Whiteboard Videos for Magical Instruction and Demonstration of Understanding in Math
Explore and create : Creation lab
Dr. Reshan Richards
In this session, participants will explore and practice making whiteboard videos for instruction in the math classroom, a process that can quickly translate into engaging and powerful student assignments with the same approach. Participants will walk away with an expanded toolkit for the in-person, online and hybrid classroom.
|Audience:||Teachers, Technology coordinators/facilitators|
|Attendee devices:||Devices useful|
|Attendee device specification:||Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Topic:||Instructional design & delivery|
|ISTE Standards:||For Educators:
The purpose of this session is to have participants become more familiar with research and practices around qualitative formative assessment & visual communication. This is important when navigating the challenges of teaching & communicating with students/audiences whose composition is both varied and constantly changing (in person, remote, mixed, etc.).
I. Introduction and warm up "doodle" exercise (10 min - 1/6th of the time)
II. Introduction of whiteboard concept with supporting research and use case examples (10 min - 1/6th of the time)
III. Practice 1: teaching live with a whiteboard (10 min - 1/6th of the time)
IV. Practice 2: creating a just-in-time whiteboard instructional video (20 min - 1/3 of the time)
V. Sharing, celebration, & wrap (10 min - 1/6th of the time)
M1 Paavola S., Haakarainen K. (2005)) The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning. Science & Education (2005) 14: 535–557 https://doi.org/10.1007/s11191-004-5157-0
Mayer, Richard E.,Anderson, Richard B. The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, Vol 84(4), Dec 1992, 444-452
Ruth Colvin Clark, Mayer, Richard E. e-Learning and the Science of Instructions. Wiley
3 Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83(4), 484–490. https://doi.org/10.1037/0022-06220.127.116.114
Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81(2), 240–246. https://doi.org/10.1037/0022-0618.104.22.168
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358–368. https://doi.org/10.1037/0022-0622.214.171.1248
Roxana Moreno & Richard E. Mayer (1999) Multimedia-Supported Metaphors for Meaning Making in Mathematics, Cognition and Instruction, 17:3, 215-248, DOI: 10.1207/S1532690XCI1703_1
Hsu Y. (2007) The Effects of Visual Versus Verbal Metaphors on Novice and Expert Learners’ Performance. In: Jacko J.A. (eds) Human-Computer Interaction. HCI Applications and Services. HCI 2007. Lecture Notes in Computer Science, vol 4553. Springer, Berlin, Heidelberg DOI 10.1007/978-3-540-73111-5_30
Mayer, R.E., Mathias, A., & Wetzell, K. (2002). Fostering understanding of multimedia messages through pretraining: Evidence for a two‐stage theory of mental model construction. Journal of Experimental Psychology: Applied, 8, 147–154. Reports an exemplary study on pretraining. DOI: 10.1037/1076-898X.8.3.147
Mayer, R.E., & Pilegard, C. (2014). Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles. In R.E.Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 316–344). New York: Cambridge University Press. Reviews research on segmenting and pretraining.
Lawrence McGrath, Sabrina Bresciani, Martin J.Eppler We walk the line: Icons provisional appearances on virtual whiteboards trigger elaborative dialogue and creativity. In Computers in Human Behavior Volume 63, October 2016, Pages 717-726. DOI 10.1016/j.chb.2016.05.086
Kirschner, F., Paas, F., Kirschner, P. A., & Janssen, J. (2011). Differential effects of problem-solving demands on individual and collaborative learning outcomes. Learning and Instruction, 21(4), 587–599 DOI: 10.1016/j.learninstruc.2011.01.001
Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15–29
Dr. Reshan Richards is adjunct assistant professor at Teachers College, Columbia University and associate at the Columbia University School of Professional Studies. He’s also the co-founder of Explain Everything, a software company and co-author of the Make Yourself Clear, a book about the intersection of business and teaching. Reshan has an Ed.D. in Instructional Technology and Media from Teachers College, Columbia University, an Ed.M in Learning and Teaching from Harvard University, and a B.A. in Music from Columbia University.