Using iMovie to Create Math Video Problems

1. Using iMovie to Create Math Video Problems Sean Dardis - sdardis@mattawanschools.org Mattawan Consolidated Schools

2. Example From MACUL Which is better for table space, circle or square plates?

3. Agenda • Why should I care? • Teacher made videos • Students made videos • Questions and comments

4. Student Testimony

5. A Common View on Teaching Math • Measuring Mathematical Quality of Instruction (MQI) by Heather Hill and colleagues The instructional dimensions measured by MQI Source: National Center for Teacher Effectiveness http://isites.harvard.edu/icb/icb.do?keyword=mqi_training&pageid=icb.page394700

6. Findings “ ” • Meaning • Hill found that teachers who understood math, were generally better teachers • Though, understanding math did not guarantee being a good math teacher

7. Shifting The Focus,Why Video Problems? • Moving our focus from the Teacher and Student to the Content

8. What is Real World Math? Our students need to find meaning in the real world math they do. Does this accomplish meaning?

9. Making Math Real and Creating Problem Solvers Make your curriculum from real world situations

10. Reasons to Use Video Problems • 1. CCSS Math Practice Standards

11. Reasons to Use Video Problems • 2. Student engagement • Students create a product • 3. Applied mathematics, the way is should be • 4. Differentiation

12. Rush and AJ

13. A Closer Look at Rush and AJ

14. A Closer Look at Rush and AJ

15. A Closer Look at Rush and AJ

16. As an Instructional Tool • Created by teacher • Used to introduce or further investigate a concept • Can take many different looks Spectrum of teacher videos Inquiry Open-ended In the moment Direct Specific question Scripted

17. Inquiry Model

18. Direct Model

19. The Brownie Problem The problem, in textbook form, from Connected Mathematics 2:

20. How to Create a Video • Carry around a video camera, smart phone, iPod Touch, etc. • Record math that you observe in the real world Inquiry Based Direct • Create or find (for example, from textbooks) a real world scenario that involves math and that has a direct question • Film the scenario, or the scripted re-make

21. Middle of the Spectrum • Some (maybe even most) videos will not be completely on the left or right end of the spectrum. For example:

22. Hot Dogs Take 1

23. Hot Dogs Take 2

24. Student Videos • Students can also find meaning in creating videos • Again: • 1. CCSS • 2. Real world math • 3. Student engagement • 4. Differentiation

25. The Number One Reason For Video Problems

26. Student Creation Process • The important document: Video Problem Think-Through • Assigned to students as homework periodically • Students may also complete at any time they desire • Once approved, they may film their problem

29. Logistics of Filming • Cameras: • Our solution- Mattawan Public Education Foundation • Students have access to smartphones, iPod Touch, etc.

30. Logistics of Filming • Timing • Once students have permission from parents, they may sign out a Flip Video to take home and film • Students come in at lunch/recess time to film, on own will • Class time set aside to film problems

31. Example 1

32. Example 2

33. Example 3 The Common Core standard: What that may look like: Find the distance between points (-6, 6) and (11, 6) Find the distance between points (-3, -6) and (-3, -12) |-6| + |11| = 17 |-12| - |-6| = 6

34. Example 3

35. Can You Do This? • Does the math you teach matter? • Can your students learn?

36. Share It! • Benefits of sharing online: • Student value • Shared resources • Collaboration Video Story Problems on Vimeo

37. Contacts • Sean Dardis: sdardis@mattawanschools.org • Twitter: dardiss • Blog: sdardis.blogspot.com • Ben Rimes: brimes@mattawanschools.org • Twitter: techsavvyed • Blog: techsavvyed.net