Designing Math Instruction with Virtual Manipulatives Summer 2020 - PowerPoint PPT Presentation

Designing Math Instruction with Virtual Manipulatives Summer 2020 | Tanaga Rodgers

Viewing Mode selecting viewing mode upon arrival Choose Floating Panel View mode for optimal viewing 7/27/2020 4

Meeting Center Tools HMH (Host) Audio to mute/ Annotate Tools unmute yourself Turn on/off video Hand Icon Chat 7/27/2020 5

OSSE and the Division of Teaching & Learning Builds the capacity of educators, from pre-service to in- service, through targeted, sustained, high-quality supports so educators can be effective in empowering each and every PK- 12 DC learner to succeed in school and life. High-leverage practices will be called out in yellow boxes throughout the session. 7/27/2020 6 6

Instructional High Leverage Practices Teach cognitive and Identify and Systematically Adapt curriculum metacognitive prioritize long- and design instruction tasks and materials strategies to short-term learning toward specific for specific learning support learning goals. learning goal. goals. and independence. (HLP 11) (HLP 12) (HLP 13) (HLP 14) Use strategies to Provide scaffolded Use explicit Use flexible promote active supports. instruction. grouping. student (HLP 15) (HLP 16) (HLP 17) engagement. (HLP 18) Teach students to Provide positive Use assistive and maintain and and constructive Provide intensive instructional generalize new feedback to guide instruction. technologies. learning across students’ learning (HLP 20) (HLP 19) time and settings. and behavior. (HLP 21) (HLP 22) 7 OSSE High Leverage Practices for Inclusive Classrooms Resource Page

Outcomes 1. Select, evaluate and integrate virtual manipulatives that align with math content and practice standards 2. Use instructional strategies and distinct features of virtual manipulatives to build understanding with abstract math concepts 3. Design math tasks with virtual manipulatives that support students’ engagement with the mathematical practices OSSE does not endorse these platforms, but is sharing them for information and resources. 8

Norms Agreements • Choose to be present Online Engagement and engaged • Please use video when speaking • Share your • Participate in chats and experience and ideas polls • Keep mic on mute unless • Assume positive speaking to the group intent as others share • Be solution-minded 9

Building Community  Name, grade level/math course you teach  Choose one sentence frame to complete. The technology I could not teach without is____ because... Virtual manipulatives interest me because... 10

Agenda & Materials Understanding Virtual Manipulatives Classroom Example Break Planning Closing & Evaluation 11

Understanding Virtual Manipulatives

Unique Features • Dynamic • Duplication • Creation • Multiple representations • Sharing features • Scaffolding Moyer, P. Bolyard, J., and Spikell, M. (2002). What are virtual manipulatives? Teaching Children Mathematics, 8 (6), 372-377. Roschelle, J. (2018, October 30). Dynamic Representations in Mathematics Learning Part 1: It's About Time. 3-Star Learning Experiences. https://3starlearningexperiences.wordpress.com/2018/10/30/dynamic-representations-in-mathematics-learning-part-1-its-about-time/

Virtual Manipulative Choice Board • Choose a virtual manipulative to explore from the choice board below. • As you explore the tool, consider which unique features are present. • Be prepared to share your example within the context of your tool. 15 Virtual Manipulative Choice Board can be found here

Match & Share Multiple Dynamic Representations Duplicate Sharing Creation Scaffolds 16

Classroom Example

Lesson Plan Standard & Learning Goals ENGAGE Free play and discussion of discussion of how the manipulative works.. EXPLORE Students work with manipulative to complete a task with open-ended questions. EXPLAIN Whole-class discussion about the task and learning goals. Test predictions, highlight key ideas, make connections and generalizations. ELABORATE Opportunity to practice or apply discoveries and ideas from exploration. Make connections to drawing or representations. EVALUATE Exit ticket to check for individual understanding 20

Grade 2 Exploration Task with Virtual Manipulative 1. Read the lesson plan to get an overview of what the teacher is doing. Content & Practice Standards: Learning Goals: 2.OA.1Add Use addition and subtraction within •Represent word problems using drawings. 100 to solve one- and two-step word problems •Explain why an operation is needed to 2. Learn how to use number frame tool (come back to involving situations of adding to, taking from, solve a problem. WebEx). putting together, taking apart, and comparing, •Write an equation to solve a word with unknowns in all positions, e.g., by using problem. drawings and equations with a symbol for the unknown number to represent the problem. 3. Complete the student activity to get perspective of what MP2: Reason abstractly and quantitatively.MP2: students will do. Reason abstractly and quantitatively. 4. When finished, come back to WebEx meeting and raise your hand. 21 Link to Sample Lesson Plan & Student Activity: https://docs.google.com/document/d/1Q3zCx44bv4Zpn-dgzQrXb_BuZC03hQHUv_9CsASaBQ0/copy

How to Use Number Frame Tool 3. Read the student activity to get perspective of what students will do. Create a possible solution using the number frame tool! 4. When finished, come back to WebEx meeting and share your work by putting the share code in chat box. 25

Reflection Put your share code in chat. Be prepared to share what resonated with you while you did the task. Some questions you might answer: • What features of the tool might be beneficial to students? • What features of the task lend themselves for rich mathematical discussion? • What challenges might you encounter? What might be some resolutions? 27

Reason abstractly and quantitatively. 28 Wichita Public Schools - Mathematics Department. (2016, June 29). Putting the Math Practices into Practice. Achieve the Core Aligned. https://achievethecore.org/aligned/putting-the-math-practices-into-practice/

How might I use virtual manipulatives in a variety of settings? Day 1 Day 2 Day 3 Day 4 Day 5 Share an intro Share task with Students work on task and Select & sequence video with students using share work using email, student work for students and email, share share link or learning debrief during class encourage free link or learning management system. meeting. play. management system. Answer student questions via office hours. Asynchronous Asynchronous Asynchronous/synchronous Synchronous online online online or In-person online or in-person Adapted with permission from “See It, Move It, Grasp It: Math with Virtual Manipulatives” by Chrissy Newell 29 @MrsNewell22

Break

Planning

Current Research

Select specific, measurable learning goals centered around conceptual foundations. Learning Goal: Explain the meaning Learning Goal: Identify parts of a of slope. Understand that slope is a linear equation. constant rate of change. Change the slope three times, each Set the slope of the graph to time making the football player run 1 4 x +1 . faster than before. Then without touching the computer, Then copy the graph from the explain to your neighbor how you computer below. Label the slope could make three more. and y-intercept. How guidance affects student engagement with an interactive simulation, J. M. Chamberlain, K. Lancaster, R. Parson, & K. K. Perkins. Chemistry Education Research and Practice. 15 p. 628-638, 2014. 34 Roschelle, J. (2018, November 6). Dynamic Representations in Mathematics Learning Part 2: It's About Time. 3-Star Learning Experiences. https://3starlearningexperiences.wordpress.com/2018/11/06/dynamic-representations-in-mathematics-learning-part-2-its-about-time/

Guided-inquiry with tables and prompts 35 PhET Interactive Simulations. (2012, August 2). PhET Simulation Activities for Elementary and Middle School: Activity Sheet Design Guidelines Guidelines. PhET Simulations . https://phet.colorado.edu/files/guides/TeacherGuide_ActivityDesign_en.pdf

Encourage students to communicate their ideas and reasoning to each other. Question A Question B Find at least 6 fractions equivalent to Build the 6 fractions below with the 1 virtual manipulative. Then, tell 2 . Using pictures and words to tell 1 whether they are equivalent to 2 . why two of your fractions are 1 equivalent to 2 . Then explain to a partner how you 3 1 2 6 4 3 might find other fractions equivalent 6 4 4 12 8 4 to one-half. 36 Roschelle, J. (2018, November 6). Dynamic Representations in Mathematics Learning Part 2: It's About Time. 3-Star Learning Experiences. https://3starlearningexperiences.wordpress.com/2018/11/06/dynamic-representations-in-mathematics-learning-part-2-its-about-time/

Introducing the Manipulative Intro Video ▪ Create with Screencastify or Explain Everything ▪ Share a pre-made video ▪ Using the Math Learning Center Clock Try It! Checklist  Show 1 geared clock on screen.  Label the hands on the clock.  Move the hour and minute hand. How To Guide (Math Learning Center, NCTM, PhET) 37