On Monday, I’ll be leading a workshop for our Math department on creating screencasts. Our 9th grade math program uses the Exeter 1 and 2 Curriculum, and they are looking to augment it with screencasts that students will view. The content of these screencasts mostly undecided, but could contain some of the background material and definitions students might need to get started with a set of problems, or might contain challenges that extend problems or try to hook students into thinking more deeply about a particular problem.
I’ve tried to develop a very interactive workshop that starts by getting our faculty experience learning via video by watching three great talks about by
From there, my hope is to launch them very quickly into designing ideas for possible screencasts for a given page of Exeter problems, and then to go out and create a prototype video in less than half an hour.
After all the videos are created, faculty pairs will pitch them, Shark Tank style, to a group of students I’ve assembled that will help us to see how engaging they are and offer suggestions for improving our next revisions.
I’ve created a Google doc with a fairly detailed outline of the workshop, and I’d love any feedback you may have. You can comment directly on the document, or you can view it below and simply leave a comment on this post.
One of the things I’m most interested in is other teaching or technical tips for creating and using screencasts.
Here’s my list of tips so far:
- Write a script, or at least an outline of what you want to say before you start recording. It will save you a ton of time.
- Never make a video longer than 10 minutes (there are those who argue this limit is even shorter).
- Include an index at the start of the video that gives students times of various parts of the video.
- Try to stick to the the principle of one concept per video.
- Frequently ask students to pause the video and a try a problem for themselves. You could even ask students to email you a photograph of that work.
- Create a space for students to be able to ask and answer one another’s questions about the video. Youtube comments are a good start. Canvas can also do this.
- How to create a link to a particular location in a video (great for making an interactive index). Just add “#t=Xm&Ys” to the end of the link, where X is the time in minutes and Y is the time in seconds of where you want to link to. You can also use this handy site: YouTubetime.com.
- How to add annotations to a Youtube video. add callouts links and hotspots over your videos.
- This is an awesome tool for asking a question, and then putting possible responses up on the screen and asking the students to click the appropriate response, which will link them to different videos that can then follow up on the student’s answer. Here’s a great example of this: Buoyancy Quiz.
- If you have students create their own screencasts, you can easily ask them to submit them via a google form, or in an assignment canvas.
- You can enable variable speed playback on Youtube. This lets you watch screencasts at 1.5 and 2x speed, which can be great for watching student submitted screencasts.
Thanks for any suggestions or feedback you may have.
I love twitter specifically because it presents me with so many ideas, even new ways about thinking about old things or ideas I thought I already understood. Here’s today’s example, courtesy of Superfly Andy Rundquist:
and Joe Heafner promptly responded with
I don’t know about you, but my first introduction to dot and cross products was filled with trying to understand i,j,k notation and follow weird procedures for manipulating vectors in a matrix form, and I had no clue what I was doing, nor did I understand the significance of what I was calculating.
How great would it be to simply introduce the cross product to a class with Andy’s question? Stand next to a kid, ask “how much of you is perpendicular to me?” Then lean over to the side at a 10 degree angle and ask the question again. Students could probably measure this with a meter stick. Later try all sorts of other situations, like clock hands, and later, more abstract ideas like position and momentum vectors.
This would have helped 19 year old me out tremendously.
I can still remember the third quarter calculus course I took my senior year of high school. The professor had developed this teaching style of continuously cold calling on students to work through problems he wrote on the board. He’s start off a lecture by writing an integral on the board, and then methodically start calling on students:
“What is the next step in this problem, Mr. Smith?” he’d ask, and if that student didn’t know, he’d casually switch over to someone else, “Well, perhaps Ms. Johnson can help you out.”
He did this so frequently that even in a class of 25, you were basically guaranteed to get called on at least twice. I can remember dreading this class every day, especially the moment I would be called on and wouldn’t know the answer, and suddenly everyone would realize I was the calculus impostor from high school sitting in on a college level class. From that moment on, I’ve always stayed far away from cold calling students when I’m teaching.
Last night, Bowman Dickson gave an awesome presentation on developing conceptual understanding before introducing mathematical formalism to the Global Math Department *. In his presentation, Bowman mentioned the great value he finds in cold calling on students, especially to bring out a range of different responses when trying to introduce an idea conceptually. He also stressed the need to explain to students from the beginning why he’s cold calling, and never to use cold calling as a form of punishment to call out students who aren’t paying attention.
This totally got to reconsider about a practice I’d previously written off. What if I when I started the year, and we were discussing the value of making mistakes and having everyone contribute to the conversation, I talked about cold calling as a way of working to intentionally help build our class culture to encourage mistake making and to help me quickly gauge our understanding as a class. I think this would dramatically change the tone of a practice that I’ve found distasteful in the past, and I’m sure most students find stress inducing.
It also made me think of how many of the friction-inducing practices we do as teachers, like not directly answering student questions, and instead answering with questions, would probably far more palatable and effective if we simply took the time to explain their rational and build a bit of buy-in.
* Incidentally, the GMD has been on a tear with some incredible presentations lately. Check out @sophgermain‘s great discussion of race and privilege, @suevanhattum’s excellent presentation on math circles and becoming invisible in discussion, and Ben Orlin‘s teaching as a form of writing.
It’s final exam time around here, and I’ve spent a bit of time trying to think of ways in which I can help students avoid some of those careless mistakes that often prevent them from showing the level of understudying they’re capable of reaching. Taking a page from Atul Guwande’s The Checklist Maifesto, I put together the following “How to solve physics problems like a boss” checklist.
I’ve emailed this out to my honors physics students, and plan to give them a paper copy on exam day as well. I’d love any suggestions you might have for ways to improve it. Are there check-steps I missed? I have a tiny concern that something like this might make some really slow some of my students down and push them toward bossing over details. What do you think?
In a semi-recent post, I discussed the incredible benefits I got from having Eugenia Etkina visit my classroom and coach me. I’ve also tried before to get some sort of virtual coaching going, but it’s always seemed a bit cumbersome. Here’s my latest effort to simplify this.
Here’s what I’m offering: I’d like you to visit my classroom virtually and give me some coaching.
What will you get in return: I’ll do the same for you.
Here’s my schedule of teaching for now until the end of the year. You’ll notice that since I work at a boarding school, I even have ultra convenient Saturday classes that you can observe from the comfort of your breakfast table in pajamas.
All I ask is that you email or tweet me a few days ahead of time to tell me what class you’d like to visit, and let me know what class of yours you’d like me to return the favor for (I’m generally free when I’m not teaching). I’ll reply and we can work out the details of exactly what I’d like you to look for, etc.
Then on the day of the coaching, I’ll bring you into class via Skype or Google hangout on an iPad.
After we visit each other’s classes, we will set up another Skype/G+ session to debrief.
I hope I’ll be able to do one of these a week. I also don’t want to limit this to just coaching in physics. One of the things I’m really working on is trying to improve discussion in my classes, so if you teach a discussion based English or History class, I’d welcome your feedback and want to see what you’re doing as well. I’m also itching to have a chance to see some math teaching again as well.
If this turns out to be a hit, maybe we can figure out some way of creating some sort of service to match folks up who are interested in doing this.
My school, St. Andrew’s School in Delaware, is looking for a full time physics teacher for 2014-15. St. Andrew’s is an outstanding coeducational 100% boarding school situated on 2500 acres of farmland, 1 hour from Philadelphia.
Here are a few other tidbits about this job and my school:
- The culture of the school is unique, and really must be experienced to be believed. 300 students and 80 faculty living and working together to find deep joy in learning, working to make the world a better place, and to create a compassionate, caring community that rejects the culture of pettiness and cynicism that can often infect the traditional high school.
- The school draws students from all over the world and is 100% need blind in its admissions. Nearly half of the student body receives financial aid, and the average grant is $38,000 (this is almost unheard of in the independent school world).
- The school is led by a visionary headmaster, Tad Roach. To get a sense of what an incredible educational leader he is, I encourage you to read a few of his chapel talks.
- The faculty are incredible. They are experts in their fields, deeply committed to the craft of teaching, collegiality and continuous improvement. I credit many of them with helping me to rekindle my interest in the humanities.
- You’ll have a lot of autonomy. One of the luxuries of teaching in private school, and our school in particular, is that you are given a large amount of control over what and how you teach, yet at the same time, you’ll have a tremendous network of colleagues with with to share ideas and gain feedback.
- You’ll have a great opportunity to shape the future of the science curriculum at our school. We use a modified version of the modeling curriculum in physics and chemistry, along with standards based grading, and very open to your ideas for how we can continue to experiment and improve science education for our students. You’ll be part of a vibrant and very collaborative department—we’re doing some very interesting work to create a longitudinal study of a subset of our students to help us define, measure and collect evidence of the skills we are trying to teach. We also have an amazing department chair.
- You’ll even have a chance to help shape the future of our building, as we are in the very early stages of planning for a two stage renovation of the science building.
- Clasess are very small, usually around 12 students, and a typical load is 3 or 4 sections.
- You’ll have tremendous resources to support you in your teaching. The physics department has a special endowment to bring leading scientists to campus to deliver a lecture and speak to classes (past speakers have included Brian Green, Bill Phillips, Janna Levin, Jill Tarter, and this year, Stephon Alexander. We have resources to bring teaching experts to campus to observe classes and offer coaching, like Rhett Allain who visited laster year, and Eugenia Etkina this year. We have the resources to provide for almost any professional development opportunity you can imagine.
- As a small school, we’re also very flexible. If you have interest in teaching another subject, this can likely be accommodated in the future. In my time here, I’ve taught multiple levels of physics, computer science, mathematics and worked as a college counselor.
In short, the community is truly inspiring. If you’ve never considered boarding school teaching, you’ll be amazed by the connections you can form with students and the things they can accomplish when you encourage their interests outside the school day. This year, I’ve helped students launch a nascent robotics club, work on developing an Arduino setup to allow the dryers to text students when their laundry is done, and am working with a group of girl who are learning programming and web design in order to build a clothes sharing app for their dorm, and helping another girl to launch a modern physics club to study string theory and other recent development in physics.
Here’s the link to the job description. Please feel free to ask questions (confidentially) in the comments, and I’ll try to answer them or connect you with those who can.
About a week ago, I asked twitter the following question:
As expected, faculty meetings aren’t a beloved institution for teachers. But there are bright spots:
I, too, have hopes that faculty meeting can be a useful and even inspiring gathering of colleagues, and today, I have just a bit more proof of how that is possible.
Our school participates in the College and Work Readiness Assessment (CWRA). The CWRA is a standardized test designed to measure those 21st Century critical thinking skills we always talk about, and it does it with a real world performance task that pushes you to synthesize a bunch of different sources of information to analyze an argument.
My school uses this test to give a very basic measure of how we are doing at teaching these skills and try to being to assess the value we are adding. Since the CWRA is changing a bit in its format, and we haven’t discussed it in a while as a faculty, our academic dean decided decided it would be a good idea devote part of a faculty meeting to this topic.
And we did this not through death by powerpoint but simply by taking the sample task that you can download from the website. After 30 seconds of introduction, he asked the faculty to start working on the task from the midst of a student taking it, and it didn’t take long for the faculty to break into deeply engaged small group discussion. After about 15 minutes of discussion, our academic dean asked the faculty to switch gears and use the whiteboards to write out the answers to two questions:
- (Skills) What critical thinking skills are required to answer this task successfully?
(Validity) To what extent is this a valid measure of those skills?
I was amazed by how quickly the 20 whiteboards around the room were filled with all of the same skills and a recognition of the validity of this test. When we began to discuss our thoughts about the test, faculty quickly saw the value of collaboration in working on this task (something not permitted on the test itself, but a real world skill we want our students to have), and the need for our students to do more interdisciplinary work like this. All of this took only about 40 minutes of meeting time, and I think this exercise left all of us hungry to do more work around this assessment and thinking about our curriculum, which is a pretty exciting outcome of a faculty meeting, in my opinion.
And of course, I don’t think you actually need to participate in the CWRA to have this conversation with your faculty—this is just one way to assess student learning in macro way, and it’s certainly better than many of the other high stakes tests out there I read about. Simply get your faculty or department to spend 20 minutes taking this task, and see where the discussion takes you. You might even try it out with a small group of students to get a sense of how your own students wrestle with the question.