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!

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