I started watching these videos in the fall of 2014 when they were being created. I wrote a comment in the guest book on the website lovemath.org and Herb replied to my comment on the same day and then again a few days later he shared more. I am impressed with his passion for teaching math and appreciate his efforts to help elementary teachers understand math content. I also appreciate the connections he makes to literacy as he explains numbers to be adjectives that modify nouns such as units. Mathasasecondlanguage.com and adjectivenounmath.com are two other websites to explore as well. Both offer free math lessons along with various resources. I plan to watch this video series during the summer and will share my thoughts on a later post. Thanks Herb.
Tuesday, June 30, 2015
Monday, June 22, 2015
Introduction to Multiplication
A few years ago, I was perplexed by a class of fourth grade students who constantly counted by 2 to solve all of the multiplication facts of two. I listened to students count 2, 4, 6, 8, 10, 12, 14, 16, 18 to solve 2 x 9. I attempted to change student thinking about the concept of multiplying by 2 as it related to doubles facts. Although students could see that it is quicker to think doubles and they could draw to illustrate this understanding, when it came to a testing situation or independent practice they always resorted back to counting by twos. After an entire year, I was convinced that this particular group of students had first learned multiplication as skip counting and this was going to remain their thought pattern. As a teacher, I made a conscious decision to never teach students how to count by twos or to introduce multiplication as skip counting. In my opinion, skip counting is truly an inefficient way to solve multiplication and as teachers we have been mislead by the Math Expressions Teaching Manual. Below is a link to a presentation about how to integrate technology while introducing second grade students to the concept of multiplication. Please forward your comments and suggestions.
I believe the key to teaching students how to multiply is having them read the math symbol as "groups of" and then stop to visualize and draw the situation. Stating a problem as two times nine does not lend to any sort of mental picture to help students understand the concept of multiplication. I focus on just reading equations until it becomes a habit and then add drawings to support the problem. When students say two groups of nine, they also need to pause to understand what they just said. Just as with reading when we pause to comprehend, students need to pause to comprehend math as well. Groups can be drawn as circles and then either dots or numerals in each group. Once students can do this, they will never be confused with multiplication.
Introduction to Multiplication
I believe the key to teaching students how to multiply is having them read the math symbol as "groups of" and then stop to visualize and draw the situation. Stating a problem as two times nine does not lend to any sort of mental picture to help students understand the concept of multiplication. I focus on just reading equations until it becomes a habit and then add drawings to support the problem. When students say two groups of nine, they also need to pause to understand what they just said. Just as with reading when we pause to comprehend, students need to pause to comprehend math as well. Groups can be drawn as circles and then either dots or numerals in each group. Once students can do this, they will never be confused with multiplication.
Introduction to Multiplication
Monday, June 8, 2015
ScreenChomp
I started using the ScreenChomp app after I saw the icon listed on the Padagogy Wheel v3 under the create section. The app is very simple to use and intuitive. As I prepared to give some instructions to students on how to use this app, they quickly started creating and did not need help.
The app provides three pages of space for drawing along with three different colored pencils. The erase options include a small eraser or a quick wipe to clear the entire screen. There are options to take a photo or upload a picture from Dropbox or Library. The app limits one photo per video. Unfortunately, recordings do not save to the camera roll. Sharing options only include email, copy link, or Tweet this. Videos are automatically stored in the app with the option to give a title to each recording. Once a video is saved, it cannot be edited or given a title.
The options for this app are endless. Most all students comment that they do not like the sound of their voice which is common. Immediately after creating a video students were excited and eager to share and asked if they could email the video to parents, teachers, or the principal. The ability to quickly share this learning is amazing. Also, the possibility of students watching each others videos to learn new concepts transformed learning with new opportunities. When my students realized that their videos were stored in the app they were excited to see what other students were creating. I was surprised when students were asking me permission to view another student's video that included their name in the title. I guess this is a good example of digital citizenship. Next year, I will definitely continue to use ScreenChomp in the classroom. To make sharing with parents easier, I will need be more organized so that each student will have access to their parents email addresses.
Monday, June 1, 2015
The SAMR Model
As an assignment this week, I created a screen cast in effort to explain the SAMR model and to give some examples about how to apply this framework to math instruction, specifically multiplication. It was my intention to be brief and embed text within photos which made some of the text difficult to read. I also failed to mention during the video that this model is not a hierarchy that implies all of our teaching should be at the redefinition level. Flashcards are purposeful and in my mind necessary practice in order to achieve fluency. Instead, the idea is that at some point our instruction should reach all levels of technology integration. Redefinition may not happen on a daily basis, but is a demonstration of deeper understanding when students and teachers are ready.
I used Screencast-o-matic to create this video because it allowed me the most freedom. I was able to adjust the size of the screen capture and hide the movement on the desktop. I like the ability to just restart, but in the end I hated this option as I kept trying to perfect the video. In the end, my first recording was my best, but unfortunately I deleted it. I only saved this cast because I thought I would just upload it and then go back to see if I could make it better since I forgot to say a few things even though I had note cards. After multiple attempts, my computer was not able to upload the video to You Tube so I had to download the cast instead.
Next time I would like to try Camtasia. I wonder if one of the software programs would allow you to screen cast while using your iPad and Reflector. Screencast-o-matic would not allow me to use Reflector at the same time. I think screen cast are a nice way to quickly share information. I just need a lot more practice so that it is not so time consuming.
http://www.sartell.k12.mn.us/samr-model-explained
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