Remote teaching: How to Move your Math or Science Course Online
Download as PPTX, PDF1 like282 views
The document outlines a webinar presented by Dr. Maria Andersen on transitioning math or science classes to remote teaching, emphasizing synchronous versus asynchronous methods and the importance of engagement strategies. Key topics include effective use of virtual meeting tools, innovative assessment methods, and ways to incorporate active learning techniques. The session concludes with information about upcoming workshops for deeper exploration of remote teaching best practices.
Remote teaching: How to Move your Math or Science Course Online
- 1. AlmyEducationPresents Remote Teaching: How to Move Your Math or Science Class Online Dr. Maria Andersen CEO, Coursetune Adjunct Faculty, Westminster College @busynessgirl, [email protected]
- 2. Agenda • Instruction and interaction on moving class online (75 min) • Q&A (15 minutes) • Post questions as we go in the Q&A Feature or the chat. • Next steps • Free giveaway Recording and slides later today.
- 3. Giveaway! USB Document Camera *Must be present at the end to win
- 4. AlmyEducationPresents Remote Teaching: How to Move Your Math or Science Class Online Dr. Maria Andersen CEO, Coursetune Adjunct Faculty, Westminster College @busynessgirl, [email protected]
- 5. Dr. Maria Andersen • Has taught math and science since 1998 at the college level • Has taught math and other subjects online for 13 years • Over 100 workshops and presentations about how to teach math and science online • Teaches remotely all the time • Adjunct, Westminster College • CEO, Coursetune
- 6. The glass is half-empty because you drank the first half already. The glass is half-full because this is an opportunity to learn and try something new and for once your administration and/or colleagues won’t tell you no!
- 7. REMOTE is not ONLINE REMOTE CLASSES Mostly synchronous Meets at scheduled times Primarily utilizes virtual meetings Can be used anytime ONLINE CLASSES Mostly asynchronous Rarely meets at scheduled times Primarily utilizes an LMS (Canvas, Brightspace, Moodle, Blackboard) Requires careful curriculum and instructional design
- 8. Remote Teaching Should Be in Your Teaching Toolbelt • When a student is ill • When I am ill • When a student is away for a sports event • When bad weather keeps me or them from getting to class • When I am out of town at a business meeting or conference
- 9. Move to new types of Assessment: Assessment is more than Tests
- 10. The Pressure Opportunity to Change
- 11. Remote Teaching is Similar to F2F Teaching You can see your students and they can see you You can have discussions You can "write on the board" Students can work in small groups You can use active learning techniques
- 12. But what if they don’t pay attention?
- 13. They might not have been paying attention.
- 14. Virtual Meeting Rooms - Preparation • Make sure you know how video and audio mute work • Make sure you know how to share your browser or desktop • Make sure you know how to stop sharing your browser or desktop • Find where the chat window is – private chat vs public chat • Clean up your desktop, browser tabs, and bookmark folders • Try features like “Raising Hands” or answering “Yes/No” questions from the teacher and student side
- 15. Practice sending a chat message Send a private chat to me: What school do you teach for? Then send a public chat to all: What is the strangest thing you’ve seen this week?
- 16. Virtual Meeting Rooms - Logistics Record Set meeting to auto-record (because you’ll forget) Mute Set students for “Mute on Entry” (to minimize noise) Waiting Set for waiting room or enter before host Notes Keep a paper class list by your computer to take notes Scene Check the scene behind you
- 17. Virtual Meeting Rooms – First Session • Setting expectations for all your sessions • Suggest (but don’t demand) students be on video • Set policies around getting full attention – “Stretch and watch” • Practice “Raising Hands” with the students (if that is an option) • Practice having students unmute to answer a question. Goal: Everyone tries by the end of the session.
- 18. The chat panel has pedagogical superpowers ... if you know how to use it.
- 19. 3-2-1-Go Method Fine print: This is slightly crazy to do in a room of 250+ people, but I’m doing this to demonstrate how it works in a room with 20-40 students.
- 20. What is the slope of this line? A) 0.25 B) 2.5 C) 0.5 D) 5.0 3-2-1-GO TYPE YOUR ANSWER IN THE CHAT WINDOW BUT DO NOT PRESS ENTER UNTIL I TELL YOU TO. PRACTICE #1
- 21. What is the slope of this line? A) B) 2.5 C) D) SOLUTION #1
- 23. Where does the slope go from increasing to decreasing? 3-2-1-GO TYPE YOUR ANSWER BUT DO NOT PRESS ENTER UNTIL I TELL YOU TO. PRACTICE #2
- 24. Where does the slope go from increasing to decreasing? The slope does go from positive to negative at about 0.2, but that’s not what you were asked. FOLLOW UP #2
- 25. Where does the slope go from increasing to decreasing? 3-2-1-GO TYPE YOUR ANSWER BUT DO NOT PRESS ENTER UNTIL I TELL YOU TO. TRY AGAIN #2
- 26. Where does the slope go from increasing to decreasing? It doesn’t. The slope is decreasing where the graph is concave down and increasing where the graph is concave up. It goes from decreasing to increasing, not the other way. SOLUTION #2
- 27. What makes the 3-2-1-GO chat pedagogically better than asking the class in a F2F discussion? Answer in the chat window. 3-2-1-GO TYPE YOUR ANSWER BUT DO NOT PRESS ENTER UNTIL I TELL YOU TO. THE REALIZATION ...
- 29. What is Think-Pair-Share (TPS)? THINK – Pose a question or problem for students to think about, jot down notes about, or solve on their own for 1-3 minutes. PAIR – Place students in small groups or pairs to discuss the similarities and differences in their answers and reach a consensus. SHARE – Ask selected groups or pairs to share with the class.
- 30. Many Virtual Meeting Platforms Have Breakout Group Options
- 31. Students can work together, you can move between groups, and students can ask for help
- 32. THINK: List 10 properties of ANOTHER OPTION: SYNCHRONOUS DOCUMENTS Jot down your own thoughts. You have 1 minute.
- 33. PAIR: List 10 properties of ANOTHER OPTION FOR TPS: SYNCHRONOUS DOCUMENTS Go to the designated Google Doc and work with your group to make a consolidated list with more detail. See Chat Window for Links: Last names A-E Last names F-J Last names K-O Last names P-S Last names T-Z
- 34. SHARE: List 10 properties of ANOTHER OPTION FOR TPS: SYNCHRONOUS DOCUMENTS You can display the Google Docs and discuss the answers. Domain Range Type of Function Initial value or y-intercept No x-intercepts Horizontal asymptote Rate of growth Growth factor Concavity Graph is always positive
- 35. Prepare the Docs Ahead of Time with links so that you can easily share in chat.
- 36. TPS with Synchronous Whiteboarding Tools • These are going to be harder to set up because they will likely require every student to have a login • There are many kinds • Depends on what you have access to (OneNote is an option) • Battle of the Free Digital Whiteboarding Tools https://busynessgirl.co m/battle-of-the-free- digital-whiteboarding- tools/
- 37. You can write “on the board” in real time I tried a LOT of options. USB tablets, PC tablets, iPads, synchronous smartphone apps. The simplest solution is to make a $99 investment in an IPEVO Ultra High Definition USB Document Camera. https://amzn.to/2U1VbbA LET ME DEMONSTRATE
- 38. With a Document Camera You can show problems in a book Walk through completing a worksheet Share handwritten solutions Demonstrate experiments Use math manipulatives
- 39. Science Labs with Doc Cameras You are the lab partner of your students. Pause experiments at different steps to do MC or 3-2-1-GO questions. Students should tell you next steps (be willing to do small things wrong). Students have to answer questions about WHY before you proceed. As a group you collect the data. Individually they submit writeups. You could provide multiple data sets.
- 40. If you happen to have a PC tablet, try out Microsoft OneNote.
- 41. Logistics for a Doc Camera or One Note 1. SHARE YOUR FULL SCREEN 2. GO TO THE DOC CAMERA APP OR ONENOTE AND MAKE IT FULL SCREEN
- 42. How will students share handwritten work in discussions? • They will talk about what they wrote (isn’t that a win?) • They can hold a paper up to the camera to show classmates their work or a diagram • They can share a link to a Desmos Graph
- 43. Share a Link to a Desmos Graph https://www.desmos.com/calculator/0tzl0dmu01 Students can share • Data sets • Written comments • Functions • Graphs • Labels on graphs
- 45. Desmos Classroom Activities https://teacher.desmos.com/ Students participate in activity You can monitor the data coming in You can pause the students to get their attention back Groups are automatically assigned Can use asynchronously if you are careful to pick activities with no group work or group share You can write your own
- 46. Desmos Activity: Line Zapper Last Names A-M Last Names N-Z
- 49. LMS tools for facilitating “what you do in the classroom” • Discussion Forums • Peer Review Assignments • Online Homework GET HELP FROM AN EXPERT OR THE PEDAGOGY AND EXECUTION WILL BE POOR
- 50. Let’s talk about Summative Assessment
- 51. Students need a way to turn in work just like they would in class. Many apps turn your phone into a scanner and convert photos to PDFs.
- 52. Students will need to have a low-stakes practice run (or two) Uploading Docs Using the CamScanner App https://www.youtube.com/watch?v=5KQ-ySs03Wo&t=22s
- 53. Proctoring Strategies Time-boxed: From download to submission is a set time. Consider open notebook assessments (anything they can write down will be allowed) Remember students might not be able to print (they will have to see their screen) Students handwrite and sign a short academic integrity statement at the beginning of their exam.
- 54. Don’t use Googleable Questions
- 55. Assessment Transformation GOOGLEABLE What is the vertex of the given function? NOT SO GOOGLEABLE List at ten properties of the given function.
- 56. Assessment Transformation GOOGLEABLE Find the equation of the line between (0,6) and (3,18). NOT SO GOOGLEABLE At the beginning of 2015, Spotify Premium had 68 million Monthly Active Users (MAUs). At the beginning of 2018, Spotify Premium had 168 million MAUs. The growth of Spotify Premium MAUs appears to be linear. Let t be the number of years since 2015. Find an equation for the line between these two data points.
- 57. Assessment Transformation GOOGLEABLE Solve the problem ... NOT SO GOOGLEABLE The solution to the above problem is ... Option 1: Now explain how to another student how you can solve it. Option 2: Show two ways to solve the problem.
- 58. But maybe can we rethink assessment just a little?
- 59. How deeply do students need to know the skill or information?
- 60. Alternative Assessments • Create a model and make predictions with real-world graphs and data • Do a teaching demo for a topic • Sort and compare activities • Write test questions • Meaningful Online Discussions • Dive into the science of the news! Give the students some agency in choosing the topic or format. Provide a clear rubric for grading.
- 62. Graphs In The World Search for GraphsInTheWorld on: • Facebook • Instagram • Twitter
- 64. Online Lectures A full set of class lectures and lecture materials for a 3-credit class: prepared, recorded with proper descriptions for the blind, edited, annotated, captioned, and produced takes approximately 500 hours. Example: https://www.youtube.com/wat ch?v=5CD3lf6uMcY&feature=y outu.be (not properly captioned yet)
- 65. Use an already recorded set of videos from a Math Instructor PatrickJMT http://patrickjmt.com/ MathTV http://mathtv.com/ Mathispower4u http://www.mathispower4u.com/ Contemporary Algebra Collection http://bit.ly/CAC-Form
- 66. Recording Short Videos Drop any expectations that you’re going to somehow record all your lectures. Record short help videos where needed. Sound is very important It’s easier to cut than to splice Free TechSmith SnagIt through June https://discover.techsmith.com/remote-techsmith/
- 67. You can do this!
- 68. Next Steps: Live, full-day workshops Maria will be offering a deep dive into all of these topics in online Workshops. Dates: Saturday April 18 or Saturday May 16 One-hour sessions with 30-minute breaks in between beginning at 10 am Central
- 69. Designing and Implementing an Effective Online Math Class • Moving Your Math or Science Course Online • Best Practices for Videos and Screencasting • Facilitating Online Discussions and Synchronous Sessions in Math and Science • Assessment Strategy and Security for Math or Science Courses • Being a Good Online Coach Individual price for full day: $199 https://courses.almyeducation.com/designing-and-implementing-an-effective-online-math-class Get on the waitlist today. You’ll be notified when registration opens.
- 70. Want more sooner? Online workshops and webinars can be created customized for the tools available at your college or school and your audience Sending out a survey for where you want deeper dives, low cost webinar options for individuals and institutions
- 71. Questions? Dr. Maria Andersen CEO, Coursetune Adjunct Faculty, Westminster College @busynessgirl, [email protected]
Editor's Notes
- #7: There are good reasons you already wanted to know how to teach remotely.
- #9: You probably already needed a way to bring students into class when they are away for sports events, at home because a car is broken down, ill and trying to keep others from getting sick, suffering from anxiety etc. Now is the time to finally take the time to learn to support all those students that miss classes when you are teaching F2F.
- #10: When was the last time you really thought deeply about assessment strategy. Many of you are worried about proctored tests. Does EVERYTHING need to be tested? We live in a world where computing technology and Smartphones has completely transformed the availability of information. Do you REALLY need to test EVERYTHING the same way?
- #11: Probably some of this was already on your list to think about, but we’re all so damned busy. You know as well as I do that we only get to the changes that we HAVE to do. Now is the time! You’re going to do it!
- #14: Guess what, many weren’t paying attention already.
- #17: Notes: It’s difficult to keep your own digital notes during a virtual session
- #50: These tools require additional training. We use them a lot in online classes, but don’t dive in unless you’ve learned some pedagogy.
- #55: You should already be doing this!
- #59: We live in a time when there is more information accessible at our fingertips than ever before.