KVS Maths Workshop April20

Using technology for supporting mathematics learning outcomes

- An online course for teachers from KV schools

visualise the transaction

1.Context of the course

• Computing is becoming an increasingly important skill of today‘s world
• There are a variety of digital tools that are available for supporting mathematics learning as well as for building computing skills
• Teachers need to exand their PCK with approrpiate integration of technology – why teach math as if computers don‘t exist
• Possible for the KV to become model sites for digital learning and digitally enabled learning
• Proposed as a blended program which will include a self-paced (but finite) online course which will be combined with a face to face interaction; certification at the end of satisfactory completion
• An advanced module (proposed) to take forward the learning forward from the initial offering

2.Objectives

• To create a community of teachers who become experienced in ICT integration in teaching learning
• To create a resource pool among KV institutions on ICT integration in classrooms
• To create OER for mathematics (and science) teaching learning
• To demonstrate an online platform and course delivery for CPD for KVS teachers

3.How is the course structured

• An online course spread over 5 weeks
• Participants will get a certifcate upon satisfactory completion of the online module
• Participants can complete the course at their own pace
• Learning resources include videos, digital artefacts using different educational tools, discussion forums, quizzes,
• On a LMS where all resources will be structured and arranged for the teachers to progress through the course

4.Unit 0 – Introduction to the course

4.1Content outline

• Nature of ICT
• Curriculum for teachers to learn and use ICT
• Tools for teachers to create and connect – an overview and introduction
• An understanding of open educational resources and the use of different applications to create resources
• Creation of a peer learning digital community on Telegram to discuss and share ideas and resources
• An overview of the LMS – features and how to use

4.2Participant activities

• Teachers to create their profile
• Answer a pre-course survey
• Introduce themselves on the discussion forum – with an initial discussion on their understanding of technology for learning
• later
• see videos, webinars
• quizzes
• check list of activities
• assessments
• PDL

4.3Resources

• Course introduction video (explaining the scope and what teachers can expect to learn)
• how
• A screencast recording of the LMS
• Readings
  • NCERT ICT curriculum
  • ICT textbook and teacher handbook
  • (List of readings from the B.Ed course – Week 1)
  • Technology tools for teachers – COL publication

4.4Estimated time

• 2 hours

synchronous - 2 - 4 hours

asynchronous range of time 8 - 12 hours

5.Unit 1 – Introduction to concept mapping

5.1Content outline

• Mapping of concepts – why? How is it useful in the case of mathematics?
• Introducing a tool for developing concept maps
• Mapping the mathematical concepts – with hierarchies, connections and learning activities
• How do we build assessments to reflect this kind of learning?

5.2Participant activities

• Map the concepts associated with different topics being taught from Class 6-10 (in the online course, we will focus only on Geometry, other units can be taken up in the face-to-face interaction)
• Map the prior skills, related concepts and follow-up
• The concept maps – developed individually and in groups (state-wise) and will be uploaded on the discussion forum for feedback
• The group collectively curates the concept maps and this develops the basis for lessons to be developed using Geogebra
• Concept maps are discussed in the discussion forum

co construct and review the mm

5.3Resources

• Using concept mapping for learning
• NROER object collections of concept maps
• NCERT learning outcomes map (table)
• Learn Freeplane

5.4Estimated time

• 8 hours
• While participants can work at their own pace, since there is a group curation involved, there will be a common deadline agreed upon by which groups will complete their work

6.Unit 2 - Using Geogebra for mathematics teaching learning - I

6.1Content outline

• Units mapped from Class 6-10 NCERT books (Unit 1)
• Familiarity with the basic tool interface (including sliders and textbox)
• Geogebra sketches for illustrating key concepts
• Multiple ways of using Geogebra in transaction

6.2Participant activities

• An initial set of Geogebra sketches to be completed by all participants
• In groups, participants create the unit-wise Geogebra sketches and associated lesson plans

6.3Resources

• Screencast recording of Geogebra interface and the toolbar
• Screencast recording of important tips while using Geogebra
• Screencast recording of the checklist of Geogebra creations
• Learn Geogebra page
• Use of Geogebra for high school mathematics teaching – paper
• Files created by other teachers (and curated for this course?)

6.4Estimated time

• 10-12 hours
• While participants can work at their own pace, since there is a group curation involved, there will be a common deadline agreed upon by which groups will complete their work

7.Unit 3 - Using Geogebra for mathematics teaching learning - II

7.1Content outline

• Using Geogebra for problem solving and supporting logical proofs
• Comfortably using the tool (including all features) and OER repositories for Geogebra
• School work - identified topics to be transacted in schools
• Development of unit plans (this may not complete during the course) Q: Should certifcate be at the end of the online course itself?

7.2Estimated time

• 10-12 hours
• While participants can work at their own pace, since there is a group curation involved, there will be a common deadline agreed upon by which groups will complete their work

Certification

• Based on portfolio assessments
• attendance
• check list
• Participation in forums
• Extent of classroom work
• Reflective journal and paper