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With that being said, go ahead and open up your Chromebooks for us please.
And go to our Google Classroom.
Find Unit 3.
By the end of our time with our Cornell Notes today you should have the front page
completed.
Excellent.
Alright.
Seeing that everybody is there, go ahead and click on the video and begin your
Cornell Notes.
[Audio playing on computer] Alright, so we're going to be starting our next unit
which involves ratios, rates, and proportions. Okay
we're going to go through our Cornell Notes process like we've done in the past.
Blended learning is when we're using technology along with the teacher inside
the classroom uh to help facilitate our learning process and our objective to the
students. Whatever that might be on a given day or during a given lesson.
Uh, we use that method because uh it allows the students to engage directly with
the video so there's not a buffer between the teacher per Se and
the lesson being given or what's being talked about. Uh they are it's right in their
ear and right in their face. And so there are no opportunities for distractions.
So I was looking back at the sixth grade standards because remember that guide
we have, uh that the uh secondary math put together where it talks about the standards
that they should have already covered, the standards that they're going to cover in 8th
grade. So I was looking at last year's standards and I saw one big blaring difference.
You know how it says here, compute unit rates associated with ratios of fractions,
including ratios of length, area, blah, blah, blah.
So basically what it's telling us is the difference between sixth and seventh grade
is that in sixth grade they would do rates such as say, four...
We were uh you know going to be begin a new unit of ratios and proportions and
we understand that uh student in the sixth grade they were finding the unit rate using
just whole numbers.
Nonetheless we wanted to remind the students of the steps of finding the unit rate.
And so we went about it through a blended classroom where the students were able to not
only watch a video, take some Cornell Notes, reflect on the their thinking
but then collaborate also.
Hey class, how you doing? Alright, so we're going to be starting our next unit
which involves ratios, rates, and proportions. Okay, we're going to go through
our Cornell Notes process like we've done in the past. And so um what you see me
talking through here, and also what you see me writing down...
guess what you should be doing?
That's right, you should be writing it down also. Okay...
We made a video instead of just standing up and teaching it in front of the classroom
for several reasons. If you look at um recent studies of how people learn, mainly
students, middle school students. So they actually seem to have more engagement with
the technology, with videos. I mean they'll watch a YouTube of someone unpacking a box
for ten minutes and be able to regurgitate what that person did.
So you're still going to exactly what we did in sixth grade. You're going to create
your ratio of one half over one fourth and make it a rate by adding your units.
-And just so you know really quick you guys, this is what we talked about earlier
uh a complex fraction which means a fraction over a fraction.
-There's nothing fancy. We literally just if-if one of us makes a video we will
literally hold it in our left hand and write at the same time.
-After we record the uh videos on the phone, we upload them and we put them on our
onto our Google Classroom and students access them from there and they're able to
you know play, play as much as they want, rewind it, pause as the video is taking place
while they're doing their Cornell Notes.
-The students take that time on the computer to watch that video and interact
never more than 15 minutes. There will never be a video that will ever be more than
15 minutes because that's already, um they've already lost the engagement at that time.
So before we get started. You guys see those things in red, under examples, those are
are what we call stems. You can use those to start your sentences.
If you got everything and you're like, no I've got this Mrs. Hernandez I don't need any
help. I'm Jose Torres and I've just like nailed that last problem. In fact I did
something extra that I didn't even need to do.
Then maybe he's going to write a learning statement. But if your me and your like oh,
I kind of understand this but I'm not understanding how to do this part, then
write a questions. So you write a question or you write a learning statement. OK, Ariel...
A big part of our process that goes along with the video to ensure that it is
something that is meaningful and purposeful is to have the students complete
an assignment or activity at the same time. Um not just complete that activity, but to
also reflect on the process of them watching that video, the learning that's taking place,
and you know perhaps Te learning that's not taking place.
to get to the...
divide to get to the smaller, multiply to get to the...
One of the things that I had questions about from a few students were that they
saw that there were three fractions in their box in the end and they were thinking,
alright, I have these three fractions but how do I know when to multiply or how do I
know when I am supposed to divide to get an equivalent fraction.
-So, okay. Keep going, I'm just writing notes.
-Yeah, no. So I-I think the biggest question is, um
do I-should I divide or should I multiply, not realizing you can do both or you can
do either, or you can multiply twice, or you can divide twice depending on the fraction
that you have, the size of the fraction. -Okay
In making a second video what we normally do is by the end of class, the whole-during
during the whole entire class period we're looking for errors. We're looking for
misconceptions or mistakes. -We were able to determine where the struggle
was. So with that um it's just maybe a five ten minute conversation, and a four to five
minute video and we're able to address those you know struggles or challenges
the following day when the students come in.
Good afternoon. When you come in go ahead and open your Chromebooks. Make sure your
at a voice level of zero. Thank you for coming in quietly and your starter is on the
Google Classroom.
So don't forget you guys you're doing the starter on the Google Classroom, but we want
to see your work on your starter page. So you should be showing your work, how you came
to that answer and then you will type that answer into the Google Classroom, okay?
We do not have a big bank of videos that we have say uh pre-created to pull from
And the reason we don't do that is because each year our group of students has a
different set of needs.
We have a specific objective and that objective leads into uh-to meeting the
standard and because of that we make specific videos based on the objective for the day.
Based on the standard that we are wanting to meet. We know what we want so we simply
go backwards and-and create a document and create a learning tool in which the kids can
use that to actually meet that standard or objective for the day.
[audio from computer] How many words does she type per minute?
Per minute, meaning the number one. That is our unit rate.
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