Melissa Torres - Cycle One Report - Building a Computer Adaptive HS Mathematics Curriculum August 2012 - November 2012 _____________________________________________________________________________

ACTION In attempt to redefine high school mathematics for disengaged and frustrated students, I introduced students to new ways of experiencing the learning process. Seeking to gain the trust of a new group, I took the time to explain why traditional forms of math teaching were creating a gaps and frustrations in their ability to develop math skills. Introducing students to how constructivist theory can be applied in our the digital 21st century, I began the work of changing the mindset of disengaged high school math students. I wanted students to understand the source of their frustration in mathematics was not a result of their lack of ability, but rather a series of poor math instruction. I introduced students to the idea of (ICT) Information & Communications Technologies Integration Curriculum and asked if students wanted to give the blended learning model a try. ICT Video http://youtu.be/NfN5SSiRoPs [make a textbox over img] Implementing a strategy of Show, not Tell, I took the time to debunk traditional models of teaching by providing students with evidence of new models of learning. Sharing YouTube videos from Edutopia, MindShift, and CrashCourse, grabbed the attention of students and provided students examples of varied forms of learning. The use of these YouTube channels allowed me to show students that math class should and can be fun. Sharing education related videos was used to create a relationship based on a common language for change. My traditional role as feared math teacher transitioned to leader of our cause. Rather than provide with a mathematics lecture, I used lecture time to discuss the Common Core Standards to be addressed, the 21st century skills applied in context to the math topic, and the learning technology tools we were to investigate. Students were invited to participate in Edmodo as an arena to develop their own new type of math class. Edmodo was presented to students as a new communication tool for our community (class) collaboration. Before giving students the tool, the issue of Digital Citizenship was addressed with students. Modeling collaborative communication, classes discussed current issues with social media, contributed to contract rules, and signed Digital Citizenship contracts. Edmodo take home parent information packets were sent home with students for their parents to understand the use of this social media-like learning management tool. Traditionally an Edline using school, parents were provided with informational videos regarding how to use Edmodo with their childs education.

With a focus on communication, I wanted to take the time to share with parents why posting comments regarding instruction, homework practice, and class due dates is important to community building and establishing an environment for students to communicate their needs. I did not want to beg, buy or force students and parents into using Edmodo, so instead, I chose to invite students and parents to participate! The invitations continued with introductions to LearnZillion for instructional videos and gamified practice through MangaHigh. In September 2012, LearnZillion and MangaHigh were beta version tools I invited students to investigate for use in their daily instruction. Students were asked to contribute their feedback regarding these tools on Edmodo, a safe place to reflect on learning technology tools and their contributions to learning mathematics. Redefining math class created an environment in which students no longer viewed mathematics as threatening, but rather a course they needed new skills and tools from to be successful in. These redefining and introductory actions were in attempt to answer my CYCLE ONE QUESTION: If I utilize learning technologies tools to support both student engagement and Common Core standard mastery in mathematics courses, then how will the academic identities and mindset of students change? _____________________________________________________________________________ EVALUATION Students and parents were drawn to the opportunity to participate in a math class unlike anything they had seen before. Utilizing the frustration of parents with their struggling student and the frustrations of the struggling student with math class aided in my ability to sell new learning technologies for the classroom. The tools and methods introduced to students were selected to meet the K-12 Eight Universal Math Practices of the Common Core Standards and embed 21st century skill development within the curriculum. I created a graph demonstrating the number of students participating in each of the following areas of learning technologies provided: Wall Posts regarding assignments Wall Post reflections Assignment turn-in Gaming App - MangaHigh Instructional Video App - LearnZillion Our Edmodo class Wall allowed me to physically count the amount of participation by students in these areas. As demonstrated in the graph below, students increasingly implemented the various features of Edmodo over time.

Through the use of Edmodo, I was able to document both student and parent participation in the evolution of high school math class. A frequency table of keywords demonstrated by students in wall posts on Edmodo communicates general student impressions of Edmodo, LearnZillion, and MangaHigh. The evolution of student Edmodo usage and reflection regarding learning technologies as part of their mathematics instruction is documented in the frequency table below.

The visuals provide evidence that the strategy of show not tell proved effective in achieving student use of the learning technology tools provided to them. From a teachers perspective, it was a pleasure to view analytics regarding student use of learning technology resources. Use of visual analytics provided by LearnZillion and MangaHigh aligned intervention needs, tool assignment, and proof to administration the effectiveness of my curriculum and teaching style. Administrators, parents, and students saw value in the visual reports demonstrating student effort, student skill development, and areas for improvement. The parent representative for the Sophomore class commented:

[Progressive School] provides us with what our students are doing and how they are enjoying what they are doing. Parents would also appreciate knowing teachers are focusing on individual student weakness identification and intervention methods. The visuals you are providing us is setting a new standard of communication between parent and school. Through the use of real-time analytics, I witnessed full class engagement, students self imposing reassessment for improvement, and encouraging community members to maintain resilience. Student efficacy for mathematics, a class students traditionally struggle with, resulted in overall academic efficacy. Students began to communicate their desire to replicate the learning technology opportunities provided in math class in other core classes. _____________________________________________________________________________ REFLECTION Luckily for students, a positive externality of my learning technology modeling, once technology apprehensive teachers requested the opportunity to observe classes. Frustrated their students reported disengagement in their classes and preference for math class, new and experienced teachers observed with smiles as they witnessed full class engagement and individual student participation and success. One particularly observant new teacher commented: You dont really do anything. You just walk around asking questions. I just dont get it. Students love math class. I took this mentor opportunity as a chance to implement Common Core and 21C Skill aligned curriculum. I found Common Core Unit and Lesson Plan templates, created personal Jing videos regarding how students were already using Edmodo and LearnZillion, and created Shared Google Drive folders for teachers to access resources for each. The influence of Edmodo, LearnZillion, and MangaHigh on Algebra2 class led to a replacement of Edline for more userfriendly EdTech tools such as Edmodo, LearnZillion, and IXL.com Quia Books. I believe previously disengaged students experienced authentic learning from the learning technologies provided to them for instruction, practice and project-based learning. Edmodo, LZ, and Manga analytics act as proof of student engagement and skill development. Using this evidence, I communicated to administration my desire and ability to mentor new teachers in 21C best practices. I was excited and proud to feature my classroom strategies, but understood the same techniques would need to be replicated with new teachers. Mentoring new teachers was going to be a real test of the effectiveness my curriculum and classroom style. I was both nervous and excited, but nerves would always subside with the attraction of peers and students to learning technology tools. Without any intention, learning technologies became hip and sharing pins from Pinterest a norm at staff meetings. I often sat back, as I sometimes do in the classroom with students, in awe of the effectiveness of learning technologies on best practices.

With the lure of freshly made coffee and french croissants, I took pride in inviting new teachers into a learning environment worthy of discussion regarding how to effectively reach their disengaged students.