There's something special about going to a CUE Rockstar camp, my first ever as an attendee. The sessions are long, the lunch breaks are long, and there is this unspoken expectation that you connect and network. Another thing that's nice about being an attendee is that nobody knows me. Y'know, the guy who's on Twitter way too much. That me. I'm just John.
Jessica, a TOSA from OPUSD, was informed that I like math... yep. So she turns and tells me that she has an idea:
"So I want to assign 30 problems of homework to the students..."
And I about lost it. But, being receptive, continued to listen.
Jessica, a TOSA from OPUSD, was informed that I like math... yep. So she turns and tells me that she has an idea:
"So I want to assign 30 problems of homework to the students..."
And I about lost it. But, being receptive, continued to listen.
"Disgust" on Flickr CC Photo Credit: Christopher Brown
"...Each student would be assigned ONE problem and they would be responsible for solving the problem, posting a video of their process and the solution."
OK, now you have my attention. We talked through it for about 30 minutes, iterating off of each other's ideas until we got to the point of saturation. The idea had brewed long enough, so now it was time to build.
For anyone who's unfamiliar, I am a fan of the Flipped Classroom. I think that it opened up a lot of time during my class for students to create and explore the mathematics and the connections they can make. At the same time, there are people who have a different definition than me, so I've steered clear for a while. This is, essentially, a flipped classroom model, but with the students doing the flipping. They are the ones teaching their classmates how to do the problems.
Coming back to it, here are the guts:
On the main spreadsheet, the teacher would create a new tab for each assignment within a chapter. The students would be assigned a problem from a set, complete the problem and the video, and upload it to YouTube. They would then place their name and the link in the appropriate row.
The next day, students would go in and watch one video from a classmate and comment on it if the solution and steps were correct. The catch is that the teacher has told a few students to make a mistake. If the student watches a video with an error, they are to correct the error and post a rebuttal video with the correct steps and solution.
When this whole system is built and in place, the class would have a spreadsheet for every chapter with dozens--perhaps hundreds--of instructional videos built by their peers as a review system and reference for future needs.
Jessica even built a template for students to follow who might need support with their narrative and she also built a sample rubric.
This thing is brand new and we believe that it could be there to empower students, so I'm up for any recommendations on how it can be improved. Holler!
OK, now you have my attention. We talked through it for about 30 minutes, iterating off of each other's ideas until we got to the point of saturation. The idea had brewed long enough, so now it was time to build.
For anyone who's unfamiliar, I am a fan of the Flipped Classroom. I think that it opened up a lot of time during my class for students to create and explore the mathematics and the connections they can make. At the same time, there are people who have a different definition than me, so I've steered clear for a while. This is, essentially, a flipped classroom model, but with the students doing the flipping. They are the ones teaching their classmates how to do the problems.
Coming back to it, here are the guts:
On the main spreadsheet, the teacher would create a new tab for each assignment within a chapter. The students would be assigned a problem from a set, complete the problem and the video, and upload it to YouTube. They would then place their name and the link in the appropriate row.
The next day, students would go in and watch one video from a classmate and comment on it if the solution and steps were correct. The catch is that the teacher has told a few students to make a mistake. If the student watches a video with an error, they are to correct the error and post a rebuttal video with the correct steps and solution.
When this whole system is built and in place, the class would have a spreadsheet for every chapter with dozens--perhaps hundreds--of instructional videos built by their peers as a review system and reference for future needs.
Jessica even built a template for students to follow who might need support with their narrative and she also built a sample rubric.
This thing is brand new and we believe that it could be there to empower students, so I'm up for any recommendations on how it can be improved. Holler!
Here is the spreadsheet for videos
Here is the sample planning document
Here is the sample rubric
Happy "Meaningful Support" Fishing
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