Updated Video Problem Think-Through

Here is the updated Think-Through.  Student sharing options is now included on the bottom.  Also, spacing on the page is a little nicer.  Enjoy.

Video Problem Think Through

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MACUL 12 Presentation Slides

Hello All,

After the presentation, many asked if the Keynote slides would be available.  Here they are.  I have embedded the images one by one.  Obviously, this is probably not the best way to view all the slides.  Also, here is the presentation in PPT form MACUL12ppt.  Videos are not part of the file, but those can be viewed on my Vimeo acount.

Again suggestions are welcomed and appreciated.  I plan on updating it to include the boxes for who it can be shared with this weekend as well.  Lastly, if you want to join in the collaboration of the Vimeo Video Story Problems, please do not hesitate to contact Ben Rimes or myself.

 The videos are not in the Slideshare, but most are up on my Vimeo account.  I had recorded the presentation to share, but unfortunately the Flip Video died halfway through.

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A Closer Look at Student Videos

I recently introduced the video problems that my students and I have been working on this year.  Here, I would like to explain the students videos a little more.

While I have found a highly effective use for my videos in the classroom, I have realized that student video have just as equal and important place.  In a previous post, I mentioned how the Standards for Mathematical Practice.  These practice standards need to be an essential part of any math classroom.  A great way to accomplish that is by having students create their own problems, in the this case video story problems.

Here is the “Video Problem Think-Through” form that I use in my classroom:

Video Problem Think Through-click here to view the PDF

 Any student creating a video problem is required to complete this paper.  The content standards can be seen in what is required by the students.  For example, take a look at the question “Is the information you are providing accurate?”  I put this on form so that students would “Attend to Precision”  (Practice Standards Six).  Obviously, students are forced to attend to precision, due to the fact the question appears on the page.  However, in creating their own problem, which is a high-level thought process, attending to precision can be difficult.

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The Beauty of the Cartesian Coordinate Grid

The Cartesian coordinate system is a fundamental necessity to mathematics.  Anyone beyond elementary school knows this.  However, when a student first encounters the system, it can be overwhelming.  Two number lines- one horizontal and one vertical- at the same time?  Negative numbers?  This can be a difficult system to master for many students.

Helpings students recognize the usefulness of a mathematical concept or system, before they are introduced to the technical terms and procedures, can be very helpful.  Surely students could learn about the Cartesian coordinate system by having the teacher stand in the front of class and lecture on about the origin, x-axis, y-axis, procedure for graphing, etc.  However, in the case, students do not fully recognize the utility of the system.  Additionally, all the terms, definitions, and procedures can scare students away.  Admittedly, this is how I taught it last year, resulting in low engagement and effectiveness.  Instead, having students discover the Cartesian system layer by layer would allow them to realize its beauty, before learning the ins-and-outs.

To do this, I had two students volunteer come to my interactive white board (IWB), which was simply a white screen.  I had Student A face the board, while Student B turned the other direction.  With student A watching, I marked the board in the upper-left hand corner.

I then created the same exact page, before I had marked the board, which in this case was simply another blank white page.  Student A would now give directions to Student B on where to mark the board, trying to get as close as possible to where I had marked it before.  However, Student A now had to turn around and face away from the board.  This forced Student A to only give verbal clues.  Student B would use these clues to make their best guess, resulting something similar to this:

Most cases resulted in the the students getting vaguely close, but never spot on.  As a class, we reflected and discussed how difficult this was.

I then had the students repeat the process, though this time I added an x-axis and y-axis (explained to them as a horizontal and vertical line).  Again, I marked the board with Student A watching, and Student B facing away:

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Video Story Problems

Last spring, at the tail end of my first year of teaching, I was pondering how to make my math classroom more engaging.  I wanted to make the math more meaningful for students (an almost universal desire among teachers, I think).  Don’t get me wrong, we had done math application problems, in the form of word problems.  However, I felt that there needed to be something more.

I attended a county Common Core mathematics workshop in April, focused on helping teachers develop strategies for teaching the eight math practices.  At lunch, the workshop head played this Dan Meyer bean counting video for us to think about.  A few days later, a colleague of mine, Ben Rimes, started posting his first video problems.  I finished the school year using a few of these videos in my classroom, and really saw a higher level of engagement and curriculum relevance.

This current school year, I have made math video problems a large part of the classroom.  I have produced many videos that have served as instructional pieces.  Furthermore, I have had students develop video problems of their own.  I will go into the process of both the teacher-created and student-created videos in separate blog posts in the near future.

For now, I just wanted to share the resources that have been created this year.  Ben created and managed a Video Story Problem channel on Vimeo, where several teachers have collaborated to create a collection of these videos.

I will post later this week, more specifically about the teacher and student video process.

Also, I will be speaking at MACUL about my experience with these videos, for those who are interested.


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Go Blue (or, Go Maize)

I completed my first visual assignment last night.  I chose to use the color splash on the University of Michigan football helmets.

I have always loved the contrast in colors of the maize and the blue.  The Michigan uniforms are unique, and thought the color splash would go well with the helment.



I used GIMP to complete this assignment.  It was a lot easier than I though it would be and I really enjoyed it.  The color splash is cool way to add emphasis to certain parts of the picture.  Cool stuff.


Here is the tutorial I used, which was straightforward and overall very helpful.  http://www.gimp.org/tutorials/Selective_Color/


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Grad course survey

Hello all,

I am currently taking a graduate course at Western Michigan.  The course is focused on school budgeting and finance.  I have to conduct the following questions and report back with answers as part of an assignment.  Your help in assisting me complete this assignment is greatly appreciated.  Thanks a lot!

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Two related objects with drastically different sizes- TDC22

For today’s daily create, I have taken a picture of two Angry Bird nets.  The smaller bird is the blue bird, that breaks into three separate  avian missiles.  The larger bird is the black bird, that drops the bomb.

Click for larger image

Tomorrow, my students will be exploring 3-D geometric nets.  They saw me constructing these before class today and needless to say, they are very excited to create their own.

I found these on the web, from Little Plastic Man.  Here is the link, if interested.

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My Personal Cyberinfrastructure

Well, here I am.  I have decided to start a personal blog, which will include among many things, a reflection on my own teaching practices, collaboration with other educators, and my involvement with ds106.

My top two motives for starting this blog:

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