizer

… digitizing pictures...a fun and learning experience for me. I can only imagine how beneficial it would be for the

student. Identifying math in the world... shapes …and making equations, widens the student's perspective of

the real world.

I am really glad for the chance to capture digital images from picture files, digital

cameras, calculators, etc. My students are not all responding to traditional teaching

methods and my school district is urging us to use more hands-on methods

Excel

Thanks for showing me the continued math uses of excel. I never knew that it could do

so much.

The use of Excel to show regression was great. Then showing the same regression on

the graphing calculator just reinforced the concept.

I think the activity that we did using Excel was excellent. I learned how to do things that

I had no idea of how to do before this workshop. I even tried to do an activity of my

own that involved trig functions and parameter changes

(a*sin(b(x-c)) +d)

Camtasia

I can see this (Camtasia) benefiting my class and well as for the two students that I have on homebound. Class presentations can be sent to them and they are able to follow along with verbal instructions from me and not from the HB teacher that is not a math knowledgeable

person.

CBL/CBR

I was one of the few teachers that used it in my math department. I liked using it because it

caught the students’ interest -- they wanted to

"play" and make it work.

Content – IContent – I

Universities have content experts but little Universities have content experts but little knowledge in knowing what happens in knowledge in knowing what happens in the high school classroom.the high school classroom.

Community Colleges have a variety of Community Colleges have a variety of levels of content expertise levels of content expertise

Developmental to Sophomore level teaching Developmental to Sophomore level teaching responsibilitiesresponsibilities

Community Colleges have a variety of Community Colleges have a variety of levels of content expertise levels of content expertise

Developmental to Sophomore level teaching Developmental to Sophomore level teaching responsibilitiesresponsibilities

High School faculty have pedagogical High School faculty have pedagogical expertiseexpertise

Community colleges and Universities need Community colleges and Universities need to know more about pedagogy & to know more about pedagogy & pedagogical content knowledgepedagogical content knowledge

Content – IIContent – II

Universities and Community colleges need to Universities and Community colleges need to know more about high school curriculum know more about high school curriculum TEKSTEKS Content Level Content Level Reteach/RetestReteach/Retest

High School Teachers need to know more about High School Teachers need to know more about college curriculumcollege curriculum Content Background ExpectationsContent Background Expectations Technology Expectations Technology Expectations

Content – IIIContent – III

Community Colleges are closer to high Community Colleges are closer to high schools in culture, context and locality.schools in culture, context and locality.

Community Colleges serve as a bridge Community Colleges serve as a bridge between high school and universitiesbetween high school and universities For studentsFor students For facultyFor faculty

Teacher Comments:

CONTENT

We discussed the different ways students look at solving quadratics. We also talked about

common generalizations some students, teachers, and publishers make concerning

quadratics.

We did the activity where we linked series, sequences, and sums with their appropriate

algebraic representation. It was a great activity. I don’t think I have ever so clearly

seen the connection - or at least it has been so long since I’ve looked at them that I don’t

remember.

The discussion on evaluate vs. solve was interesting. I got a lot of ideas about

presenting the idea of domain and range, evaluate and solve.

I had never created rules for exponential functions based on a table of values. I

enjoyed seeing how and why this process works.

This class has truly been a stretch back to high school.

I found the problems mentally challenging. … I think too many of our math teachers were

like me when I came out of college-unprepared. I think that we don't really

understand all of what's behind some of the

higher level math.

Classes like this help us to learn more and therefore, become better teachers of math.

I'm slowly coming out of my comfort zone …

Teacher Comments:

PEDAGOGY

… held a group discussion about using 2 continuity videos as classroom tools to teach/review piece-wise functions being

continuous or not. Although this is beyond the scope of my 9th graders, it is helpful to know what they will be learning in years to

come.

I think that as technology advances, teachers and schools must advance, as well. So we really do not have the option of not using

every advance we can. … I see my district using this (Camtasia), for

all classes to view one presentation of one

teacher.

I think it's important to look at things in different ways and hear other people's

perspectives. It opens your mind to possibilities. I think we need to listen to our

students in the same way.

I had to think about the answers that I chose and looked for ways to justify them. I especially liked the fact that I got to discuss my answers with a partner. I think that this is a good way to

make students aware of their peers thought processes and to give credence to cooperative

learning

RecommendationsRecommendations

Lack of consistent notational usage for Lack of consistent notational usage for mathematical terms. mathematical terms.

Standard assessment instruments should be Standard assessment instruments should be used across all TQ grants.used across all TQ grants.

A technology inventory should be available for A technology inventory should be available for each school/entity. Procedures for use clearly each school/entity. Procedures for use clearly defined.defined.

Professional development should be required for Professional development should be required for teachers in content and technology and PCK teachers in content and technology and PCK

RecommendationsRecommendations

Components that teach teachers how students Components that teach teachers how students learn should be a part of TQ grants. learn should be a part of TQ grants.

Close the gap of technology expertise in HS, CC Close the gap of technology expertise in HS, CC and Universities so students do not have that and Universities so students do not have that hurdle to face when attending college.hurdle to face when attending college.

Avenues for communication between HS, CC Avenues for communication between HS, CC and University mathematics departments should and University mathematics departments should be establishedbe established

Teacher Comments:

RECOMMENDATIONS

Do I think I'll use this new tool for teaching? Honestly, I like to use new tools and ideas in my teaching but only if the school can make it available because realistically I can't afford to

buy all the neat stuff that I might be able to use in my classroom.

The technology at your fingertips on the podium is absolutely awesome......can I have

one for my regular classroom?

… the inverse converter is something I can use with my students. …seeing if I could

schedule a day around when it will be taught, to go into the computer lab. They usually

don't do that, but since it'll be first semester and not in the spring, I'm hoping to get into

the lab.

I have been too used to dumbing down the material to get most students to pass the

class that they did not learn enough to do well on national assessments.

I need to bring the lower students up instead of bring the upper students down.

Finally I can say without a doubt that every child I have can and will benefit from what I am learning or being exposed to with them.

I had a great time working on PowerPoint. I would really like to use it more in my class …I need more practice in order to become more

comfortable with it.

Today we discussed undefined and indeterminate numbers. The discussion was

very enlightening. I am sure that I will use these same types of questions to provoke true

mathematical thought processes from my students.