Annie Swinton, Open High School of UtahMary Kasprzyk, Bay Port High School (WI)
Jan Case, Jacksonville State University (AL)
NROC Math - New Resources for New Approaches
A closer look at early pilot experiences
Algebra 1: An Open CourseThe OHSU Experience
OHSU MissionOur mission is to facilitate lifelong
success by meeting the needs of the 21st century learner through
individualized, student-centered instruction, innovative technology,
service learning, and personal responsibility.
OHSU Algebra 1 Students
• Live all around Utah
• Any Utah resident – even if they live outside the state
• New and repeating students
• Homeschool background
• Statewide Public Education Online Program (SPEOP)
Classroom Setting
• Virtual classroom
• Communication via email, phone, and text, voice, and video chat.
Course Objectives
• Project-based learning
• Provides opportunities that more nearly align with the Common Core Standards
• Help OHSU make a transition from traditional Algebra 1 to Math 1 in the Common Core
Primary vs. Supplementary
• Primary use, with supplementary materials added as needed
• Easy to set up and adjust to match format of OHSU courses– Divided into quarters, then weeks– Self-paced with deadlines – 2 weeks to
complete, 1 week to work and 1 week grace period
– Students must complete by the end of the quarter
Primary vs. Supplementary
• Added supplemental materials– Khan Academy Practice– Additional screencasts– Supplementary practice material– Review assignments before Unit quizzes
Teacher Feedback• Benefits
– Project-based learning– SCORM activities– Topic text– Tutor Sim / Puzzles– Easy to tailor to individual needs
• Limitations– Need for supplementary material– Need for additional free-response
Student Feedback• Benefits
– Easy to navigate– Self-paces– Topic text helps to clear up confusion– Good Presentation videos – Amount of work is not overwhelming– Ability to review previous lessons
• Limitations– More worked examples
Future Plans
• Moving to Common Core next year.
• Rework the course into Math 1 in the Common Core.
Summing Up Our Experience
• Easy for teacher implementation
• Students and parents like it
• Many parents have reported that their students are finding success in math for the first time
• Help us make a smooth transition to Math 1
www.openhighschool.org
ALGEBRA ONLINEALGEBRA ONLINEA blended learning environment A blended learning environment
using NROCusing NROC’’ss
Algebra 1 – An Open CourseAlgebra 1 – An Open Course
Mary KasprzykBay Port High School
Green Bay, WI
NROC – Bay Port ConnectionNROC – Bay Port Connection
Fall 2010 Charter School ConferenceFall 2010 Charter School Conference
January 2011 initiated pilot with 2 existing
sections; 1 Algebra 1A and 1 Foundations
2011-2012 School year student’s selected course
Course DescriptionCourse Description ALGEBRA ONLINEALGEBRA ONLINE Prerequisite: NonePrerequisite: None Grades 9, 10, 11, 12Grades 9, 10, 11, 12 Year/1 creditYear/1 credit
This Algebra 1 course will be offered online in a This Algebra 1 course will be offered online in a classroom setting with the assistance of a teacher classroom setting with the assistance of a teacher everyday.everyday.
Students work at their own pace to learn the concepts Students work at their own pace to learn the concepts and use study guides along with paper and pencil tests and use study guides along with paper and pencil tests to monitor progress and understanding.to monitor progress and understanding.
It is important to understand that learning online can be It is important to understand that learning online can be challenging, but rewarding. You should be motivated to challenging, but rewarding. You should be motivated to learn, willing to ask questions and be a self-starter.learn, willing to ask questions and be a self-starter.
2011 – 2012 Algebra Online2011 – 2012 Algebra Online 2 sections, primarily 2 sections, primarily
freshmanfreshman 45 minute class periods,45 minute class periods,
M – FrM – Fr
Paper and pencil tests toPaper and pencil tests to check for understandingcheck for understanding 80% benchmark to progress80% benchmark to progress to next unitto next unit
Written study guides toWritten study guides to supplement learningsupplement learning
CustomizationCustomization
Wiki Pacing GuidePacing Guide Daily Progress Exit FormDaily Progress Exit Form Study Guides/Spiral ReviewsStudy Guides/Spiral Reviews Additional lessons to integrate with CPM Additional lessons to integrate with CPM
curriculumcurriculum
NROC CourseNROC Course
Well designed.Well designed.
Projects are great.Projects are great.
Tutor SimTutor Sim’’s help s help
students applystudents apply
mathematics.mathematics.
ObservationsObservations Almost all students Almost all students
being successful.being successful.
Biggest challenge Biggest challenge
is pacing.is pacing.
Student Satisfaction Student Satisfaction
very high. They wantvery high. They want
more courses!more courses!
Panel Discussion on NROC Math
New Resources for New Approaches
Jan Case, Professor of Mathematics
Our Experience
• Joined the NROC pilot program for universities in July 2011
• Small scale introduction of integrated media resources in August 2011– Graduate teaching assistant – The “if you build it they will come” strategy
– The “helpful encouragement” strategy
Jessica Bentley
It is like a personal tutor with opportunities for immediate feedback, which is hard to accomplish in a classroom setting of 25-30 students! My students who participate seem to really appreciate the extra help and benefit from time spent on the site.
Did they take the bait?Did not use
NROCUsed
NROCMean
number of views
Mean Number of attempts
Test 2 (two missed test)
31 8 2.8 1.9
Test 3 30 11 3.4 2.6
Test 4 37 4 2.0 2.0
Final Tally of Users
• 41 students were initially enrolled in two developmental mathematics courses at a local junior college that is a primary feeder to our student body.
• 12 of the 41 (29.3%) used NROC at some point in the semester
Starting Point: Did only the smart students
try NROC?• The difference in mean
Compass scores is not significant for any test.
• The test means for NROC users are significantly higher for Test 2 ( p = 0.0055), Test 4 (p = 0.0335), and the Final Exam (p = 0.0355).
• The mean score for Test 3 is higher, but not significantly higher (p =
0.187)
Compass Average Test Average
Used NROC
Did not use
NROC
Used NROC
Did not use
NROC
Test 2 29.75 33.13 75.78 49.59
Test 3 32.00 32.59 48.5 35.03
Test 4 28.25 32.91 74.90 28.51
Final Exam
31.36 32.86 47.7 22.00
How much did NROC help? (11.04 points)
543210
120
100
80
60
40
20
0
Test 2 attempts
Test
2 S
core
S 33.7392R-Sq 10.8%R-Sq(adj) 8.5%
Fitted Line PlotTest 2 Score = 50.76 + 11.04 Test 2 attempts
Correlations: Test 2 attempts, Test 2 Score Pearson correlation of Test 2 attempts and Test 2 Score = 0.328P-Value = 0.036
How much did NROC help? (8.418 points)
9876543210
120
100
80
60
40
20
0
Test 3 attempts
Test
3 S
core
S 38.5964R-Sq 16.5%R-Sq(adj) 14.4%
Fitted Line PlotTest 3 Score = 32.70 + 8.418 Test 3 attempts
Correlations: Test 3 attempts, Test 3 Score Pearson correlation of Test 3 attempts and Test 3 Score = 0.407P-Value = 0.008
How much did NROC help? (22.85 points)
3.02.52.01.51.00.50.0
100
80
60
40
20
0
Test 4 attempts
Test
4 S
core
S 35.7246R-Sq 14.7%R-Sq(adj) 12.5%
Fitted Line PlotTest 4 Score = 28.58 + 22.85 Test 4 attempts
Correlations: Test 4 attempts, Test 4 Score Pearson correlation of Test 4 attempts and Test 4 Score = 0.384P-Value = 0.013
First Conclusions
• Even with helpful resources that are easy to use, students need a structured format to assist them in making use of the benefits.
• The appeal of integrated media resources is independent of initial mathematical aptitude.
• There is a measurable positive relationship among uses of integrated media resources and test scores.
Spring 2012
• NROC is being used again at the community college. (minimal structure)
• NROC is being used in entry level mathematics courses in the mathematics department. (medium structure)
• NROC is being used by our university’s Learning Services department for developmental mathematics courses. (highly structured)
Tasha Medellin
The video presentations are excellent! They are great for students to view at home, and they're also very interesting to show in class to make a traditional lecture more fun.
Scott Beckett
I have totally integrated the NROC videos into my basic algebra skills class, "flipping" the classroom. The students use most of the class time to work practice problems from their textbook or from worksheets that I prepare. I have not used the practice problems on the NROC site, because we are trying to be sensitive to students who may not be able to afford a computer. I know they have time to watch the videos in the library; I'm not so sure they would have time to work the problems.
Next Steps…
• At the conclusion of this semester, we will again examine the relationship of NROC lesson attempts and test scores.
• In addition, we will examine the impact of the three different structure levels.
• We are also administering a test to measure motivation in hopes of creating a profile of the type of student who seeks out web based resources.
Thank you!
Jan CaseDepartment of Mathematical, Computing, and Information
Sciences
Thanks Annie, Mary & Jan!
Watch for more stories here
Teaching with the Power of Digital Media
Continue the Conversation in the “NROC Network” group…