Teacher Zone - Math Teachers

This post is really an advertisement for a learning resource called Teacher Zone. Do you already know about this site? I had been reading the "Latest Activity" on the Classroom 2.0 Blog, where one teacher posted a call for assistance. "Help, I need online math resources!" and another teacher responded with, "I would try Teacher Zone for math video lessons - free. They have loads of math video lessons - 3 to 5 minutes long for grades 3 to 10."

So I visited the site, became a member by giving them my name, school, and email address. They sent me a password so I could log in. While I waited for the password to arrive in my mailbox, I watched several preview videos they make available. I recall one was a video that modeled how to solve for Area and Perimeter of a composite figure. I didn't even know what a composite figure was.

I thought the narrator spoke pretty quickly (especially when carrying out basic operations) and assumed I already knew some terms. But to the narrator's credit, he did explain what's meant by a composite figure.

So how might I use a video like this in the classroom? I'm certainly open to your comments. You are the SME's (Subject Matter Experts) but I might select 3 or 4 students who will not think the narrator is going too fast. I would have them watch the video as they record the narrator's steps in bullet form (on a proof card). I'd have them check one another's cards to be sure they all got all the steps. I'd be checking here.

Then I would have them teach (create the same performance as the narrator) 1 to 3 other students. The new small learning group would try to capture the steps (on an index card). The new group would be able to ask questions, talk about the steps they heard, and check their cards with one another. The teacher here is moving from small group to small group, making sure the procedures for small group talk are occurring, making sure misconceptions are surfaced and clarified, deciding whether the whole class needs the clarification or just an individual or small group. The teacher is deciding how much power and authority to grant the student-teachers in the small groups.

Then, I would have them practice, practice, practice: give them all another identical problem with different units to work on together, talk out their steps. For closure I might ask them to think of a case where being able to figure out the "area and perimeter" of such a problem is necessary. I'd have them create that word problem perhaps with the help of their group.

No matter how you design the learning, the important fact is, showing a video, even a short clip, is NOT teaching and is not a substitute for teaching. Learning or evidence of learning must be your goal. I would tell them in advance what I expect to see and hear. So in the design summary I suggested, where might a teacher get to see evidence of learning? Would love to hear from you! I hope you'll add Teacher Zone to your Math Resources.