Phase VI
Implementation of ImagineIT
and
Final Report
ImagineIT Phase 6 : Implementation of ImagineIT
The last few days have been very exciting for me. After meeting with a colleague from my course team and students from one of my classes three weeks ago, I framed my first video assignment for my students. The timing worked out very well since first quarter grades were due a week ago, and I did not want the assignment to have an adverse effect on their grades if things did not go well or they were not able to complete the assignment. Since Thanksgiving break is this week, I will have ample time to go through the videos. Another reason the timing worked out well was due to the units we had completed in class.
In College Algebra, we had just finished polynomial functions: graphing, studying end behavior, finding y-intercepts, and zeros. I chose 4 problems they could choose from to solve completely. This helped to limit their choices. I told them they could either work by themselves or choose up to 2 partners.
In Advanced Algebra, we had just finished a unit on Linear Programming. This involves finding constraints (a series of linear inequalities), an objective function (to maximize or minimize), graphing the constraints, and then finding the vertices of the feasibility region in order to find the maximum or minimum value.
These different units allowed for students to show what they had learned in class in a non-traditional format. Since I had never done this before, I was excited to see if they would indeed be able to complete the assignment and how they would enjoy it. I spent a number of afterschool hours helping groups of students finishing certain parts of the tasks.
As of today, I have received over 30 videos from my classes. Some of them I will post on my website after I get permission from the students. I tried to frame the assignments so it would not be overwhelming for their first attempt. I am delighted with what I have seen so far. From the feedback I had received during the last few days leading up to the due date, they were not too stressed and were enjoying the assignment. I was worried that they would not have recording devices, not be able to get together with their partner(s), not understand the problem, and not be able to submit in a timely fashion. I know that I will have to encourage certain students who have not submitted yet, but I have the rest of the semester to do this.
As I said earlier, I will post many of them on my website when I get their permission. Many of them have used editing programs, background music, and pictures and color. One group even added “Bloopers” to their video – a series of takes and retakes while filming. I really cannot wait to choose the next assignment for them to do using a video format.
Here are the assignments as I framed them for each class:
Linear Programming Problem (20 points)
one of the 4 we did not do (#2, #3, or #4)
max: 2 min video
find a partner, someone to videotape you (10 points)
explain fully:
choosing the variables
writing the constraints
graphing the inequalities
find the maximum value (optimum value)
use color in your presentation
Analysis of polynomial functions (20 points)
max of 90 sec video
explaining in entirety
p. 340 90, 93, 94, 95, 96
find a partner and someone to videotape you (5 points for them)
use color(s) in your graph
label everything
email it to me/post on youtube/send link
The last few days have been very exciting for me. After meeting with a colleague from my course team and students from one of my classes three weeks ago, I framed my first video assignment for my students. The timing worked out very well since first quarter grades were due a week ago, and I did not want the assignment to have an adverse effect on their grades if things did not go well or they were not able to complete the assignment. Since Thanksgiving break is this week, I will have ample time to go through the videos. Another reason the timing worked out well was due to the units we had completed in class.
In College Algebra, we had just finished polynomial functions: graphing, studying end behavior, finding y-intercepts, and zeros. I chose 4 problems they could choose from to solve completely. This helped to limit their choices. I told them they could either work by themselves or choose up to 2 partners.
In Advanced Algebra, we had just finished a unit on Linear Programming. This involves finding constraints (a series of linear inequalities), an objective function (to maximize or minimize), graphing the constraints, and then finding the vertices of the feasibility region in order to find the maximum or minimum value.
These different units allowed for students to show what they had learned in class in a non-traditional format. Since I had never done this before, I was excited to see if they would indeed be able to complete the assignment and how they would enjoy it. I spent a number of afterschool hours helping groups of students finishing certain parts of the tasks.
As of today, I have received over 30 videos from my classes. Some of them I will post on my website after I get permission from the students. I tried to frame the assignments so it would not be overwhelming for their first attempt. I am delighted with what I have seen so far. From the feedback I had received during the last few days leading up to the due date, they were not too stressed and were enjoying the assignment. I was worried that they would not have recording devices, not be able to get together with their partner(s), not understand the problem, and not be able to submit in a timely fashion. I know that I will have to encourage certain students who have not submitted yet, but I have the rest of the semester to do this.
As I said earlier, I will post many of them on my website when I get their permission. Many of them have used editing programs, background music, and pictures and color. One group even added “Bloopers” to their video – a series of takes and retakes while filming. I really cannot wait to choose the next assignment for them to do using a video format.
Here are the assignments as I framed them for each class:
Linear Programming Problem (20 points)
one of the 4 we did not do (#2, #3, or #4)
max: 2 min video
find a partner, someone to videotape you (10 points)
explain fully:
choosing the variables
writing the constraints
graphing the inequalities
find the maximum value (optimum value)
use color in your presentation
Analysis of polynomial functions (20 points)
max of 90 sec video
explaining in entirety
p. 340 90, 93, 94, 95, 96
find a partner and someone to videotape you (5 points for them)
use color(s) in your graph
label everything
email it to me/post on youtube/send link
***********************************************************************************************************************************************************
Final ImagineIT Report: Due December 14, 2015
Most of the bullet pts 1 – 3 were addressed in my ImagineIT Phase 6 entry. I will focus on questions 4 and 5 for my final report after implementing my ImagineIT.
After the focus group of students and my colleague, I felt I was ready to move forward with assigning my first video project. I was hoping the students would not get too stressed out with the assignment, most would attempt it, and I would get some good videos. I really was VERY pleased with what the students accomplished. I kept the directions simple, framed the problems they could choose from, gave them adequate time to accomplish the task, and then let them run with it. I told them they could either work by themselves or work with a partner. I was worried that they would have formatting issues but that was not a problem at all. I ended up helping a number of groups work through the problem before they filmed and I even helped film two students who were working together. In all, I have received over 50 videos from my classes. Since some worked in pairs, I am close to 75-80% students submitting a video.
One of my goals this year was making teaching stick and I believe this project helped to accomplish this. Instead of students just going through the motions of trying to master the material, they had to actually present a full problem on camera. This brought a whole new level of engagement. I saw groups working together in the hallway and in the cafeteria on the problem they were going to present. By giving them a few problems to choose from, they could focus their time and energy together on the presentation, not worry so much about what to present. Now they can always look back at the video (or send it to people), hopefully better remembering the processes involved.
One thing I realized in watching the videos which I had not thought of earlier was the comfort level of students who are very shy in class. There are some students who are SO nervous presenting in class who did a great job on the video. The idea that they are just filming for the camera I believe allowed them to focus on the problem, not having to stand up in front of people.
My colleague said originally that the rubric would be the most difficult part of the project. I decided to limit the directions I gave the students: I did not want them to feel too confined in their creativity and I did not want them to feel like it was a huge project. I just wanted them to at least submit something for the first attempt. This strategy worked well. I got great participation – I can now focus on a few things to make it better next round:
Give more chances to submit videos, even very short ones.
Give more direction as to where the videos should be filmed.
Encourage them to have a peer editor look at it for possible changes prior to submitting it.
I might try to have all the students do the same problem and see how different people approach it.
As we were told this summer, audio should be clear and lighting should be good in order to get good
quality.
I really am pleased with how my ImagineIT turned out. I think the students enjoyed making videos and want to do it again. We will be starting a unit after break on parabolas so I will show them the video I made this summer (I did show it to my focus group). I am hoping they will use more props and things around the house to make the videos more creative. I just wanted to get the logistics out of the way for the first one – actually presenting a problem, getting people to help, filming, a little editing, and then submitting.
My final thought is that in watching many videos about similar problems, I was struck at how easy it was to find common errors/misconceptions of my students. I realized how it is a great way to make comments about correct procedures, algorithms, and key concepts. When students are presenting in front of the class, there are too many things to keep track of to really focus on many aspects of the problem. The videos were a great way to slow things down and really see what students had learned during the course of a unit.
Final ImagineIT Report: Due December 14, 2015
Most of the bullet pts 1 – 3 were addressed in my ImagineIT Phase 6 entry. I will focus on questions 4 and 5 for my final report after implementing my ImagineIT.
After the focus group of students and my colleague, I felt I was ready to move forward with assigning my first video project. I was hoping the students would not get too stressed out with the assignment, most would attempt it, and I would get some good videos. I really was VERY pleased with what the students accomplished. I kept the directions simple, framed the problems they could choose from, gave them adequate time to accomplish the task, and then let them run with it. I told them they could either work by themselves or work with a partner. I was worried that they would have formatting issues but that was not a problem at all. I ended up helping a number of groups work through the problem before they filmed and I even helped film two students who were working together. In all, I have received over 50 videos from my classes. Since some worked in pairs, I am close to 75-80% students submitting a video.
One of my goals this year was making teaching stick and I believe this project helped to accomplish this. Instead of students just going through the motions of trying to master the material, they had to actually present a full problem on camera. This brought a whole new level of engagement. I saw groups working together in the hallway and in the cafeteria on the problem they were going to present. By giving them a few problems to choose from, they could focus their time and energy together on the presentation, not worry so much about what to present. Now they can always look back at the video (or send it to people), hopefully better remembering the processes involved.
One thing I realized in watching the videos which I had not thought of earlier was the comfort level of students who are very shy in class. There are some students who are SO nervous presenting in class who did a great job on the video. The idea that they are just filming for the camera I believe allowed them to focus on the problem, not having to stand up in front of people.
My colleague said originally that the rubric would be the most difficult part of the project. I decided to limit the directions I gave the students: I did not want them to feel too confined in their creativity and I did not want them to feel like it was a huge project. I just wanted them to at least submit something for the first attempt. This strategy worked well. I got great participation – I can now focus on a few things to make it better next round:
Give more chances to submit videos, even very short ones.
Give more direction as to where the videos should be filmed.
Encourage them to have a peer editor look at it for possible changes prior to submitting it.
I might try to have all the students do the same problem and see how different people approach it.
As we were told this summer, audio should be clear and lighting should be good in order to get good
quality.
I really am pleased with how my ImagineIT turned out. I think the students enjoyed making videos and want to do it again. We will be starting a unit after break on parabolas so I will show them the video I made this summer (I did show it to my focus group). I am hoping they will use more props and things around the house to make the videos more creative. I just wanted to get the logistics out of the way for the first one – actually presenting a problem, getting people to help, filming, a little editing, and then submitting.
My final thought is that in watching many videos about similar problems, I was struck at how easy it was to find common errors/misconceptions of my students. I realized how it is a great way to make comments about correct procedures, algorithms, and key concepts. When students are presenting in front of the class, there are too many things to keep track of to really focus on many aspects of the problem. The videos were a great way to slow things down and really see what students had learned during the course of a unit.