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 Online Collaboration April 2010 Series Prototypes of Exemplar Hybrid Instruction & Classroom Visit Results

2. GOALS FOR ON-LINE COLLABORATION • On-line Collaboration using Horizon Wimba: • Share teaching strategies/resources, • Discuss planning instruction, • Analyze student work, • 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.

3. AGENDA • Technology Issues • Reminders to post materials on http://hybridalgebra.wikispaces.com • Research Plans for 2010-2011 • School Visit Results • Viewing Video for Exemplar Practices in Hybrid Instruction • Discussion

4. Research Plans for 2010-2011 • Cohort IV – all eight Cohort II control schools have agreed to receive the intervention with a total of 18 teachers. • Status of reporting results

5. School Visit Expectations • Use of the learning cycle • Transitioning from face-to-face to online instruction • Use of tracking tools (scaffolded to open-ended) • Use of multiple representations that connect the tabular to the algebraic form to the graph • Use of mathematical literacy (vocabulary, writing and reading to learn) • Use of mathematical discourse (questioning techniques that extend student thinking) • Utilizing KYVS Alg I 40% of instructional time • Use of other URLs & technologies

6. Exemplars from the School Visit • KYVS Lessons used for new learning – disjunction and naming systems of equations: reflection and closure completed through an exit slip and a double entry organizer. • Class openers reviewed material that connected with the online lesson (ex. - activated prior knowledge of conjunctions using a double entry organizer, new learning online, reflection completed the right side to determine what had been learned). • Writing to learn: note-taking, admit and exit slips (ex. -what other questions do you have about Lessons 15.1 & 15.2), double entry organizer.

7. Exemplars from the School Visit • Class opener has students to connect multiple representations of an equation written in slope-intercept form: - Algebraic equation - Graph discussing slope and y-intercept - Tabular values to look for the change in y & change in x extending to ∆y/ ∆x with labeling on the table • The online lesson extended graphing skills that made the same connections.

8. Exemplars from the School Visit • Reading to learn: use of prefixes and root words with LINEAR, INCONSISTENT. • Some word walls and number lines were up without classroom reference. • When online, students were engaged with the online lesson(s). • Lesson plans were sent in advance by seven teachers – thanks. • Conferences were held with four Principals (others were unavailable) and each is committed to hybrid instruction and willing to support computer lab time.

9. Exemplars from the School Visit • Quote from a student, “When I get lost in trying to answer questions on the tracking tool, I always rewind the lesson so that I can hear it again and try to find the answer.” • All observed classes had students with earphones and structures were in place for distribution; signing in online was cut to a minimum. • Online time is at a minimum when district curriculum maps require that topics covered do not match with the KYVS lessons (Probability, functions…); can still use for review and skill building.

10. Challenges • Sustaining the use of KYVS course • Activating student prior knowledge • Summarizing /Synthesizing learning from virtual environment before practice/homework • Matching KYVS lessons to instructional goals in classroom environment

11. HYBRID LEARNINGLESSON SEGUES • Classroom opener that accesses prior knowledge or hooks students into new learning; • Statement of learning goals; • Expectations for learning & behavior within the virtual environment; what is the new learning and how does this connect to the KYVS Lessons; whole group discussion of key concepts; framing the lesson around what the students should bring out of the lesson rather than just mentioning the lesson; • Transitions/segues to the virtual laboratory • Laboratory activities – whole group discussion of key concepts, applet manipulations, clarifying any misunderstandings, extending thinking; • Closure/Reflections.

12. TRACKING ALGEBRA I COURSE STATISTICS • Algebra I Course, Semester I • Control Panel • Assessment • Course Statistics • Enter a starting date of June 1, 2009, and leave the ending date • Submit

13. TRACKING COURSE STATISTICS • Access and Application • Access by dates spread across the school year • Usage by days of each month • Access by hours of the day and days of the week • Displays all students from teacher roster • Total column is cumulative

14. CLASSROOM VIDEO from COHORT I & II SCHOOLS • Lesson design components • Reactions

15. CLASSROOM VIDEO from COHORT I & II SCHOOLS My Organizations Hybrid Learning Community Hybrid Algebra I Learning online (5 minutes) Computers on Wheels

16. 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 III HYBRID ALGEBRA TEACHER • May 20, 2010, Thursday, 3:30 EST, Online Discussion – viewing prototypes of hybrid instructional best practices and celebrations