REGIONAL EDUCATIONAL LAB ~ APPALACHIA

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 September, 2008 Series Writing to Learn & Classroom Visits

2. Getting Started Today • Open KVHS in another browser or tab • Go to Spotlight on Algebra • Respond to the discussion board prompt if you haven’t already done so • Open the Wiki in another browser or tab • Have the TT for Algebra 1 Lesson 2 open and scan for the different writing to learn opportunities involved in the TT.

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

4. NUTS & BOLTS • Technology Issues • Teacher Schedules • School Visits • Writing to Learn as Formative Assessment

5. Walkthrough Indicators for School Visits • Content Standards • Classroom Instructional Practice • Classroom Technology Practice • On-line Student Interaction

6. Mathematical Literacy Focus WRITING TO LEARN “Writing is a way to work yourself into a subject and make it your own.” (Zinsser, 1988, p. 16)

7. NCTM’s Communication Principle The Council's Principles and Standards for School Mathematics (2000) states that “written communication should be nurtured” and that math instruction should enable all students to • Organize and consolidate their mathematical thinking through communication. • Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. • Analyze and evaluate the mathematical thinking and strategies of others. • Use the language of mathematics to express mathematical ideas precisely. (p. 60)

8. WRITING TO LEARN • What was the strategy? • What was the learning goal(s) for using that particular strategy? • How did you release the strategy to the students? • What were the results? • What next steps were defined because of those results?

9. Writing to Learn from Tracking Tools • “Warm-up: What property is represented by 2+ 5 = 2 + 5? How do you know?” • “Today’s reflections: What text codes did you use today, elaborate on one, or share what you thought was interesting about today’s lesson that helped you understand how to set up an algebraic equation based on a word problem.” • “Reflection Section: What are two things that you think are important from today’s lesson? What from today’s lesson connected to something we’ve already covered in class? What is one question that you still have about the information from today’s lesson?”

10. 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 (#4501), kari.welch@education.ky.gov • - KDE, Grace Yeh: 502-564-4772 (#4537) • grace.yeh@education.ky.gov • - Identify yourself as COHORT II HYBRID ALGEBRA TEACHER • KCTM Conference: - Oct. 11, 2008, Louisville - www.kctm.org • October Series: Monday, October 20, 4:30 EST; Wednesday & Thursday, October 22 & 23, 3:30 EST