Teacher Training

PowerPoint    Activity Handout - PDF     Video

Skills Practice

Excel Inflation Problem,  Revised Excel Inflation Problem

Excel Labor Problem,    Revised Excel Labor Problem

PowerPoint Practice 1,  Revised PowerPoint Practice 1

PowerPoint Practice 2,  Revised PowerPoint Practice 2

Module 1 Case Study

Click here for case study. 

Module 2 Responses

Article Response:  "Imagine the Possibilities" by G.H. Fletcher

For too long, interactive whiteboard have been used for traditional teacher-led teaching.  For years, teachers have sought out different types of  technologies that they have put to use doing the same traditional teacher-led teaching.  At some schools, owning or using the latest technologies was only about achieving a certain status within school and not about student-centered learning. 

At Klein ISD, an old technology, by current standards, has been used to revolutionize the way teaching is done.  Students are being found clustered around the interactive whiteboards doing presentation over topics that they've researched.  Teachers still use the whiteboards to introduce lessons, share information and for demonstrations.  But it is the students who are maximizing the use of the technology. 

What is admirable is the fact that this was possible in this school district because of the collborative efforts of the administrative staff and the teachers.  Teachers received countless hours of professional development and the full and unconditional support of the principal.  This is certainly and example for other school districts to follow. 

In my classroom,  I have been using the Interwrite SmartPad as a tool for student-centered learning.  The SmartPad works very similar to an Interactive Whiteboard except that it is completely portable.  It provides flexibility for teachers to move around the classroom to keep all students on task.  It also allows the teacher to call on students to work out or answer questions on the board without necessarily coming to the board.  Students have told me that the smartpad reduces their anxiety and fear of coming being called on to the board.  Students have also used the smartpad to setup and control their presentations from their desk.  This is only scratching the surface as far as the possibilities for this tool to be used in a student-centered environment.  It is a great tool.  

Video Responses

What are the advantages to teaching units as these teachers do?

There are many advantages to teaching units as the teachers in the videos do.  Students are collaborating and working cooperatively which ultimately increases student performance.  Students are working on units that are relevant to their lives.  This will certainly convince them that what they are learning is useful knowledge that they can apply in the real world.  Most often teachers, especially in secondary mathematics courses, struggle with answering a specific question that student often ask.  That questions is:  "When are we ever going to use this in real life?"  Well, planning teaching units as in the videos will certainly answer that question.

What are some disadvantages that you can see to teaching this way?

One main disadvantage that I see is the planning that is involved in producing a teaching unit as in the videos.  Convincing other teachers to follow suit will be

quite a challenge.  Another disadvantage is that teachers have to give up control of their classroom to the students.  Most often, teachers are "in control" of their classroom and giving up that control, to some, might be an issue.  Finally, the investment of time by the teacher to plan, create, develop, and facilitate this project might be a concern for some. 

What are some challenges you will face as you attempt to develop this type of lesson?

I was intrigued by the first video of the Geometry teacher and the task that she had given her students.  It was very interesting to see the students working cooperatively towards achieving the same goal.  A challenge that I see is the assessment that is involved in a project like this.  In our school district, we are mandated to have a specific number of assessments as well as daily assignments posted on a weekly basis.  On a project as detailed as this, how do we effectively and accurately assess student progress at different stages of the project?

Another challenge would be the investment of time in developing a teaching unit like this.  These projects are time intensive and some teachers are going to have concerns with this. 

What types of resistance will you face in developing lessons like those in the videos (yours, teachers, administrators)?

Resistance developing lessons like those in the videos will be mostly attitudinal.  Most teachers are used to the "status quo" and are very hesitant to try new ideas and concepts.  When presented with a concept like this one, teachers, at least the ones I know, will develop many reasons (excuses) of why a teaching unit will not work.  Like I mentioned before, teachers are used to being "in control" of their classroom.  Teaching units like in the videos will at the very least threaten the "control" that they have of their classrooms.  Administrators, on the other hand, will not be as hesitant to allow you to do this with your students.  Administrators will ultimately be concerned about student scores with state mandated tests so if they are convinced that students learn more with teaching units rather than traditional teaching, they will not have any issues allowing you to do this type of lesson(s) with your students.   

In developing a project-based lesson, how can you adapt it to meet state standards?

This aspect of the project-based lesson is what will be time intensive.  The project-based lesson needs to be dissected to see what sub-topics need to be covered for the students to be able to competently complete the project.  Once the sub-topics are identified, then they need to be aligned to state standards.  This will ensure that the state standards are covered throughout the project-based lesson.