Maximizing Student Engagement in Hybrid Algebra I Courses

1. 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 March 2009 Series Challenges to Teaching Hybrid Algebra I

2. GOALS FOR ON-LINE COLLABORATION • On-line Collaboration using Horizon Wimba: • Share teaching strategies/resources, • Discuss planning instruction, • Analyze student work, • 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 need to address issues in the field – including new learning that promotes student achievement.

3. NUTS & BOLTS • Technology Issues • Update regarding changes to the Lessons • See Spot Light on Algebra – Course Documents, Teacher’s Instructor Guide • Control Panel Hints • February Results

4. SHARING STRATEGIES, PROCESSES, & STRUCTURES • Mathematical Literacy Strategies - Vocabulary Development - Writing to Learn - Reading to Learn - Academic Dialogue - Technology - Manipulatives - Modeling

5. SHARING STRATEGIES, PROCESSES, & STRUCTURES (continued) • Formative or Summative Assessments Created and Used • Instructional Issues or Barriers You Are Facing or Encountering • Shared Experiences and/or Suggestions from Colleagues (Community of Learners) • Processes, Structures, and/or Lessons that Promote Student Achievement • Others

6. REQUESTED TOPICS • Storing key concepts in long-term memory. • Keeping students focused during the KVHS Lesson. • Gauging student learning progress and determining next steps what is the best time for the formal assessment. • Interacting with students during the kvhs lesson for deeper learning of key concepts.

7. Keeping students focused during the KVHS Lesson • Set expectations about interacting with the notes for the discussion • Model your expectations for students, “While listening to the lesson, I wondered…” • Use text-coding strategy and focus post lesson discussions around codes • Use variety of outlets to create more interaction with the material • Make your expectations clear and hold yourself accountable for enforcing them • Chunk the lesson • Create an alternative assignment

8. High School Survey Student Engagement Students were then asked, “If you have been bored in class, why?”: • Material wasn't interesting: 75% • Material wasn't relevant to me: 39% • Work wasn’t challenging enough: 32% • No interaction with teacher: 31% • Work was too difficult: 27%

9. High School Survey Student Engagement (Continued) • Teaching methods with reported with high engagement: • *83% discussion and debate • *83% Group projects • 69% activities with active participation (such as presentations, role plays, and art and drama activities • Teaching methods with reported with low engagement: • 52% teacher lecture (important to note 48% report no engagement in teacher lecture) * (83% are “a little,” “somewhat,” or “very much” excited/engaged)

10. Hybrid Learning: Maximizing S.E. • Create a dynamic learning environment** • Scaffolding of expectations- to avoid chaos in a free environment scaffolding must be used (Dwight & Garrison, 2003) • Teachers use technology as one tool among many in their instructional repertoire • Integrate technology into the larger curricular framework • Use computer skills within the context of a meaningful assignment • Use tool applications- desktop publishing, • Most engagement when allowed to experiment and explore Drill & practice has its place, but “overreliance led quickly to student boredom and frustration.” **students are free to explore, interact with, comment on, modify, and apply the set content and additional content they discover or create through the learning process

11. Hybrid Learning: Maximizing S.E. (Continued) • Transformative learning outcomes (applied directly to relevant practice) • Include self-reflection spaces, online discussion, knowledge building spaces, project work, synchronous chat discussions based on readings and in class sessions. • Relevant learning scaffolds • Instructor intervention, collaborative knowledge, self-directed research • Online learning shows consistently that students look for teacher intervention more directly than f2f. “students know exactly when they need the instructor and why” (Moore, 1993; Reynard, 2003)

12. RECOGNIZING KEY COMPONENTS TO GRAPHING LINEAR EQUATIONS – ESP SLOPE-INTERCEPT OF A LINE • Three way tie method each time you are discussing or modeling linear functions • Use of Number/Table, Algebraic Symbols/Equation, Graphic Model, Sentence or Oral Description of what story the Models are telling

13. REMINDERS Office Hours (Monday 9 – 10 EST & Tuesday 1 -2 EST) Help Line: - Bb: 866-590-9240 - KDE, Paula White: 502-564-4772(#4512) paula.white@education.ky.gov - KDE, Kari Welch: 502-564-4772 (#4546) - for STUDENT & TEACHER ENROLLMENTSkari.welch@education.ky.gov - KDE, Grace Yeh: 502-564-4772 (#4537) – for TECHNICAL SUPPORT grace.yeh@education.ky.gov - Identify yourself as HYBRID ALGEBRA I TEACHER, COHORT II April 20 (4:30 EST), 22ND & 23RD (3:30 EST) On-Line Collaboration