Transcript: Math 9 In-Service - Session #2 | Jun 15, 1999

The opening slate pops up with a countdown timer from 5 seconds and the title “TVO’s Virtual Classroom. Get connected.”

The “V” in “Virtual” is a tick, the “A” in “classroom” is an at sign with an extended loop that turns into a power cord with a plug at the end, and the first “O” in “classroom” is a spinning globe.

Stewart sits in the studio. He’s in his fifties, with a dark beard and wavy black hair. He’s wearing glasses, a white T-shirt with a colourful drawing and a blue suit jacket.

Stewart says WELCOME TO THE
VIRTUAL CLASSROOM.
HERE WE ARE FOR THE
SECOND SESSION FOR
THE GRADE 9 MATHEMATICS
IN-SERVICE.
AND TODAY I HAVE A
WONDERFUL GUEST.
HIS NAME IS
VINCE DELISI.

Stewart and Vince shake hands. Vince is in his mid-forties, clean-shaven with short receding hair. He’s wearing a gray suit jacket and a blue shirt.

Stewart continues I'VE GOTTEN TO KNOW
VINCE OVER THE LAST
COUPLE OF YEARS AND, IN
FACT, I CONSIDER HIM
TO BE ONE OF THE
FINEST EDUCATORS
IN TERMS OF
USING TECHNOLOGY
IN THE CLASSROOM.

Vince says THAT'S VERY KIND
OF YOU, STEWART.
THANK YOU VERY MUCH.

Stewart says WELL, YOU'RE
WELCOME.
I KNOW I HAVE THE
BEST ON THE SHOW.
I CAN TELL YOU
THAT RIGHT NOW.
NOW, THE VERY FIRST
QUESTION I HAVE FOR YOU,
YOU KNOW THAT TECHNOLOGY
IS KIND OF A BUZZ WORD
AND YOU HEAR IT ALL THE
TIME IN TERMS OF EDUCATION,
MORE AND MORE TECHNOLOGY.
BUT HOW WOULD YOU
DEFINE TECHNOLOGY?

Vince says I GUESS WHEN PEOPLE FIRST
THINK OF TECHNOLOGY,
THEY THINK OF COMPUTERS.
AND COMPUTERS ARE A
GOOD LEARNING TOOL
AND HAVE BEEN AROUND
FOR QUITE A WHILE.
PEOPLE ARE BECOMING
MORE AND MORE
COMFORTABLE
WITH THEM.
BUT COMPUTERS TEND TO
BE RELATIVELY LARGE
AND CERTAINLY MORE EXPENSIVE
THAN HAND-HELD TECHNOLOGY,
AND SO IN THE LAST, OH,
SIX OR SEVEN YEARS,
HAND-HELD TECHNOLOGY HAS
REALLY LEAPT FORWARD
IN THE EDUCATIONAL
MARKETPLACE BECAUSE
IT'S COST EFFECTIVE,
VERY, VERY SIMPLE TO
USE AND PORTABLE,
AND THE PORTABILITY
REALLY HELPS
IN SOME OF THE ACTIVITIES
THAT WE'RE TRYING
TO PROMOTE WITH
OUR STUDENTS.

Stewart says WELL, YOU KNOW,
THAT HELPS ME OUT.
AND WHAT'S REALLY IMPORTANT
TO REALIZE IS THAT
THIS GRADE 9 COURSE MANDATES
THE USE OF TECHNOLOGY,
AND WHAT I WANT TO DO IS
SHOW YOU A FEW EXAMPLES
DIRECTLY FROM THE
CURRICULUM AND WHAT
I'M GOING TO START
WITH IS THIS SLIDE
THAT YOU'LL FIND IN
THE PREAMBLE.
IT'S FROM THE 1999
GUIDELINES AND IT SAYS:

A slate appears on screen under the title “Technology.” It reads “The development of sophisticated yet easily used calculators and computers is changing the role of procedure and technique in mathematics… This curriculum integrates appropriate technologies.”

Stewart continues THE NEXT PLACE I LOOKED
WAS ACTUALLY IN THE COURSE
DESCRIPTION AND THIS
IS FROM THE GRADE 9
ACADEMIC COURSE PRINCIPLES
OF MATHEMATICS,
AND IT SAYS IN THE
VERY FIRST SENTENCE:

The slate changes to “Principles of Mathematics, Grade 9, Academic Course Description. This course enables students to develop generalizations of mathematical ideas and methods through the exploration of applications, the effective use of technology, and abstract reasoning. .”

He continues BUT BY COMPARISON,
LET'S TAKE A LOOK AT
THE APPLIED COURSE
DESCRIPTION.
WELL, LO AND BEHOLD,
YOU'LL FIND THAT THE VERY
FIRST PART OF THE SENTENCE
IS ABSOLUTELY IDENTICAL,
INCLUDING THE EFFECTIVE
USE OF TECHNOLOGY,
BUT IT ADDS, INSTEAD
OF THE ABSTRACT PART:

The slate changes to “Foundations of Mathematics, Grade 9, Applied Course Description. This course enables students to develop generalizations of mathematical ideas and methods through the exploration of applications, the effective use of technology, and extended experiences with hands-on activities. .”

Stewart continues AND YOU KNOW SOMETHING, I
THINK THAT KIND OF FITS
RATHER NICELY WITH THE
IDEA OF TECHNOLOGY.
LET'S TAKE A LOOK AT SOME OF
THE SPECIFIC EXPECTATIONS.
AS YOU KNOW, THE COURSE
IS DIVIDED INTO STRANDS,
AND THIS STRAND IS THE
RELATIONSHIP STRAND.
THIS APPEARS IN
BOTH THE APPLIED
AND THE ACADEMIC
COURSES, IT SAYS:

The slate changes to “Grade 9 Applied and Academic. Strand - Relationships. Specific Expectation. Collect data, suing appropriate equipment and/or technology (e.g. measuring tools, graphing calculators, scientific probes, the Internet). .”

Stewart continues LET'S TAKE A LOOK
AT ANOTHER ONE
FROM RELATIONSHIPS.

The slate changes to “Organize and analyze data, using appropriate techniques (e.g. graphing calculators, statistical software, spreadsheets).”

He continues LET'S GO TO
ANOTHER STRAND.
HOW ABOUT ANALYTIC
GEOMETRY:

The slate changes to “Specific Expectation. Graph lines, using graphing calculators or graphing software).”

The slate changes to “Strand - Measurement and Geometry. Overall Expectation. Determine the optimal values of various measurements through investigations facilitated, where appropriate, by the use of concrete materials, diagrams, and calculators or computer software. Formulate conjectures and generalizations about geometric relationships involving two-dimensional figures, through investigations facilitated by dynamic geometry software, where appropriate.”

Stewart says SO YOU CAN WELL SEE FROM
THESE THAT CLEARLY
THAT TECHNOLOGY IS HEAVILY
EMBEDDED IN THIS CURRICULUM.
NOW I HAVE A SLIGHTLY
DIFFERENT QUESTION.
WE KNOW IT'S THERE.
TEACHERS ARE AT ALL KINDS OF
DIFFERENT COMFORT LEVELS
WITH RESPECT TO THE
USE OF TECHNOLOGY,
WHETHER IT'S
GRAPHING CALCULATORS
OR COMPUTERS OR
WHATEVER.
IS IT OKAY FOR THEM
TO APPROACH DOING
OR USING TECHNOLOGY
IN THEIR CLASSROOM
FROM DIFFERENT
ENTRY LEVELS?

Vince says OH, I THINK SO.
TEACHERS SHOULD COME IN
WHERE THEY'RE COMFORTABLE.
IF THEY'RE COMFORTABLE
USING COMPUTER SOFTWARE,
LET'S SAY A SPREADSHEET -
THAT'S AN OBVIOUS MELD -
AND THEY CAN JUMP RIGHT IN
AND DO ACTIVITIES THAT WAY.
SOME PEOPLE, OF COURSE,
WILL SEE SOME OF THE NEWER
EQUIPMENT - YOU MENTIONED
SCIENTIFIC PROBES,
GRAPHING CALCULATORS AND
WANT TO USE THAT, AS WELL,
AND THERE'S NOTHING WRONG WITH
EITHER OF THOSE APPROACHES.
TEACHERS ESPECIALLY
NEED TO BE COMFORTABLE
WITH WHAT'S GOING TO BE
USED IN THEIR CLASSROOM,
AND IF THEY'RE
COMFORTABLE,
THEIR STUDENTS WILL
BE COMFORTABLE.

Stewart says I WANT YOU TO
BECOME A FUTURIST.
IF YOU HAD A CRYSTAL BALL
AND YOU COULD SEE
DOWN THE PIPE, SAY
THREE YEARS OR SO,
WHAT WOULD THE CLASSROOM,
THE GRADE 9 MATHEMATICS
CLASSROOM LOOK LIKE,
FEEL LIKE, BE LIKE?

Vince says WELL, THIS IS A RADICAL
CHANGE IN OUR CURRICULUM
AND SO I'M HOPING
FOR A RADICAL CHANGE
INSIDE THE CLASSROOM.
IN FACT, WHAT I'M REALLY
HOPING FOR IS SOMETHING
THAT'S HAPPENED IN MY OWN
CLASSROOM OVER THE YEARS,
AND THAT IS, THE CLASSROOM
WALLS GOT KNOCKED DOWN,
AND SO MY CLASSES TOOK
PLACE IN THIS PLAYGROUND,
AT THE AMUSEMENT PARK,
IN THE GYMNASIUM,
BECAUSE THAT'S WHERE WE
WERE GATHERING DATA.
THE SAME SKILLS, THE SAME
TECHNIQUES WERE TAUGHT
BUT THROUGH GATHERING DATA
AND ANALYZING THAT DATA,
THE MATHEMATICS
TOOK ON LIFE.

Stewart saysTHIS IS AN
INTERACTIVE PROGRAM,
SO AT THIS POINT I WOULD
LIKE TO INVITE YOU
TO FIRST OF ALL PHONE IN,
AND THE WAY YOU DO THAT
IS BY PUSHING POUND 9.
AND I'M LOOKING FOR
COMMENTS, QUESTIONS.
THIS IS A GOLDEN
OPPORTUNITY TO ASK VINCE
ABOUT WHAT IT REALLY IS
LIKE TO USE TECHNOLOGY
IN THE CLASSROOM BECAUSE
HE'S BEEN EXPERIENCING THIS
FOR MANY, MANY YEARS.
SO I'M INVITING YOU TO
START MAKING PHONE CALLS.
ONE OF THE THINGS I WILL
SAY IS THAT WHENEVER
THE MOMENT IS APPROPRIATE
AND YOU FEEL THAT YOU HAVE
A CALL THAT WOULD JUST
FIT IN AT A CERTAIN TIME,
YOU'RE WELCOME TO
CALL IN AT ANY TIME.
SO I'M ENCOURAGING YOU
TO DO SO AND WHENEVER
YOU GET THAT URGE,
PLEASE DIAL POUND 9.
I WILL SAY THAT
ONCE YOU DIAL,
IT DOES TAKE A FEW SECONDS
FOR ALL THE CONNECTIONS
TO HAPPEN, BUT WE'LL
GET TO YOU AS SOON AS
WE'VE GOT THE SIGNAL
UP HERE AND WE KNOW
THAT WE CAN TALK TO YOU.
SO UNTIL WE GET
A FEW CALLS,
I THINK WHAT WE'RE
GOING TO DO IS,
WE'RE GOING TO BEGIN TO
LOOK AT SOME VIDEOS.
AND WHAT WE HAVE DONE ARE
THREE VIDEOS FROM THREE
DIFFERENT CLASSROOMS AND
WE'VE LOOKED AT ENTRY POINTS.
AND LAST WEEK
WHAT WE DID WAS,
WE WENT TO LEASIDE HIGH
SCHOOL AND LUCY BURSTON,
AND WHAT WE WERE SORT OF
CONCENTRATING ON THERE
WAS KIND OF A
LOW-TECH APPROACH;
THAT IS, IT WAS MEASURING
AND TAKING MEASUREMENTS
AND SO ON AND IT REALLY
WASN'T COMPUTERS AND GRAPHING
TECHNOLOGY AND SO ON AND
SO FORTH THERE SO MUCH.
BUT WHAT I THOUGHT I WOULD
DO IS TRY TO REMIND
THE AUDIENCE IF THEY WERE
HERE LAST WEEK - HOPEFULLY
THEY WERE - ABOUT WHAT
THAT KIND OF LOOKED LIKE,
SO WE'RE GOING TO ROLL A
LITTLE TAPE RIGHT NOW
THAT WILL ILLUSTRATE WHAT
HAPPENED AT LEASIDE HIGH.
LET'S TAKE A LOOK.

A clip plays.

[classroom chatter]

A girl with shot hair says YOU SAW 37?

A blond female student says 44.

A blond male student drops a ball.

A brunette student says THAT WAS 18.

The clip ends.

Stewart says WELL, WHAT YOU SAW
THERE WERE KIDS DOING
MEASUREMENTS AND THEY
WERE WORKING WITH PAPER
AND PENCIL AND IT SEEMED
VERY, VERY TRADITIONAL.
BUT IT WAS A DIFFERENT
KIND OF ACTIVITY THAN
WHAT YOU WOULD NORMALLY SEE
IN A CLASSROOM RIGHT NOW
BECAUSE IT INVOLVED
BOUNCING BALLS AND MEASUREMENTS
AND COLLECTING ACTUAL
DATA AND SO ON.
WHAT WE'RE GOING TO
DO NOW, THOUGH, IS
WE'RE GOING TO TRY TO CREATE
A LITTLE BIT OF CONTRAST.
SO WE ARE GOING
TO ANOTHER SCHOOL.
THIS PARTICULAR SCHOOL IS
MARSHALL MCLUHAN SECONDARY
SCHOOL IN THE CATHOLIC
BOARD HERE IN TORONTO.
THE TEACHER IS PAUL COSTA
AND WE'RE GOING TO
LOOK AT SOME MEDIUM TECH.

A clip plays.

Paul Costa stands in a classroom. He’s in his late thirties, clean-shaven with black hair. He’s wearing a striped white shirt, a dark red tie and blue trousers.

Paul says OKAY, WE'RE GOING TO DO
A UNIQUE ACTIVITY TODAY
CALLED CATCH THE REBOUND
OR ALSO BETTER KNOWN AS
AS THE BALL BOUNCES.
SO I'D LIKE TO START OFF
WITH A SLIDE SHOW HERE,
JUST A FEW SLIDES, AND
ABOUT BOUNCING BASKETBALLS.
SO THAT'S THE WAY
THE BALL BOUNCES.
A UNIQUE LITTLE
INFORMATION BIT
THAT WE GOT OFF
THE NET.
BOUNCING BASKETBALLS.
DO YOU KNOW HOW
HIGH BASKETBALLS
ARE SUPPOSED
TO BOUNCE?
SPORTS ARE BIG BUSINESS SO
NOTHING IS LEFT TO CHANCE,
SO THEY REALLY HAVE
TO EXPLORE THIS.
SO THIS IS STATS FROM
THE NBA AND NCAA,
AND THE OFFICIALS ACTUALLY
TEST THE BASKETBALLS
SO THAT THEIR BOUNCE
FALLS WITHIN REGULATION
GUIDELINES, AND WHAT
ARE THOSE GUIDELINES?
SO FROM THEIR WEB PAGE,
THERE YOU HAVE IT.
IF THEY DROP IT
FROM 1.8 METRES,
THEN IT SHOULD REBOUND BACK
UP TO 1.2 OR 1.4 METRES.
SO THAT'S THE WAY
THE BALL BOUNCES.
THAT'S WHAT WE HAVE TO
DISCOVER, ALL RIGHT?

The students watch and listen carefully.

Paul continues NOT JUST IN THE
FIELD OF BASKETBALL,
BUT SOME OF THE
OTHER BALLS,
AND I ACTUALLY HAVE
BROUGHT SOME BALLS
TO THE CLASSROOM TODAY.
WE'VE GOT VOLLEYBALLS
TO TRY, TENNIS BALLS,
GOLF BALLS AND, OF
COURSE, OUR BASKETBALLS.
SO WHAT YOU'RE GOING TO
DO - GOING TO HAND OUT
THESE SHEETS NOW.
OKAY, THIS IS AN
ACTIVITY SHEET CALLED
“CATCH THE REBOUND” AND IT
POSES A PROBLEM TO YOU.
SO WE'RE GOING TO
GO THROUGH THIS AND
YOU'LL BE ABLE TO READ
THE PROBLEM FIRST.

A female student reads “PROBLEM: IS THERE
A RELATIONSHIP
BETWEEN THE HEIGHT
FROM WHICH A BALL
IS DROPPED AND THE HEIGHT
TO WHICH IT REBOUNDS?”

Paul says GOOD.
THAT'S WHAT WE'RE GOING TO
TRY TO DISCOVER THIS MORNING.
I'M GOING TO GO THROUGH
THE ACTIVITY SHEET
JUST TO MAKE SURE
THAT YOU'RE AWARE
OF WHAT YOU'RE
GOING TO DO.
WE PROVIDED SOME
MATERIAL FOR YOU.
WE'VE GOT BALLS IN THE
CORNER THERE WHICH
YOU'LL COME UP AND
COLLECT LATER.
MEASURING EQUIPMENT'S UP
THERE WITH SOME MASKING TAPE.
NOW, FIRST OF ALL, WHAT
DOES THE PROBLEM MEAN?
WHAT ARE WE ACTUALLY
GOING TO LOOK FOR?
WHY ARE WE GOING TO
COMPARE THOSE TWO?
WILL THERE BE A
RELATIONSHIP OR NOT?
SO PEOPLE HAVE
AN UNDERSTANDING
OF THE KIND OF PROBLEM
WE'RE GOING TO LOOK INTO?
ALL RIGHT.
DATA GATHERING.
YOU'RE GOING TO
WORK TOGETHER.
WE'RE GOING TO PUT
YOU IN GROUPS OF FOUR
AND YOU'RE GOING TO RUN
THROUGH THE EXPERIMENT.
EACH GROUP WILL HAVE
A DIFFERENT BALL
AND YOU'RE GOING TO
SET UP THE EXPERIMENT
SO THAT YOU'RE
GONNA SEE HOW HIGH
YOU'RE GOING TO DROP IT
FROM, HOW HIGH IT REBOUNDS.
SO, YOU DROP THE BALLS
FROM VARIOUS HEIGHTS
AND DETERMINE THE HEIGHT
OF THE REBOUND EACH TIME.
ASSIGN ONE PERSON TO
DO ALL THE DROPPING,
ONE TO DO ALL THE MARKING,
ONE TO DO ALL THE MEASURING,
AND ONE TO DO ALL
THE RECORDING.
AND WHY WOULD THAT BE
IMPORTANT THAT WE HAVE
THESE FUNCTIONS FOR EACH
PERSON IN THE GROUP?
VANESSA?

Vanessa is in her early teens. She has blond hair tied-up and wears a dark blue school uniform.

Vanessa says BECAUSE SOME PEOPLE MIGHT
DROP IT FROM DIFFERENT
HEIGHTS AND YOU HAVE TO
HAVE THE SAME PERSON
DROPPING IT SO IT'S ALL
THE SOME EACH TIME.

Paul says RIGHT, GOOD.
THAT'S VERY GOOD.
OKAY, THEN YOU'RE GOING
TO DESIGN IN A RECORDING
FORMAT THAT ALLOWS YOU
FOR EACH DROP HEIGHT
A RECORDING OF THREE
REBOUND HEIGHTS
AND THEN TAKE THE
AVERAGE HEIGHT.
ORGANIZING AND ANALYZING
THE DATA WILL BE USED
IN GRAPHING CALCULATORS
TO ACTUALLY START
LOOKING AT THE POINTS.
BECAUSE YOU'RE GOING TO
HAVE A REPORT AFTERWARDS,
THAT YOU TAKE YOUR RECORDINGS
INDIVIDUALLY, OKAY?
YOU'RE WORKING IN
GROUPS BUT YOU WANT
ALL THE INFORMATION
GATHERED FOR YOURSELF,
SO EVERYBODY SHOULD BE
RECORDING THE INFORMATION
DOWN FOR YOUR REPORTING.

[classroom chatter]

A male student says WHAT IF WE DROP
IT FROM HIGHER?

The students drop different types of balls and write down data.

Paul says SO WE'RE GOING TO LOOK
AT SOME OF YOUR GRAPHS.
AND THE FIRST ONE IS FROM
TIM'S GROUP AND, TIM,
WHAT BALL DID YOU USE?

Tim says GOLF BALL.

Paul says THE GOLF BALL.
OKAY, SO LET'S TAKE
A LOOK AT THE DATA
THAT TIM PRODUCED.

Paul shows a graph on a large screen.

Paul continues HOW DOES THIS BACK UP
YOUR HYPOTHESES, TIM?
WHEN YOU RAISED
YOUR DROP HEIGHT,
WHAT WERE YOU
EXPECTING?

Tim is in his teens. He has short black hair and wears a dark blue zip sweater and a white shirt.

Tim says THE BALL TO
BOUNCE HIGHER.

Paul says THE BALL TO
BOUNCE HIGHER.
IS THAT TRUE OF
THE GRAPH?

Tim says YES.

Paul says OKAY.
SO WE'RE SHOWING A
RELATIONSHIP THERE,
A DIRECT
RELATIONSHIP THERE.
SO AS YOU INCREASED
THE DROP HEIGHT,
LOOK AT WHAT'S
HAPPENING TO THE BALL.
OKAY, THE REBOUND HEIGHT
IS ALSO INCREASING.
WHAT KIND OF RELATIONSHIP
DO WE HAVE HERE, THEN?
IS THERE ANY PATTERN
TO THESE POINTS?

Vanessa raises her hand.

Paul asks VANESSA?

Vanessa says YOU CAN DRAW A STRAIGHT
LINE RIGHT THROUGH THEM.

Paul says RIGHT.
IF YOU LOOK AT THE GRAPH,
YOU CAN SEE THAT THE POINTS
ARE LINED UP AND
YOU CAN ALMOST DRAW
A PERFECTLY
STRAIGHT LINE.

The clip ends.

Stewart says CERTAINLY THERE WAS
EVIDENCE OF TECHNOLOGY
GOING ON THERE,
PARTICULARLY AT THE END.
VINCE, WOULD YOU LIKE TO
COMMENT ON THE LESSON
AND WHAT YOU SAW
GOING ON THERE.

Vince says WELL, IT'S INTERESTING
TO TALK ABOUT THE CHANGES
THAT HAVE HAPPENED OVER
THE YEARS, I SUPPOSE.
I THINK TRADITIONALLY MATH
CLASSES WERE DELIVERED.
A TEACHER WOULD
STAND AT THE FRONT,
STUDENTS WOULD LISTEN.
TEACHER WOULD DELIVER,
STUDENTS WOULD
GO AWAY AND PRACTISE.
INTERESTING IN BOTH OF
THESE WHERE YOU HAD
AN INQUIRY
APPROACH GOING ON.
IN THE FIRST ONE, ALL
THE DATA COLLECTION
WAS DONE WITH
PENCIL AND PAPER.
ALL THE ANALYSIS WAS DONE
WITH PENCIL AND PAPER.
THERE'S NOTHING WRONG WITH
THAT AND IN A LOT OF WAYS,
THAT'S A GREAT WAY
TO INTRODUCE KIDS
TO EXACTLY WHAT'S
GOING ON.
THE SECOND ONE WAS
INTERESTING BECAUSE
THE TEACHER USED
TECHNOLOGY - THE INTERNET
AND A COMPUTER - TO
INTRODUCE A REASON
FOR DOING THE
ACTIVITY.

Stewart says RIGHT, YES.

Vince continues AND I THINK THAT'S
REALLY IMPORTANT.
LIKE, WHY ARE WE
DOING ALL OF THIS?
KIDS ALWAYS ASK
THAT QUESTION,
UNLESS OF COURSE IT'S
REALLY OBVIOUS AND APPARENT,
WHICH I THINK IT
WAS IN THE SECOND CASE.
SO HE USED THE TECHNOLOGY
TO INTRODUCE THE ACTIVITY.
STUDENTS GATHERED THE
DATA THE SAME WAY,
BUT THIS TIME THEY USED
A GRAPHING CALCULATOR
TO DISPLAY THE DATA AND
TO ANALYZE THE DATA.
NOW, WE DIDN'T REALLY GET
TO THE ANALYSIS PART,
BUT THAT'S WHERE IT
WAS GOING, I AM SURE.
SO VERY INTERESTING
CONTRAST BETWEEN
THE TWO WAYS
OF DOING IT.

Stewart says THAT'S FASCINATING.
I THINK AT THIS POINT I
WOULD LIKE TO INVITE PEOPLE
TO PHONE IN
AND COMMENT AND
MAYBE ASK A QUESTION.
I THINK THE CONTRAST IS
RATHER EVIDENT HERE AND
IT WOULD BE WONDERFUL TO GET
YOUR QUESTIONS TO SORT OF
TAKE THIS CONVERSATION
A LITTLE BIT FURTHER.
IF WE DON'T GET A CALL
IN A SECOND OR TWO,
I THINK WHAT
WE WILL DO IS,
WE WILL ACTUALLY GO TO
THE THIRD TAPE WHICH IS
ACTUALLY DEALING
WITH TECHNOLOGY
FROM YET ANOTHER
POINT OF VIEW.

A caption appears on screen. It reads “To call: Pick up your handset. Press pound then 9. put handset down. Wait for instructor. To cancel call, press pound then 0.”

Vince says ONE THING YOU MIGHT
WANT TO THINK ABOUT,
OR THE VIEWERS MIGHT WANT
TO THINK ABOUT HERE,
IS HOW COMFORTABLE
WOULD THEY BE
IN A SITUATION
LIKE THAT?
IS IT SO DIFFERENT
FROM THE WAY THAT
THEY CURRENTLY RUN
THEIR CLASSROOM?
WOULD THEIR STUDENTS BE
ABLE TO ADAPT TO IT?
AND THINGS LIKE THAT.
ARE THERE LOCAL
DIFFERENCES?
FOR EXAMPLE, WOULD YOU
BE ABLE TO APPLY IT
VIRTUALLY ACROSS THE
PROVINCE THE SAME WAY?
WOULD IT HAVE
TO BE ADAPTED,
THOSE KIND OF THINGS.

Stewart says RIGHT, RIGHT.
ANYWAY, AS I SAY, I WOULD
LOVE TO HEAR FROM YOU.
IF YOU HAVE A
QUESTION OR A COMMENT,
PLEASE PHONE IN.
IF NOT, I WILL START TO
DESCRIBE THE THIRD TAPE
THAT WE HAVE.
WE WENT TO YET ANOTHER
SCHOOL IN YORK REGION.
THIS WAS AT
UNIONVILLE HIGH,
AND THE TEACHER WAS JOHN
KENNEDY AND WE TOOK -
I WON'T SAY COMPLETELY
DIFFERENT TACK HERE,
BUT WE MOVED INTO WHAT WE
HAVE CALLED HIGH TECH.
SO LET'S TAKE A LOOK
AT JOHN'S CLASS NOW.

A clip plays.

John is in his mid-thirties, clean-shaven with short combed hair. He’s wearing a gray shirt and a blue patterned tie.

John says WHAT WE WANT TO DO
TODAY IS AN ACTIVITY.
YOU'VE ALL GOT THIS SHEET
HERE AND HOPEFULLY
YOU'VE HAD A CHANCE
TO READ THROUGH
THE FIRST LITTLE BIT.
SO LET'S TAKE A LOOK
AT WHAT WE'RE TRYING
TO GET AT HERE.
THE PROBLEM
IS THIS:
John reads “WHAT IS THE RELATIONSHIP
BETWEEN THE HEIGHT
FROM WHICH A BALL IS
DROPPED AND THE HEIGHT
TO WHICH IT REBOUNDS? .”
John takes a ball and continues MOST OF US KNOW THAT,
TAKE A BALL, YOU DROP IT,
EVENTUALLY IT STOPS
BOUNCING AND WE WANT
TO KNOW IS THERE SOME
SORT OF PATTERN BETWEEN
WHERE I DROP IT FROM AND
HOW HIGH IT BOUNCES,
AND IF IT KEEPS BOUNCING
AND BOUNCING AND BOUNCING,
WHAT IS THE
RELATIONSHIP THERE?
AND OF COURSE, SINCE
IT'S MOVING UP AND DOWN,
WE CAN USE THE MOTION
DETECTOR TO ANALYZE THAT.
SO LET'S READ
THROUGH THIS SHEET.
HERE'S BASICALLY WHAT
I WANT YOU TO DO.
WORKING IN GROUPS.
YOU'VE ALREADY GOT YOUR
GROUP SET UP, I HOPE.
YOU WILL DROP A BALL
FROM A CERTAIN HEIGHT
AND MEASURE THE HEIGHT
OBTAINED BY EACH BOUNCE.
YOU WILL BE USING
VARIOUS KINDS OF BALLS
TO SEE HOW THE BOUNCE
HEIGHTS ARE AFFECTED.
WE WILL USE THE MOTION
DETECTOR ATTACHED
TO A GRAPHING CALCULATOR
TO GATHER AND DISPLAY
THE REQUIRED DATA.
SO BEFORE WE GET STARTED
ON THE ACTUAL EXPERIMENT,
I WANT YOU TO AS A GROUP
PREDICT WHAT WILL HAPPEN
TO THE REBOUND
HEIGHT OF THE BALL
AFTER SEVERAL BOUNCES.
SO I JUST SHOWED
YOU QUICKLY
WHAT WAS GOING
TO HAPPEN.
EVENTUALLY WE'RE GOING TO
BE TAKING VOLLEYBALLS,
BASKETBALLS, TENNIS BALLS,
THOSE KINDS OF THINGS,
DROPPING THEM, AND EVERY
TIME IT BOUNCES UP,
WE'RE GOING TO USE
THE MOTION DETECTOR
TO FIGURE OUT EXACTLY
HOW HIGH IT BOUNCES.
AND I WANT YOU TO SIT DOWN
AND JUST TALK AMONGST
YOURSELVES AND WRITE
DOWN A SENTENCE OR TWO
DESCRIBING HOW YOU THINK
THE HEIGHT FROM WHICH
THE BALL IS RELEASED
AND THE HEIGHT
TO WHICH IT BOUNCES, HOW THOSE
TWO THINGS ARE RELATED.

[classroom chatter]

Caitlin is in her mid-teens, with short brown hair and bangs. She’s wearing a white cardigan.

Caitlin says HOW MANY BOUNCES
DO YOU THINK?
ABOUT 10, 15.

Drawing a graph, a student says LIKE THAT?

A male student says YEAH.

John says SO, WHAT KIND OF
IDEAS DO YOU HAVE?
IF I WERE TO BOUNCE
IT FROM HERE,
HOW CAN I GUESS HOW HIGH
THE BOUNCE WILL BE?
CAITLIN.

Students sit in front of computers.
Caitlin says IN OUR GROUP WE SUSPECTED
THAT IT WILL BE MAYBE
ABOUT 20 CENTIMETRES LOWER.

John says OKAY.

A blond female student says EVERY TIME IT BOUNCED,
IT DECREASED ABOUT THREE QUARTERS
OF THE HEIGHT IT
WAS DROPPED FROM.

John says OKAY.
SO YOU'RE ALL GOING TO
HAVE YOUR CALCULATOR
AND YOUR MOTION DETECTOR
AND THE PROGRAM
IS ALREADY LOADED UP
AND READY TO ROLL.
SO WHEN YOU TURN IT
ON, THE INSTRUCTIONS
WILL BE THERE
FOR YOU.
AND ONE OF THE NICE
THINGS ABOUT THIS SETUP
IS THAT WE DON'T HAVE TO
WORRY ABOUT THE CORD
LIKE WE DID YESTERDAY.
THIS ALLOWS YOU TO DETACH
THE MOTION DETECTOR
AND SO IT'S HANDS-FREE.
WHAT I WANT YOU TO DO IS
HAVE ONE PERSON HOLDING
THE MOTION DETECTOR, SO
AMY, YOU CAN HOLD THIS.
A SECOND PERSON IS
GOING TO HAVE THE BALL.
SHARON, YOU CAN
GRAB THE BALL,
AND THE THIRD PERSON
HAS THE CALCULATOR.
SO YOU CAN READ
ON THE SCREEN.
IT SAYS TO HOLD THE BALL
AT LEAST HALF A METRE
UNDERNEATH THE
MOTION DETECTOR.
SO I WANT YOU TO HOLD
THE MOTION DETECTOR
ABOUT THIS HIGH AND,
SHARON, I WANT YOU TO HOLD
THE BALL WITH TWO HANDS.
MAYBE A LITTLE BIT LOWER
AND YOU A LITTLE BIT LOWER.
OKAY, ONE, TWO, THREE, GO.
[bouncing sound]
OKAY, PERFECT.
SO NOW THE CALCULATOR WILL
TELL YOU TO RE-ATTACH IT
BECAUSE IT HAS ALL THE
INFORMATION IN HERE,
SO YOU JUST PLUG
IT INTO THE SIDE.
AND IT SAYS TO
PRESS ENTER.
AND WHAT WILL HAPPEN
IS THAT ALL OF THE
INFORMATION THAT THE
MOTION DETECTOR COLLECTED
GETS SENT TO THE
CALCULATOR AND IT MAKES
A GRAPH LIKE YOU HAD BEFORE,
THE SAME KIND OF AN IDEA.

A female student wearing a blue sweater says ONE, TWO, THREE, GO.

A boy says ALL RIGHT, READY.

[classroom chatter]

A close-up shot features the calculator screen with a line graph.

John says TALK ABOUT IT
FOR A SECOND.
OKAY, WE HAD TWO
DIFFERENT HYPOTHESES
THAT WERE HAPPENING AS
FAR AS THESE NUMBERS
WERE CONCERNED.
ONE OF THEM SAID THAT
MAYBE THE BOUNCE HEIGHT
WOULD GO DOWN BY A
CERTAIN AMOUNT EACH TIME.
CAITLIN SAID MAYBE
IT'S GOING TO GO DOWN
BY 20 CENTIMETRES
EACH TIME.
HOW MUCH LESS DID IT
BOUNCE FROM THE FIRST
BOUNCE TO THE
SECOND BOUNCE?

A blond male student says OKAY, .165 METRES.

John says OKAY, IT'S
ACTUALLY .145,
I THINK.
WHAT IS THE DIFFERENCE
BETWEEN THE SECOND
AND THIRD BOUNCES?

A female student with black hair says 0.117.

John writhes the answer on the green board and continues SO WHAT YOU CAN
SEE IS HAPPENING,
WE ALL HAD THE RIGHT IDEA
THAT THEY WERE BOUNCING
LESS AND LESS AND LESS,
BUT FROM THE FIRST TO
THE SECOND BOUNCE, THE HEIGHT
WENT DOWN ABOUT .145 METRES.
THEN .117 METRES,
THEN .071 METRES,
SO IT'S NOT GOING DOWN
BY THE SAME AMOUNT EACH TIME.

The clip ends.

Stewart says THIS LESSON CERTAINLY
LOOKS SOMEWHAT DIFFERENT
FROM THE OTHER ONE,
BUT I'D SORT OF LIKE
YOU TO COMMENT ABOUT WHAT
THIS LESSON - WHAT WERE
THE DIFFERENCES BETWEEN
THIS AND THE LAST ONE?

Vince says WELL, THE FIRST THING I
NOTICED REALLY RIGHT OFF
THE TOP WAS THE WAY
THE STUDENTS WERE
COMMUNICATING
WITHIN THEIR GROUPS.
AND I THINK THAT'S
ONE OF THE OBJECTIVES
OR THE EXPECTATIONS IN
THIS NEW CURRICULUM
IS THE DETAILED AMOUNT
OF COMMUNICATION
THAT GOES ON AND THE
TYPE OF COMMUNICATION
THAT GOES ON.
AND AGAIN, I THINK
THIS INQUIRY APPROACH
ENCOURAGES THAT
COMMUNICATION
AND ALLOWS STUDENTS
TO DO THAT.
THE OTHER WERE
THE TOYS.
I GUESS WE'LL
CALL THEM TOYS.
IT'S NEAT TO HAVE
THOSE KIND OF THINGS
TO GATHER THE DATA.
IF THAT WAS THE ONLY
REASON, IT'D BE FRIVOLOUS,
I THINK, AND MAYBE EVEN
A LITTLE BIT SILLY.
BUT I WANT YOU TO
THINK ABOUT THIS.
IN THE FIRST TWO
ACTIVITIES WHERE
THE STUDENTS WERE
GATHERING DATA BY HAVING
A TAPE MEASURE TAPED TO
A WALL AND OBSERVING
HOW HIGH THE BALL BOUNCED,
YOU CAN IMAGINE, I THINK,
THE LARGE AMOUNT OF ERROR
OR VARIANCE INVOLVED
IN MEASURING THAT
KIND OF DATA.
NOW YOU'RE LOOKING AT
THE TOP OF THE BALL,
THE MIDDLE OF THE BALL,
THE BOTTOM OF THE BALL.
AND DO YOU ACTUALLY
CATCH IT AT THE TOP,
DO YOU BLINK AND
THINGS LIKE THAT.
YOU'LL ALSO NOTICE IN THOSE
FIRST TWO EXPERIMENTS
I THINK THEY HAD GATHERED
FIVE OR SIX DATA POINTS.
WITH THE TECHNOLOGY
THAT WAS USED HERE,
THEY WERE GATHERING A
HUNDRED DATA POINTS
OVER THE COURSE OF
THE EXPERIMENT,
AND MINUSCULE
DIFFERENCES IN HEIGHTS
WERE ABLE TO
BE MEASURED.
AND SO THE DATA'S
MUCH MORE ACCURATE.
THERE WAS MUCH MORE DATA,
AND SO I THINK IT ALLOWS
THINGS - THE ACTIVITY TO
BE RICHER FOR STUDENTS.

Stewart says I GUESS IN A SENSE WHAT
I'D LIKE YOU TO DO NOW
IS TO SORT OF
SUMMARIZE ADVANTAGES
AND DISADVANTAGES OF LOW,
MEDIUM, AND HIGH TECH,
JUST IN A GENERAL SENSE.
WHAT DO YOU THINK?

Vince says THE ADVANTAGES
OF LOW TECH,
VERY INEXPENSIVE
TO RUN.
YOU NEED A TAPE
MEASURE, A BALL,
PIECE OF PAPER
AND A METRE STICK.
ADVANTAGES FOR
THE TEACHER,
VERY SIMPLE
TO SET UP.
THERE'S NOT MUCH
THAT CAN GO WRONG.
YOU MIGHT HAVE TO
PUMP UP A BALL OR TWO.
SO, IF YOU'RE AT ALL
CONCERNED ABOUT
YOUR OWN COMFORT LEVEL,
IT'S PRETTY EASY
TO STEP INTO THAT ONE.
THE DISADVANTAGES OF
THAT ARE, OF COURSE,
THE VARIANCE, AND SO IF
IN FACT YOU'RE TRYING TO
GET AT, SAY, A
LINEAR RELATIONSHIP,
IT MAY NOT LOOK THAT
WAY WHEN YOU ACTUALLY
GET TO PLOT IT.
SO IT COULD BE A BIT
OF A PROBLEM THAT WAY.
THE MEDIUM TECH ONE IS
NICE BECAUSE IT SETS UP
THE ACTIVITY IN
A REAL SETTING,
SO YOU'RE GETTING THIS
IDEA OFF AN INTERNET PAGE
ABOUT THE NBA OR THE NCAA
TESTING THEIR BASKETBALLS,
SO THERE'S A REASON
FOR THAT ACTIVITY.
YOU COULD DO THAT IN A
LOW TECH ONE AS WELL.
YOU CAN TALK ABOUT IT.
YOU CAN ASK YOUR
STUDENTS ABOUT IT.
YOU CAN ASK THEM TO
OBSERVE A REFEREE
AT THE BEGINNING OF
A BASKETBALL GAME
WHO PUTS HIS ARM
UP LIKE THIS
AND MEASURES THE
BOUNCE HEIGHT.
AGAIN, IMAGINE THE
VARIATION INVOLVED.
BUT THAT'S THE IDEA.
SO, THERE ARE
ADVANTAGES TO LOW.
THERE ARE ADVANTAGES
TO MEDIUM.
AND I THINK THERE ARE
ADVANTAGES TO THE HIGH TECH.
AND WE'VE TALKED
ABOUT HAVING MORE DATA,
HAVING MORE ACCURATE
DATA IN THE HIGH TECH.
I THINK IT'S ALSO
IMPORTANT TO POINT OUT HERE
THAT ALL THREE OF
THESE APPROACHES GET
THE STUDENTS INVOLVED
IN VARIOUS WAYS,
IN DIFFERENT WAYS,
BUT THEY ALL GET THE
STUDENTS INVOLVED.
THEY ALL ASKED DEEPER
QUESTIONS THAN, IS THERE
A RELATIONSHIP - ALTHOUGH
THAT WAS THE HYPOTHESIS
TO START WITH, BUT THERE
WERE DEEPER QUESTIONS
GOING ON THERE, TOO.
DID IT VARY WITH THE TYPE
OF BALL THAT YOU USED?
OR WAS THAT A
CONSTANT FACTOR?
THOSE KIND OF THINGS.

Stewart says OKAY.
AGAIN, I THINK AT THIS
JUNCTURE I WOULD
LIKE TO INVITE YOU
TO PHONE IN.
CALLS TO DO WITH YOUR
COMMENTS, YOUR QUESTIONS,
AND YOU CAN SEE A
POWERPOINT COMING UP HERE
TO TELL YOU EXACTLY HOW
YOU GO ABOUT DOING THAT.
I THINK IT'S GOING
TO SAY POUND 9 NEXT,
AND THEN YOU PUT IT DOWN
AND YOU JUST WAIT UNTIL
WE SAY THAT WE'VE
GOT YOU CONNECTED
AND THAT'S ABOUT AS
SIMPLE AS IT GETS.
IT'S NOT HARD TO
DO THAT AT ALL.
WE WOULD REALLY, REALLY
ENJOY HAVING YOUR COMMENTS
AND, AGAIN, IT'S YOUR
OPPORTUNITY TO TAKE ADVANTAGE
OF VINCE AND HIS
EXPERIENCE HAS BEEN
PRETTY BROAD
OVER THE YEARS.
MAYBE WHAT I'LL GET YOU
TO DO JUST SORT OF
OFF THE CUFF, WE'VE SEEN
ONE KIND OF ACTIVITY HERE
INVOLVING TECHNOLOGY,
CALLED THE BOUNCING BALL.
CAN YOU MAYBE DESCRIBE
SOME OF THE OTHER ACTIVITIES
YOU MIGHT HAVE
DONE IN YOUR CLASS
AT ONE TIME OR ANOTHER
USING TECHNOLOGY,
SIMILAR BUT DIFFERENT.

Vince says WELL, LET'S FOCUS ON SAY A
CONCEPT THAT YOU MIGHT USE
IN A GRADE 9 CLASS,
THE INTRODUCTION
OF LINEAR RELATIONSHIPS.
AT ONE POINT I WAS DOING
THIS IN A SUMMER COURSE
AND THE COURSE HAPPENED
TO BE BESIDE A POND,
WHICH IS ACTUALLY
PRETTY DEEP.
LET'S CALL IT A LAKE FOR
LACK OF A BETTER WORD.
I HAD A FRIEND OF MINE WHO
WAS A DIVER THAT TOLD ME
THAT THERE WAS A
RELATIONSHIP BETWEEN
PRESSURE AT DIFFERENT
DEPTH LEVELS
WITHIN A LAKE OR AN
OCEAN OR WHATEVER.
AND SO WE USED A SIMILAR
DATA CAPTURE DEVICE
BUT WE HOOKED UP A PROBE THAT
MEASURED PRESSURE TO IT.
AND SO WE TOOK A PIECE
OF AQUARIUM TUBING
THAT WAS ABOUT 15 OR -
NO, LET'S SEE,
IT WAS ABOUT 3 METRES
LONG, I GUESS,
AND WE MADE
MARKINGS ON IT.
PUT A FISHING WEIGHT
ON THE END OF IT
AND LOWERED IT DOWN
TO, LET'S SAY,
A QUARTER OF A METRE
DEPTH, TOOK A READING.
LOWERED IT DOWN ANOTHER
QUARTER OF A METRE,
TOOK A READING, AND KEPT
DOING THAT AS IT WENT
LOWER AND LOWER
AND LOWER.
AND WE GATHERED THE DATA
THAT WAY AND ANALYZED IT,
TURNED OUT TO BE A
LINEAR RELATIONSHIP.
THE THING THAT WAS
INTERESTING ABOUT THAT WAS,
I DIDN'T KNOW HOW TO REPRODUCE
THAT IN MY CLASSROOM.
SO WHAT ENDED
UP HAPPENING,
A PHYSICS TEACHER
ACTUALLY SUGGESTED TO ME
THAT THE PRESSURE VARIED WHETHER
IT WAS A LARGE BODY OF WATER,
LIKE A LAKE, OR A SMALLER
ONE LIKE A SWIMMING POOL.

Stewart says RIGHT.

Vince continues OR IN FACT A
VERY SMALL ONE.
WE ENDED UP USING A PIECE
OF ABS TUBING THAT WAS
12 FEET LONG AND DROPPED -

Stewart says FILLED IT WITH WATER.

Vince continues YES, SO WE COULD
ACTUALLY DO IT INSIDE
THE CLASSROOM AS WELL.

Stewart says WELL, THAT'S GREAT.
I GUESS WE HAVE
A PHONE CALL,
SO MAYBE WE'LL TAKE
OUR FIRST CALL
OF THE AFTERNOON.
GO AHEAD AND PLEASE
INTRODUCE YOURSELF.

Bebe says HELLO.
BEBE CROGLIN FROM
SAINT JOSEPH'S
HIGH SCHOOL IN
RENFREW.
BOTH A QUESTION
AND A COMMENT.
MY QUESTION,
IN THE CLASSES
THAT WE HAVE VIEWED THE
LAST TWO CLASSES,
HOW ACCESSIBLE WERE THE
GRAPHICS CALCULATORS
TO THE STUDENTS?
WAS THAT SCHOOL SUPPLIED
OR DID EVERY STUDENT
HAVE AND OWN THEIR OWN
GRAPHICS CALCULATOR?

Stewart says I CAN ANSWER THAT.
FIRST OF ALL, IN THIS
PARTICULAR CASE I THINK
IN BOTH UNIONVILLE
EXCUSE ME,
AT UNIONVILLE THEY
HAD CLASS SETS,
SO ACTUALLY THERE ARE
ABOUT THREE SCENARIOS HERE.
WE WORKED IN A FOURTH
CLASSROOM THAT WE DON'T
HAVE VIDEO FOOTAGE FROM.
SO UNIONVILLE, THEY
HAD CLASS SETS.
FOR MARSHALL
MCLUHAN, IN FACT,
I BROUGHT A
SET WITH THEM.
AS IT TURNS OUT,
THAT SCHOOL,
WE MIGHT EVEN SAY IS
HIGHER TECH BECAUSE
ALL THE STUDENTS
THERE HAVE THE USE
OF LAPTOP COMPUTERS.
SO IN FACT WE WERE GOING
BACKWARDS WITH MARSHALL MCLUHAN
AND ACTUALLY ASKING
THEM TO WORK WITH
THE GRAPHING
CALCULATORS.
AND ACTUALLY I THINK
WE HAD CITED PAUL ABOUT
THIS DIFFERENT APPROACH
TO USING TECHNOLOGY.
NOW THE OTHER CLASS THAT
WE DIDN'T VISIT YET AND
WE DON'T HAVE ANY FOOTAGE
TODAY IS MARC GARNEAU.
THE SCHOOLS DECIDED TWO
YEARS AGO WITH TWO CLASSES
IN PARTICULAR TO ASK ALL
KIDS FROM GRADE 9 THROUGH
GRADE 13 IN THIS GROUP OF
SCIENCE SPECIALIST KIDS
TO PURCHASE THEIR OWN AND
THERE'S BEEN VERY LITTLE
RESISTANCE AND
THEY ALL HAVE THEM.
SO YOU'VE GOT THREE DIFFERENT
MODELS GOING ON HERE;
THAT IS, CENTRALLY
PROVIDED, SCHOOL PROVIDED,
AND ULTIMATELY STUDENTS
THAT HAVE THEIR OWN.
SO I GUESS IT REALLY
DEPENDS UPON THE SCHOOL
AND ITS RESOURCES.
YOU SAID YOU HAD
A COMMENT AS WELL.

Bebe says THANK YOU.
YES, THAT'S ANSWERS
MY QUESTION.
JUST A SUB-QUESTION TO
THAT WOULD HAVE BEEN,
DO YOU FORESEE IN THE
FUTURE IN THE SAME WAY
THAT WE WOULD HAVE, I
SUPPOSE DEMANDED
OF STUDENTS THAT IF THEY
ENROLLED IN A CERTAIN COURSE,
THEY WOULD BE
EXPECTED TO SHOW UP
WITH THE SCIENTIFIC
CALCULATOR, THEY, I THINK,
VERY SHORTLY WILL BE
EXPECTED TO SHOW UP
WITH A GRAPHICS CALCULATOR,
WOULD YOU AGREE?

Stewart says I THINK I WILL
AGREE IN GENERAL.
THIS IS MY GENERAL SENSE
OF THE SITUATION RIGHT NOW.
THERE IS ADDITIONAL FUNDING
FOR GRADE 9 MATERIALS
NEXT YEAR AND THAT INCLUDES
MOSTLY TEXT BOOKS,
OF COURSE, AND I FEEL
THAT PROBABLY SCHOOLS
PROBABLY SHOULD CONSIDER
HAVING SOME CLASS SETS,
MAYBE TWO CLASS
SETS, MAYBE MORE,
DEPENDING UPON THE
SIZE OF THE SCHOOL.
BUT I ACTUALLY THINK
THE WAY WE SHOULD BE
APPROACHING IT - I
BELIEVE IN ALBERTA,
IF I'M NOT MISTAKEN, THAT
GRAPHING CALCULATORS
ARE USED ON THEIR
EXIT EXAMS.
I THINK MAYBE, VINCE, YOU
CAN HELP ME OUT ON THAT.
AND I SUSPECT THOSE KIDS
HAVE A GREAT REASON
TO HAVE THEIR
OWN CALCULATOR.

Vince says THAT'S CERTAINLY
BEEN THE IMPETUS
IN BOTH B.C.
AND ALBERTA.
INITIALLY THE GRAPHING
CALCULATORS WERE ALLOWED
ON THE EXIT EXAM.
NOW THEY'RE REQUIRED
AND THAT'S PROMPTED
THE PURCHASE BY STUDENTS
OF GRAPHING CALCULATORS.
WHEN THAT HAPPENS, AND
I'VE GONE THROUGH -
I THINK SCHOOLS WILL ALWAYS
GO THROUGH PRETTY MUCH
THE SAME MODEL, BECAUSE
CERTAINLY I DID THIS IN
MY CLASSROOM - WHERE YOU
BORROW THE CALCULATORS
BECAUSE IT'S LIKE
A DRY RUN, A TEST,
AND YOU SEE WHETHER OR NOT
YOU THINK THEY'RE USEFUL.
IN A LOT OF CASES, IN
MY CASE WHAT I DID WAS,
I BROUGHT THE PRINCIPAL IN
TO SEE WHAT I WAS DOING
WITH THE TEACHERS
AND THE STUDENTS.
AND THEN I WENT THE
CLASS SET ROUTE.
AND THEN EVENTUALLY
WHAT HAPPENED WAS,
STUDENTS SAW THE NEED FOR
THEM AND THE BENEFITS
FROM THEM AND WANTED
TO BUY THEIR OWN.
AND SO THAT WAS THE
PROGRESSION AT MY SCHOOL.

Stewart says THAT MAKES A LOT
OF SENSE ACTUALLY,
AND I THINK THAT THIS
IS WHAT WAS HAPPENING
AT MARC GARNEAU AS WELL, THAT
THE TEACHERS BEGAN TO SEE
HOW EXCITING IT WAS TO
WORK WITH THE CALCULATORS
AND THEN THEY WENT
THAT ONE STEP FURTHER
AND ASKED FOR THE STUDENTS
TO PURCHASE THEIR OWN.
AS IT TURNS OUT, THEY
DEFINITELY HAD A PLAN
IN PLACE FOR STUDENTS
THAT COULDN'T AFFORD
THE CALCULATORS.

Vince says ABSOLUTELY.

Stewart continues THEY'RE TRYING TO
COVER ALL THE BASES,
SO TO SPEAK.
AGAIN, IT'S WONDERFUL
TO HAVE A CALL AND
WE'D LOVE TO HAVE MORE
QUESTIONS I THINK.
BUT IN THE MEANTIME, WHAT
I THINK I WILL DO IS,
THESE TEACHERS THAT
WE HIGHLIGHTED,
PLUS MYRNA INGLES,
IN THE VIDEOS,
WE ALSO INTERVIEWED ABOUT
DIFFERENT ISSUES TO DO WITH
HOW THEY DEALT WITH
GRAPHING TECHNOLOGY
IN THEIR CLASSROOM.
AND THE VERY FIRST ISSUE
THAT I ACTUALLY ASKED THEM
ABOUT WAS, HOW DIFFERENTLY
THEY WOULD PREPARE FOR A CLASS.
WHAT WOULD THEY HAVE TO DO
DIFFERENTLY TO GET READY
FOR A CLASS LIKE THIS
THAN MAYBE OF A SOMEWHAT
MORE TRADITIONAL CLASS,
AND WE HAVE COMMENTS
FROM TWO TEACHERS.
IN THIS PARTICULAR CASE, I
THINK THE TWO COMMENTS
ARE FROM PAUL COSTA AND
EVENTUALLY JOHN KENNEDY.
SO LET'S TAKE A LOOK.

A clip plays.

Paul sits in a classroom.

Paul says THE LESSON PLANNING WILL
AGAIN CHANGE A LITTLE BIT
WITH THE APPROACH AND THAT
IS BEFORE WE WERE DEALING
WITH SKILLS, DEVELOPING
SKILL AFTER SKILL,
AND BUILDING ON SKILLS.
HERE WE WILL BE LOOKING AT
EXPERIMENTATION, AGAIN,
PROBLEM SOLVING, AND DRAWING
THE SKILLS OUT OF THAT.
SO, I THINK THE TEACHER'S
GOING TO HAVE TO DO
A LITTLE MORE RESEARCH
AND TRY TO UNDERSTAND
A LOT MORE OF THE CONCEPTS
THAT ARE INVOLVED
IN THE EXPERIMENTATION.

John says YOU HAVE TO DO A FEW
THINGS DIFFERENTLY
WHEN SETTING UP
YOUR LESSON.
I GUESS THE KEY THING
IS TO BE FLEXIBLE
WHEN DOING THIS
KIND OF A THING.
THERE ARE LOTS OF THINGS
THAT ARE UNPREDICTABLE,
THINGS LIKE TIMING.
THE RESULTS OF
YOUR ACTIVITIES.
THE QUESTIONS THAT THE
STUDENTS WILL ASK.
THE DISCUSSION
THAT COMES OUT.
ALL OF THESE THINGS
ARE SUBJECT TO CHANGE.
SO IF YOU GO INTO THE
ACTIVITY HAVING AN IDEA
OF THE KIND OF DISCUSSION
AND THE KIND OF IDEAS
THAT YOU WANT TO GET
OUT FROM THE KIDS,
A MORE GENERAL SENSE
AND BE READY TO ROLL
WITH THOSE THINGS, THEN
YOU SHOULD BE IN GOOD SHAPE.
BUT JUST HAVE,
AT THE SAME TIME,
A BACKGROUND FOCUS AS
TO THE KEY CONCEPTS
THAT YOU WANT TO DEVELOP
WITH THAT ACTIVITY.

The clip ends.

Stewart says WHAT I THINK I'LL DO
IS, I'LL ASK YOU AGAIN,
WHAT DID YOU FEEL IN TERMS
OF PLANNING FOR A CLASS.
DID YOU FIND THAT
IN THE LONG RUN
IT WAS MORE ONEROUS,
LESS ONEROUS?
OR IT'S JUST THE
ROUTINE YOU GOT INTO?
WHAT DO YOU THINK?

Vince says I DON'T KNOW IF IT WAS
MORE OR LESS ONEROUS.
IT WAS DIFFERENT,
THOUGH.
WHEN I FIRST
STARTED TEACHING,
I WOULD SPEND ALL KINDS
OF TIME PRACTISING PROOFS
BECAUSE YOU'D BE
PROVING SOMETHING
AND YOU WANTED TO MAKE
SURE YOU DIDN'T GET STUCK
IN THE MIDDLE OF IT, AND
SO I'D WRITE IT OUT,
AND I'D WRITE
IT OUT AGAIN,
AND I'D WRITE
IT OUT AGAIN.
WHEN I HAVE A LESSON THAT
INVOLVES TECHNOLOGY
OR IF THERE WAS A LAB COMING
UP OR SOMETHING LIKE THAT,
GENERALLY I HAD
TO DO TWO THINGS.
ONE IS, I ALWAYS RAN
THROUGH THE EXPERIMENT
SEVERAL TIMES MYSELF,
IN A WAY TRYING TO SEE
WHAT COULD GO WRONG SO
THAT I COULD ANTICIPATE
SOME THINGS AND SET
IT UP PROPERLY.
BUT THE OTHER THING, MY
BACKGROUND IN SCIENCE
IS NOT ALL THAT WONDERFUL
AND I KNOW A LOT OF MATH
TEACHERS DO HAVE A SCIENCE
BACKGROUND WHICH MIGHT HELP.
BUT I OFTEN HAD TO DO
SOME RESEARCH TO FIND OUT
IF IN FACT THE RELATIONSHIPS
THAT I WAS LOOKING AT
WERE LINEAR OR
QUADRATIC OR WHATEVER.
SO THERE IS SOME DIFFERENT
PREPARATIONS THAT GO ON,
BUT I CAN TELL YOU,
IT'S REALLY WORTH IT.

Stewart says YEAH, I KNOW IT IS
BECAUSE I HAVE HAD
THE OPPORTUNITY TO USE
TECHNOLOGY WITH KIDS AND,
YOU KNOW, IT IS
REALLY EXCITING.

Vince says YEAH.

Stewart continues NOW, AGAIN, I THINK IT'S
AN APPROPRIATE TIME
TO AGAIN ENCOURAGE YOUR
PHONING AND I CAN SEE
THAT SOMEBODY IS
PHONING IN RIGHT NOW,
SO IN A SECOND OR TWO,
WE'RE GOING TO BE CONNECTED.
CAN YOU INTRODUCE YOURSELF
AND FROM WHAT SCHOOL?

Tom says HI, IT'S TOM SANFORD
FROM OTTAWA.
HELLO, STEWART AND VINCE,
HOW ARE YOU DOING?

Vince says HI, TOM.

Stewart says HI, TOM.

Tom says HI.
VINCE, YOU'VE USED THIS
LOT IN YOUR CLASSROOM.
HAVE YOU FOUND THAT IT
REALLY MOTIVATES KIDS
TO KIND OF GET INVOLVED IN
ACTIVITIES THAT INVOLVE
A LOT OF TECHNOLOGY AND
THAT IT DRAWS MORE KIDS
IN THAT PERHAPS BEFORE
WEREN'T DRAWN IN?

Vince says THERE'S A REAL DIFFERENCE
IN KIDS WHO GET ACTIVELY
INVOLVED IN THESE
KIND OF LESSONS,
AND ONE OF THE THINGS THAT
I DID FIND IS THAT KIDS
WHO MAYBE HAD, FOR
WHATEVER REASONS,
DISTANCED THEMSELVES
FROM MATHEMATICS,
WHO THOUGHT IT
WAS BEYOND THEM,
REALLY HAD AN
OPPORTUNITY TO BUY BACK IN
TO THE PROGRAM BECAUSE
OF THE USE OF TECHNOLOGY.
TECHNOLOGY TENDS TO ELIMINATE
A LOT OF THE PROBLEMS
THAT CERTAIN KIDS HAVE
HAD OVER THE YEARS,
WHETHER IT'S A PROBLEM
WITH ALGEBRAIC THINGS
OR WHATEVER, IT ALLOWS
THEM TO STEP PAST THAT.
AND CERTAIN KIDS COULD
NEVER GET THEMSELVES TO
REALLY GET PAST THE IDEA
OF WHY ARE WE DOING THIS.
WELL, TECHNOLOGY REALLY
HELPS IN THAT AREA,
BECAUSE IT LET'S THEM SEE
WHY THEY'RE DOING IT.
IT'S VERY
OBVIOUS TO THEM.

Stewart says I THINK THAT
WHAT I WILL DO IS,
THERE ARE CERTAINLY OTHER
ISSUES THAT TEACHERS
ARE CONCERNED ABOUT AND
I THINK ONE OF THEM
IS CLASS MANAGEMENT.
SO WE ASKED TWO TEACHERS
ABOUT HOW THEY FELT ABOUT
CLASS MANAGEMENT AND I
THINK WE HAVE PAUL COSTA
AND JOHN KENNEDY IN
THIS PARTICULAR CLIP.

A clip plays.

Paul says IN THE PAST THE TEACHERS
HAD TO PLAN THEIR LESSONS
ACCORDING TO THE SKILLS
THEY'RE TRYING TO TEACH,
AND SO THEY WOULD PREPARE
THEIR EXAMPLES AND
THEIR LESSON ACCORDING
TO GETTING THAT SKILL
ACROSS TO THE STUDENT.
BUT NOW IN THE CONTEXT OF
SOLVING A PROBLEM
OR DOING AN EXPERIMENT, THE
TEACHER'S GOING TO HAVE
TO UNDERSTAND A BIT MORE
SOME OF THE CONCEPTS
DEPENDING ON THE SUBJECT
AREA, WHETHER IT BE
A SCIENCE PROJECT OR
DEALING WITH ECONOMICS
OR SOMETHING LIKE THAT.
SO IN THEIR
LESSON PLANNING,
THEY'RE PROBABLY GOING TO
HAVE TO DO A LITTLE BIT
OF RESEARCH, OR ELSE
LEARN TO FACILITATE
THE STUDENT DOING
SOME OF THE RESEARCH
AFTER THE EXPERIMENT.

Lucy is in her mid-forties with short curly brown hair. She’s wearing glasses and a blue patterned dress over dark trousers.

Lucy says IN TERMS OF
CLASS MANAGEMENT,
YOU'VE GOT TO BE
PREPARED FOR MORE.
THERE ARE BALLS
IN THE ROOM.
THERE ARE METRE
STICKS.
THEY HAVE TO DO A LOT
MORE PROBLEM SOLVING
THAN THEY DO IN A
STANDARD SOCRATIC LESSON.
SO THERE ARE A LOT
MORE QUESTIONS.
HAVE I GOT MY
METRE STICK STRAIGHT?
ARE MY RESULTS
RELIABLE ENOUGH?
OR YOU'VE GOT TO BE
PREPARED TO WALK AROUND
AND DO A LITTLE BIT
OF FINE TUNING
AFTER YOU'VE GIVEN THEM
THEIR GENERAL INSTRUCTIONS.
AND THAT'S VERY DIFFERENT
FROM A REGULAR CLASSROOM.
BECAUSE THEY'RE
WORKING IN GROUPS,
THERE IS THE POTENTIAL
FOR PERHAPS LESS MATURE
INDIVIDUALS TO BE BOUNCING
BALLS OFF THE WALL,
BUT GENERALLY SPEAKING,
MY EXPERIENCE WITH THESE
KINDS OF ACTIVITIES
IS THAT STUDENTS
ARE SO ENGAGED WITH
WHAT THEY'RE DOING,
THAT IN SOME WAYS THERE'S
LESS TO DEAL WITH
IN TERMS OF CLASSROOM
MANAGEMENT ONCE THEY'RE
INVOLVED WITH IT.

The clip ends.

Stewart says OBVIOUSLY THAT LAST
PERSON WAS NOT JOHN,
IT WAS LUCY BURSTON FROM
LEASIDE HIGH SCHOOL.
HOW DO YOU FEEL ABOUT
CLASS MANAGEMENT?
HAVE YOU HAD ANY PROBLEMS
IN YOUR OWN CLASSES?

Vince says IT WAS AN
INTERESTING CHANGE.
ONE OF THE
COMMENTS MADE WAS,
SOCRATIC LESSONS TENDED TO
BE A LITTLE MORE FOCUSED,
KIDS WERE ALL TOGETHER.
I KNOW MYSELF,
ONE OF THE THINGS
THAT I WAS ALWAYS CONCENTRATING
ON IN A SOCRATIC LESSON
WAS ACTUALLY MAKING SURE
EVERYONE WAS PAYING ATTENTION.
THAT'S RARELY A PROBLEM
IN THIS SITUATION
BECAUSE ALTHOUGH STUDENTS
DO HAVE TO LISTEN,
THE LESSON'S BROKEN
UP INTO REALLY ACTIVE
SEGMENTS AND
PASSIVE SEGMENTS,
AND SO IT KEEPS
THEIR INTEREST
AND IT KEEPS
THE FLOW GOING.
ONE OF THE THINGS THAT I
FOUND REALLY BENEFICIAL,
AND IT ACTUALLY HAD A
BENEFIT FROM A STAFF
POINT OF VIEW WAS, I TENDED
TO SEEK OUT MY COLLEAGUES
IN DIFFERENT AREAS MORE.
FOR EXAMPLE, WHEN YOU'RE
DOING EXPERIMENTS,
YOU HAVE TO BE CONCERNED
WITH SAFETY ITEMS,
DEPENDING ON WHAT
YOU'RE USING.
CERTAINLY, IF I TOOK MY
STUDENTS TO A SWIMMING POOL,
I'D BE CONCERNED
WITH SAFETY ITEMS,
AND I SPOKE TO
PHYS-ED TEACHERS
AND SCIENCE TEACHERS
ABOUT THINGS LIKE THAT.
HOW DID YOU HANDLE SAFETY
CONCEPTS IN THE CLASSROOM?
I SPOKE TO MY ENGLISH AND
HISTORY AND SOCIAL STUDIES
COLLEAGUES ABOUT HOW DID
THEY HANDLE GROUPS
IN PRESENTATIONS AND
THINGS LIKE THAT?
HOW DO YOU MARK THEM?
AND SO IT REALLY
FACILITATED A SHARING
OF IDEAS ACROSS AND WITH
PEOPLE THAT I NEVER
WOULD HAVE TALKED TO BEFORE
ON STAFF AND IT REALLY
HELPED US COME
TOGETHER AS A STAFF.
SO THERE WERE SOME
BENEFITS THAT WAY, AS WELL.

Stewart says I THINK THAT THAT'S
PARTICULARLY POWERFUL.
I THINK THAT
MY FEELING IS,
IS THAT IF, IN FACT, USING
TECHNOLOGY AND LOOKING
AT DATA IN A MORE
HOLISTIC WAY MEANS
THAT WE ARE TALKING MORE
WITH OUR COLLEAGUES,
THAT TO ME IS A VERY
POWERFUL BENEFIT
AND IMPETUS THAT COMES OUT
OF THE USE OF TECHNOLOGY.
THE LAST THING THAT I
ASKED - NOT THE VERY LAST
THING - BUT OBVIOUSLY A
QUESTION THAT I THINK MOST
PEOPLE ARE REALLY
CONCERNED ABOUT - WELL,
WHAT SKILLS WERE THERE
IMBEDDED IN THESE
PARTICULAR LESSONS?
WHERE'S THE MATHEMATICS?
IT'S LIKE, WHERE'S
THE BEEF?
WHERE'S THE
MATHEMATICS?
SO WE ASKED MYRNA TO
COMMENT - THIS IS MYRNA
INGLES FROM UNIONVILLE -
TO COMMENT ON THE SKILLS
THAT WERE BUILT IN TO THE
BOUNCING BALL ACTIVITY.
HERE'S MYRNA.

A clip plays.

Myrna Ingles appears. She is in her late forties and has short blond hair and bangs. She’s wearing a bright blue cardigan with floral motifs.

Myrna says THERE ARE SO MANY
SKILLS TO BE OBSERVED
IN AN ACTIVITY
LIKE THIS.
THEY GO ALL THE WAY FROM
TECHNICAL SKILLS OF HOW
TO USE THE EQUIPMENT THROUGH
TO COMMUNICATION SKILLS
AND HOW THEY'RE
INTERPRETING THE CONTEXTS
THAT THEY'VE GOT, WITH
ALL SORTS OF MATHEMATICAL
RELATIONSHIPS GOING
ON IN BETWEEN.
SO YOU'LL HAVE A WEALTH
OF SKILLS TO LOOK AT.
YOU'LL PROBABLY WANT TO
JUST PAY ATTENTION TO CERTAIN
CRITICAL ONES THAT YOU'RE
FOCUSING ON FOR THE DAY.
COMMUNICATIONS IS ONE OF
THE PARTICULAR ONES
TO PAY ATTENTION TO BECAUSE
YOU'VE INTRODUCED THIS
NARRATIVE STYLE.
YOU'VE GOT A CONTEXT.
KIDS CAN TALK ABOUT IT.
YOU CAN LISTEN TO
WHAT THEY'RE SAYING.
YOU CAN HEAR THEIR IDEAS
AS THEY FORM AND YOU
CAN HELP THEM ALONG THE
WAY TO RECOGNIZING
THE MATHEMATICAL RELATIONSHIPS
FROM WHICH YOU'LL BUILD
THE MORE FORMAL
SKILLS AFTERWARDS.
IN THIS ACTIVITY THERE'S
A LOT OF MATHEMATICS
THAT COULD COME OUT.
THIS IS AN EXPERIMENT
WE COULD DO
WITH MANY GRADES
OF STUDENTS.
IN GRADE 9, WE'D BE
PARTICULARLY LOOKING AT
THE IDEA OF RATIO.
WE'RE WANTING THEM TO
SEE THAT THERE'S A RATIO
BETWEEN THE DROP HEIGHT
AND THE REBOUND HEIGHT
OF A BALL, AND THAT'S
FAIRLY INTUITIVE ONCE KIDS
HAVE THOUGHT ABOUT
HOW A BALL BOUNCES,
BUT THEY'LL BE SEEING
THE POWER OF MATHEMATICS
TO MODEL THAT THING
THAT THEY'RE USED TO.
IN A MORE SENIOR CLASS,
WITH THE SAME SORT OF
EXPERIMENT, YOU CAN SEE
THAT YOU'VE GOT SOME
EXPONENTIAL SORTS OF
FUNCTIONS DEVELOPING AND
THAT'S A LITTLE BIT LESS
INTUITIVE UNTIL THEY'VE
PRACTISED WITH IT A
LITTLE BIT MORE AND TRIED
THE MATHEMATICAL
MODELLING.

The clip ends.

Back in the studio, Stewart says I SEE THAT WE ARE
CONNECTING TO A QUESTION
AND WOULD YOU INTRODUCE
YOURSELF AND LET US KNOW
WHERE YOU'RE
CALLING FROM?

John says IT'S JOHN RUSSELL
SPEAKING FROM SAINT PETER
HIGH SCHOOL IN OTTAWA.
WE'RE A LITTLE CONCERNED
ABOUT ASSESSMENT
AT THIS STAGE.
WHEN YOU'RE DEALING
WITH GROUP ACTIVITY,
THERE'S ALWAYS A TENDENCY
FOR THE WEAK STUDENT NOT
TO BE IDENTIFIED AND OUR
CONCERN WAS WHETHER OR NOT
THEY WOULD GET THE PROPER
SKILLS OR JUST GO ALONG
WITH LEARNING HOW
TO BOUNCE A BALL,
BUT NOT KNOWING WHAT
THE MATHEMATICAL SKILLS
INVOLVED WERE.
AND THEN THE SECOND PART OF
THAT IS FOR A FINAL EXAM.
YOU MENTIONED
ALBERTA;
THEY'RE USING CALCULATORS
DURING THEIR EXIT EXAMS.
DO YOU FORESEE THAT
HAPPENING IN ONTARIO AS WELL?

Stewart says WELL, VINCE, I'M GOING TO
BOUNCE THE FIRST PART
OF THAT QUESTION TO YOU AND
I CAN CERTAINLY ADD TO IT,
BUT GO AHEAD.
WHAT DO YOU THINK?

Vince says ASSESSMENT WAS ONE
OF MY BIGGEST LEARNING
EXPERIENCES, I GUESS.
AND THERE'S A LOT OF
RESOURCE MATERIALS
OUT THERE AND
THINGS LIKE THAT,
BUT ASSESSMENT WILL
DEFINITELY CHANGE.
IT'S NOT GOING TO
ELIMINATE THE NEED
FOR TRADITIONAL TESTING AND
QUIZZING AND THINGS LIKE THAT,
BUT YOU DEFINITELY WILL
GET INTO MORE THINGS
LIKE LAB REPORTS.
ONE OF THE THINGS YOU
MIGHT HAVE NOTICED THAT
PAUL COSTAS TALKED
ABOUT IN HIS CLASS
IS THAT EACH STUDENT
PERFORMED THE MEASUREMENTS
AND THE ACTIVITY
THEMSELVES.
AND THAT WAS ALWAYS THE
RULE IN MY CLASSROOM.
EVEN IF THEY WORKED IN
GROUPS OF FIVE OR SIX,
AND IN MY CLASSROOM
WE ONLY HAD ONE
DATA GATHERING DEVICE
FOR EVERY SIX STUDENTS.
BUT EVEN THOUGH THEY
WORKED IN GROUPS OF SIX,
THEY DIDN'T
SHARE THE DATA.
EACH STUDENT GATHERED
THEIR OWN DATA.
AND SO WHAT HAPPENED WAS,
WHEN THEY DID THEIR LAB
WRITE-UPS, IT WAS
IMPOSSIBLE FOR THEM
TO COPY DIRECTLY
FROM SOMEBODY ELSE.
THEY COULDN'T JUST HAND
OVER SOMEBODY ELSE'S
WRITE-UP AND
COPY IT BECAUSE
THE NUMBERS
WERE DIFFERENT.
SO WHAT I FOUND
HAPPENING WAS,
BECAUSE I THINK THIS
DID HAPPEN IN THE PAST
WHERE STUDENTS WOULD
JUST DIRECTLY COPY
HOMEWORK ASSIGNMENTS
AND HAND IT IN.
EVERYBODY KNEW THAT THEY
COULDN'T DO THAT AND
SO THE PERSON THAT MAYBE
I USED TO COPY OFF,
NOW WOULD ACTUALLY HAVE
TEACH ME HOW TO DO IT
WITH MY OWN DATA.
AND SO THERE WAS A REAL
PEER TUTORING ASPECT
THAT WENT ON WITH
THAT, AS WELL.
BUT IT TOOK A WHILE FOR
STUDENTS TO GET USED TO
NOT JUST A RIGHT OR WRONG
ANSWER OR A YES OR NO
ANSWER TO FOLLOW UP ON
THEIR REASONING AND FOR ME
TO BE ABLE TO GIVE CREDIT
FOR THOSE REASONING PROCESSES.

Stewart says I THINK THAT CLEARLY THE KEY
THING IS THAT YOU REQUEST,
YOU INSIST THAT
STUDENTS INDIVIDUALLY
DO DIFFERENT PORTIONS OF
ASSIGNMENTS AND SO ON
SO THAT YOU'RE ACTUALLY
GETTING WHAT THEY KNOW
AND THEY UNDERSTAND.
NOT EVERYTHING NECESSARILY
NEED BE DONE IN GROUPS EITHER.

Vince says NO.

Stewart continues AND I THINK THAT THAT'S
AN IMPORTANT THING
TO KEEP IN MIND, AS WELL.
NOW, IN TERMS OF THAT
SECOND QUESTION,
WILL ONTARIO HEAD IN THE
DIRECTION OF ALBERTA
IN TERMS OF THE USE OF
GRAPHING CALCULATIONS
ON EXIT EXAMS AND
THINGS OF THAT NATURE?
I WOULDN'T BE TOTALLY
SURPRISED AT IT BECAUSE
IF YOU'RE BUILDING TECHNOLOGY
INTO A CURRICULUM,
RIGHT FROM GRADE 9 ON,
THEN IT WOULD PROBABLY
MAKE SENSE THAT IF THAT
CURRICULUM IMBEDS
THE USE OF TECHNOLOGY,
THEN HOW ELSE DO YOU DO
A PERFORMANCE DEMONSTRATION
BUT TO USE THE TECHNOLOGY
ULTIMATELY IN SOME
KIND OF AN EXIT EXAM.
NOW, IT MAY NOT BE A
TRADITIONAL EXIT EXAM PER SE.
IT MIGHT ACTUALLY BE A
PERFORMANCE DEMONSTRATION.
WHAT DO YOU
THINK, VINCE?

Vince says WELL, WHETHER WE GO
TO AN EXIT EXAM OR NOT,
I'M NOT SURE WHAT THE
POLITICAL CLIMATE IS AND
HOW THAT'LL CHANGE, ESPECIALLY
AFTER THIS ELECTION.
BUT THERE'S A DIFFERENCE
BETWEEN SOMETHING LIKE
AN EXIT EXAM THAT EVALUATES
THE STUDENTS AND SOMETHING
LIKE THE CURRENT EQAO
ASSESSMENTS WHICH REALLY
ASSESS THE PROGRAM
AND THE CURRICULUM
AND HOW IT'S
BEING DELIVERED.
AT ANY RATE, I'M SURE THAT
WE'RE GOING TO END UP
BEING ACCOUNTABLE FOR THIS
CURRICULUM IN ONTARIO
AND SO IF THE CURRICULUM
MANDATES THE USE
OF TECHNOLOGY AND IS DONE
FROM AN INQUIRY DATA
COLLECTION AND MODELLING
POINT OF VIEW,
THE ANALYSIS OF THAT
CURRICULUM WILL EVENTUALLY
HAVE TO BE
MEASURED THAT WAY.
AND SO SOMEWHERE
ALONG THE LINE,
WHETHER IT'S THROUGH EQAO
TESTING OR WHATEVER,
THERE PROBABLY WILL BE
SOME FORM OF TESTING
INVOLVING THESE
FORMS OF TECHNOLOGY.

Stewart says ONCE AGAIN, IT'LL BE AN IDEAL
TIME FOR YOU TO PHONE IN
WITH ANY OTHER
QUESTIONS OR COMMENTS.
WHAT I WILL ASK VINCE IN
THE MEANTIME, THOUGH,
IS HOW WOULD YOU SUMMARIZE
THE BENEFIT FROM -
AND I'M GOING TO USE THIS
PHRASE VERY CAREFULLY -
THE THOUGHTFUL USE
OF TECHNOLOGY
IN THE CLASSROOM, THE
BENEFIT TO STUDENTS?

Vince says YEAH.
WE'VE BOTH BEEN AROUND
LONG ENOUGH TO SEE FADS
COME AND GO AND EVEN
DIFFERENT TECHNOLOGIES
COME AND GO.
I DON'T THINK ANYBODY WILL
ARGUE THAT TECHNOLOGY'S
IN AND OF ITSELF.
AND I DON'T THINK
ANYBODY WILL SAY
THAT IT CAN BE USED
EVERYWHERE.
IT'S A TOOL.
IT'S A LEARNING TOOL JUST
LIKE EVERYTHING ELSE.
I WOULDN'T USE A
SCREWDRIVER TO DIG A HOLE
FOR A SWIMMING POOL
IN MY BACKYARD,
BUT THE SCREWDRIVER IS
STILL A VERY GOOD TOOL.
SOMETHING LIKE THIS HAS
ITS PLACE AND IT MAY BE
A VERY GOOD PLACE.
MAY BE A VERY LARGE
PLACE IN THE CURRICULUM.
ONE OF THE BENEFITS THAT
I'VE NOTICED OVER THE YEARS
IS WITH STUDENTS OF
HIGH SCHOOL AGE - MAYBE
EVEN MIDDLE SCHOOL TO HIGH
SCHOOL AGE - THE MOST
IMPORTANT CONNECTION THAT THEY
MAKE IS WITH THEIR BODIES,
AND ANOTHER VERY
IMPORTANT CONNECTION THAT
THEY MAKE IS WITH THEIR
OWN VISUALIZATION
OF THE THOUGHT PROCESSES AND
CONCEPTS THAT ARE GOING ON.
THIS TECHNOLOGY ALLOWS
THEM TO MELD BOTH OF THOSE.
IF THEY'RE IN MOTION, IF
THEIR BODIES ARE IN MOTION,
THEN THE CONCEPTS INVOLVED
IN ANALYZING THAT MOTION
ARE RETAINED FOR
LONG PERIODS OF TIME.
AND I THINK THAT'S THE
BIGGEST ADVANTAGE THAT
I NOTICED WITH MY OWN
STUDENTS WAS THAT
RETENTION OF KNOWLEDGE
FROM THE MATH CLASSROOM
TO THE SCIENCE CLASSROOM,
TO THE MATH CLASSROOM
THE NEXT YEAR AND THE SCIENCE
CLASSROOM THE NEXT YEAR,
AND SO THE CONCEPTS DIDN'T
HAVE TO BE RE-TAUGHT.

Stewart says I THINK CLEARLY RETENTION
IS SOMETHING WE ALL
WOULD LOVE TO HEAR
FROM OUR KIDS BECAUSE,
THAT'S AN AGE OLD
PROBLEM, ISN'T IT?

Vince says ABSOLUTELY.

Stewart says LET'S HEAR WHAT OUR
TEACHERS SAID ABOUT
THE BENEFITS TO
STUDENTS AND WE'LL HEAR
FROM LUCY AND JOHN.

A clip plays.

Lucy says STUDENTS WILL BENEFIT
IN A LOT OF WAYS FROM
THIS KIND OF APPROACH
IN THE CLASSROOM.
THEY WILL CERTAINLY
BENEFIT BECAUSE WE
DEAL WITH MANY DIFFERENT
LEARNING STYLES
IN A CLASSROOM,
FIRST OF ALL.
SO THAT THE TRADITIONAL
APPROACH IS ONLY REALLY
APPEALING TO A SMALL
PERCENTAGE OF THE CLASS,
PERHAPS A QUARTER.
THIS ENGAGES YOUR
KINESTHETIC LEARNERS
BECAUSE THEY'RE ACTIVELY
INVOLVED IN SOMETHING.
IT APPEALS TO, YOU KNOW,
THE TYPE OF STUDENT
WHO LIKES TO DISCUSS
THINGS BECAUSE THEY'RE
IN DISCUSSION GROUPS
AND THEY'RE TALKING.
IT ALSO APPEALS TO YOUR
STUDENTS WHO LIKE
A VERY CONCISE,
COMPACT PRESENTATION,
WHICH IS YOUR GRAPH AND
YOUR REPORT, I SUPPOSE.
BUT YOU REALLY HIT ON
ALL LEARNING STYLES
WITH AN ACTIVITY
LIKE THIS.
SO THAT'S ONE BENEFIT.
THE OTHER BENEFIT IS THE
EFFICIENCY YOU GET FROM
HAVING SO MANY TOPICS
COVERED IN ONE SMALL LESSON.
NOW, IT'S NOT SO SMALL
BECAUSE IT WILL SPAN OVER
A COUPLE OF DAYS, BUT WHEN
YOU LOOK AT ALL THE GROUND
YOU'VE COVERED,
IT'S AMAZING.
STUDENTS ARE VERY ENGAGED
WHENEVER I'VE DONE
ACTIVITIES OF THIS SORT.
EVEN THE STUDENTS WHO ARE
NOT ACHIEVING TERRIBLY WELL
IN YOUR CLASSROOM
WILL BE ON YOU,
PULLING YOU OVER, SAYING
I'VE GOT AN IDEA.
I'VE GOT THIS AND
THAT HAS BEEN AMAZING.
WHEN I'VE DONE RICH
LEARNING TASKS,
WHICH ARE SOMEWHAT SIMILAR
TO THIS BUT WITH A DIFFERENT
FLAVOUR, ONE OF
THE REAL POSITIVE THINGS
THAT'S COME OUT OF THAT IS
THAT KIDS WILL COME
AND PURSUE YOU AT YOUR
LUNCH HOUR AND SAY,
YOU DIDN'T FINISH
THE LESSON
BUT I COULDN'T
STAND IT.
I JUST HAD TO DO THIS, AND
THEY'LL PRESENT YOU WITH
WHAT THEY'VE BEEN DOING
FOR THE LAST HALF HOUR.
AND THAT TELLS ME A LOT
ABOUT THAT STUDENT THAT
I WOULD NOT OTHERWISE KNOW
IN A TRADITIONAL SETTING.

John says THE BOUNCING BALL
ACTIVITY CAN REALLY HELP
STUDENTS APPRECIATE THE
MATHEMATICS A LITTLE BIT MORE.
THEY CAN SEE RELEVANCE
TO THE MATHEMATICS,
AND IT HELPS TO GIVE
AN INTEREST TO IT.
ANY TIME THAT THE STUDENTS
HAVE AN OPPORTUNITY
TO ACTUALLY WORK WITH
PHYSICAL OBJECTS AND
TO COLLECT DATA AND TO
WORK WITH TECHNOLOGY
IS GOING TO HELP THEM
DEVELOP AN INTEREST
IN THE MATHEMATICS.
OF COURSE, LEARNING THE
TECHNOLOGY AND LEARNING
THE WHOLE PROCESS OF
COLLECTING DATA AND
FORMING HYPOTHESES
AND TESTING THINGS,
THAT'S WHAT MATHEMATICS IS
ALL ABOUT AND THOSE
ARE THE BIG IDEAS THAT WE WANT
TO INSTILL IN STUDENTS
AND THAT WE WANT
TO TEACH THEM.
SO IN ADDITION TO
THE CONCRETE SKILLS,
IF WE CAN GIVE STUDENTS
THOSE KIND OF EXPERIENCES,
I THINK THEY'LL ALL
BENEFIT FROM IT.

The clip ends.

Stewart says I SEE WE HAVE
A CALLER.
INTRODUCE YOURSELF
AND ASK US A QUESTION
OR MAKE A COMMENT.

Tom says HI, IT'S TOM
FROM OTTAWA AGAIN.
VINCE, YOU MENTIONED
USING A SCREWDRIVER
TO DIG A BIG HOLE.
CAN YOU GIVE US AN EXAMPLE
OF THE INAPPROPRIATE USE
OF TECHNOLOGY, AND I GUESS
THE SECOND QUESTION WOULD
BE,
THERE'S POTENTIALLY
GOING TO BE A HECK OF
A LOT OF THIS STUFF
IN CLASSROOMS.
HOW ARE TEACHERS GOING TO
LEARN WHAT EFFECTIVE USE
OF TECHNOLOGY LOOKS LIKE
AND FEELS LIKE
AND HOW ACTUALLY USE
THIS STUFF EFFECTIVELY?

Vince says WELL, I THINK IN A
WAY I'VE SEEN SOME
INAPPROPRIATE USES OF
TECHNOLOGY WHERE YOU
WHEEL IN, SAY, A COMPUTER
TERMINAL AND YOU MIGHT
CONNECT TO THE INTERNET
FOR 10 SECONDS TO LOOK AT
SET OF DATA THAT YOU
COULD HAVE PRINTED OFF
AND GIVEN TO STUDENTS.
YOU HAVE TO THINK ABOUT
WHAT THE POINT IS.
NOW, IF THERE'S A POINT
OF IMPACT OF DELIVERY
OR SOMETHING LIKE
THAT, YOU KNOW,
BY ALL MEANS DO THAT, BUT
IF IT'S SIMPLY A MATTER OF,
WELL, LET'S THERE,
SO I BETTER USE IT.
ANY TIME YOU SAY
SOMETHING LIKE THAT,
IT'S THERE SO I
BETTER USE IT,
I DON'T THINK YOU'VE
GOTTEN TO THE HEART
OF THE MATTER.
I THINK THAT'S AN
INAPPROPRIATE USE
OF TECHNOLOGY.
WHAT WAS THE SECOND PART
OF YOUR QUESTION, TOM?

Stewart says TOM'S NOT THERE
ANYMORE.

Vince says OH, SORRY.

Stewart says WE LET HIM FLY SO I
CAN'T RECALL MYSELF
WHAT HE SAID AS
THE SECOND PART.
ANYWAY, WE CAN INVITE YOU
TO PHONE BACK IF YOU WISH
AND ANYBODY ELSE TO
PHONE FOR THAT MATTER.
QUESTIONS OR COMMENTS.
AND I SEE THAT WE
HAVE A CALL COMING IN.
AND I THINK IT
IS PROBABLY TOM.

Vince says CALLING BACK.

Stewart continues IF HE'S NUMBER 2701.
SO WHEN YOU GET
CONNECTED, TOM, GO AHEAD.

Tom says THE SECOND PART OF
THE QUESTION WAS,
HOW ARE TEACHERS GOING
TO LEARN HOW TO USE
THIS TECHNOLOGY
EFFECTIVELY?
IS IT SOMETHING
THAT'S EASY TO LEARN?
I GUESS I'M SPEAKING
SPECIFICALLY
TO THE HANDHELD
TECHNOLOGY HERE.

Vince says I FOUND THE HANDHELD
TECHNOLOGY EXTREMELY
SIMPLE TO USE.
IT'S ALL MENU DRIVEN.
ALL OF THE COMMANDS ARE ON
THE SCREEN AND IN FACT
IN THE TECHNOLOGY THAT WAS
SHOWN IN THE PROGRAM TODAY,
EVERYTHING RESIDES
RIGHT IN THE TWO PIECES
THAT YOU SAW, SO THERE'S
NO PROGRAMMING OR THERE'S
NO PROGRAMS TO LOAD OR
ANYTHING LIKE THAT.
EVERYTHING THAT YOU NEED
TO RUN IT IS DIRECTLY
INVOLVED IN THOSE
CALCULATORS.
THE BEST WAY FOR TEACHERS
TO LEARN HOW TO USE THIS
IS BY DOING IT, BY GOING
THROUGH SOME IN-SERVICE
WHERE THEY ACTUALLY GET
HANDS-ON TIME TO PERFORM
THE EXPERIMENTS, TO GO
THROUGH THE DATA
ANALYSIS THEMSELVES.
AND I THINK NOT ONLY WILL
IT SHOW THEM HOW TO USE
THE TECHNOLOGY, BUT IT'LL
GIVE THEM IDEAS OF
HOW THEY'RE GOING TO
CONNECT IT INSIDE
THEIR OWN CLASSROOM.
AND THERE ARE ALL KINDS
OF OPPORTUNITIES FOR THIS
IN-SERVICE, BOTH NOW AND
THROUGHOUT THE SUMMER
AND DURING THE
COURSE OF NEXT YEAR,
ALL THROUGHOUT ONTARIO.

Stewart says SOMETHING I WOULDN'T MIND
ADDING THERE AS WELL,
I WORK WITH SOME GRADE 7
AND 8 KIDS TO USE THAT
EXACT SAME EQUIPMENT, AND
MY FEAR WAS, OF COURSE,
THAT BECAUSE I WAS DOING
SOME SHOOTING WITH THEM,
EVENTUALLY, THAT IT
WOULD TAKE A LONG TIME
TO GET THEM UP AND READY
TO USE THE EQUIPMENT.
AND THE FACT OF
THE MATTER IS,
WITHIN FIVE MINUTES OF MY
PUTTING THE STUFF IN THEIR
HANDS AND GIVING THEM SOME
RUDIMENTARY INSTRUCTIONS,
THE KIDS HAD NO PROBLEM.
I MAY HAVE HAD MORE
PROBLEMS MYSELF,
BUT I MEAN,
THE REALITY IS,
IS THAT THE KIDS ARE
USED TO TECHNOLOGY.
IT'S PART OF THEIR LIVES
AND THE REALITY IS,
IS THEY PICK IT
UP REALLY QUICKLY.

Vince says YEAH.

Stewart asks YOU WANT TO
ADD TO THAT?

Vince replies WELL, IT'S JUST ONE OF
THE ADVANTAGES OF WHAT
WE MIGHT CALL A
NINTENDO GENERATION.
THEY'RE USED TO PLAYING
WITH BUTTONS AND THEY GET
FEEDBACK AND IT'S ALMOST
NEVER NEGATIVE FEEDBACK
FROM A MACHINE.
AND SO THEY'RE USED
TO PLAYING, OH,
IT DIDN'T WORK, SO
TRY SOMETHING ELSE,
TRY SOMETHING ELSE,
TRY SOMETHING ELSE
UNTIL IT WORKS.
WHEREAS WE ARE
LOT MORE CAUTIOUS.
WE WANT TO KNOW IF
IT'S GOING TO WORK
BEFORE WE TRY IT.
IT'S INTERESTING, HAVING
TAUGHT BOTH CHILDREN
AND ADULTS WITH
THIS EQUIPMENT,
KIDS PICK IT UP
SO MUST FASTER.

Stewart says WE HAVE ANOTHER CALL.
INTRODUCE
YOURSELF, PLEASE.

John says YES, JOHN BRADLEY CALLING
FROM SAINT PETE'S IN OTTAWA.
VINCE, JUST A FOLLOW-UP TO
WHAT PEOPLE WERE TALKING
ABOUT IN TERMS OF THE
ACTIVITIES AND THE SKILLS
BEING IMBEDDED IN
THE ACTIVITIES.
WOULD YOU TAKE US THROUGH
A TYPICAL SCENARIO
AS TO AN ACTIVITY THAT WE
SAW AND THEN WHAT THE
FOLLOW-UP ASSESSMENT WOULD
BE AND THEN HOW THE SKILLS
THAT WERE INVOLVED IN THAT
ACTIVITY WOULD BE FOLLOWED UP
IN TERMS OF
PERFECTING THOSE SKILLS?
STUDENTS THAT WE HAVE
COMING INTO GRADE 9
OBVIOUSLY HAVE A VERY WIDE
RANGE OF SKILLS AND EVEN
PROBABLY WIDER THAN THEY
WILL HAVE THE NEXT COUPLE
OF YEARS AND THAT'S ONE
OF THE DOWNFALLS OF OUR
TRANSITIONS PROGRAM IS THE
KIDS HAVE BEEN COMING IN
WITH SKILLS VARYING FROM
MAYBE THREE-TO-FIVE YEARS'
DIFFERENCE IN THEIR
SKILL ABILITIES AND THAT
DEFINITELY AFFECTS THEIR
ABILITY TO PERFORM
IN SOME OF THESE
ACTIVITIES.

Vince says I'M GOING TO WRITE A
COUPLE OF THINGS DOWN HERE
BECAUSE I DON'T WANT TO
MISS ANYTHING LIKE I DID
WITH THE LAST CALLER.
SO ONE OF THINGS I'LL
START TALKING ABOUT IS
WHAT DO YOU DO WITH
THE STUDENTS WHO HAVE
DIFFERENT SKILL LEVELS,
AND THEN I'LL TALK A
LITTLE BIT ABOUT THE
ASSESSMENT, I GUESS.
ONE OF THE ADVANTAGES
OF I THINK THIS KIND
OF ACTIVITY IS THAT THERE
ARE SEVERAL TEACHERS
IN YOUR CLASSROOM NOW.
YOU'RE THERE AS A
FACILITATOR AND
WHILE STUDENTS ARE
DOING ACTIVITIES,
IT DOES GIVE YOU SOME TIME
TO INTERACT WITH STUDENTS.
PERHAPS SOMEONE WHO'S BEEN
AWAY OR SOMEONE WHO MISSED
CERTAIN TOPICS OR
SOMETHING LIKE THAT.
BUT BECAUSE
THEY'RE IN GROUPS,
THE GROUP WILL VERY
NATURALLY BRING
ANY STUDENTS ALONG.
THERE'S A NATURAL PEER
TUTORING THAT HAPPENS
THAT YOU DON'T REALLY
HAVE TO SET UP.
IT JUST NATURALLY HAPPENS
AND BY CHANGING
YOUR GROUPS OR ALLOWING
THE GROUPS TO CHANGE
AS THEY GO ALONG, STUDENTS ARE
EXPOSED TO DIFFERENT METHODS,
DIFFERENT WAYS OF
DEALING WITH THE OTHER
PEOPLE IN THEIR GROUP.
I FOUND THAT TO
BE A REALLY NICE,
ALMOST A BYPRODUCT OF WORKING
WITH THIS INQUIRY METHOD.
BUT IN TERMS OF
ASSESSING THE SKILLS.
I THINK WE HAVE TO BE
REALLY CLEAR ABOUT
WHAT OUR
EXPECTATIONS ARE.
CERTAINLY I THINK THE NEW
DOCUMENTS ARE VERY CLEAR
ABOUT THE EXPECTATIONS.
AND I THINK
WHEN WE ASSESS,
WE HAVE TO ASSESS
THE WAY WE TEACH,
THERE CERTAINLY CAN
BE A TRADITIONAL
SKILLS-BASED
CLASS TEST, QUIZ,
WHATEVER YOU
WANT TO CALL IT,
THAT INVOLVES ALGEBRAIC
SKILLS OR SOMETHING LIKE THAT.
I THINK THERE ALSO HAS TO
BE A WAY THAT YOU WILL ASSESS
THE OTHER SKILLS
THAT ARE IMBEDDED OR
THE EXPECTATIONS THAT ARE
IMBEDDED IN THE CURRICULUM
LIKE DETAILED
COMMUNICATION,
AND SOMETIMES THAT CAN
BE THROUGH WRITING,
SO THE STUDENTS WOULD
PREPARE A LAB REPORT,
HAND IT IN, AND YOU'D
MARK IT THAT WAY.
BUT THERE ALSO HAS TO BE
DETAILED COMMUNICATION
VERBALLY, AND SO STUDENTS
MIGHT DO A PRESENTATION
TO THE CLASS, TO THEIR
GROUP, THERE'S DIFFERENT
WAYS TO DO IT.
I THINK THIS TYPE OF
APPROACH, THOUGH,
CAN TAKE CARE OF A LOT OF
THOSE WAYS OF ASSESSMENT
OF A LOT OF
THOSE SKILLS.

Stewart says WHAT I'D LIKE TO DO AT
THIS POINT IS TO MAYBE
GIVE THE LAST WORD TO
MYRNA INGLES AND
SHE BASICALLY IS
ANSWERING THE QUESTION,
WHY THE INQUIRY APPROACH.
SO LET'S HEAR FROM
MYRNA RIGHT NOW.

A clip plays.

Myrna says I JUST LOVE USING THIS
INQUIRY APPROACH
IN TEACHING MATHEMATICS
IN GRADE 9 BECAUSE
THE KIDS JUST LOVE IT.
BY INTRODUCING CONTEXT, WE
ARE OPENING UP A NARRATIVE
STYLE THAT JUST ALLOWS YOU
TO HEAR KIDS THINKING
AND FORMING THEIR
IDEAS AND GETTING
THE MATHEMATICAL
WORDS TO FIT.
THEY COME INTO CLASS
WONDERING, WELL,
WHAT IS IT WE'RE
GOING TO DO TODAY?
BECAUSE WE DON'T HAVE THAT
SAME ROUTINE EVERY DAY.
CERTAINLY WE STILL
EMPHASIZE HAVING TO DO
THE FOLLOW-UP AND THE
PENCIL-AND-PAPER WORK
AND THOSE ARE
STILL IMPORTANT.
BUT THERE'S ALWAYS A BIT
OF EXCITEMENT IN THE AIR
IN THAT THERE'S THE
POSSIBILITY THAT TODAY
WILL BE AN ACTIVITY.
I GET TO USE MY REAL WORLD
KNOWLEDGE AND BRING IT
INTO THE MATHEMATICS
CLASSROOM AND SEE HOW
MATHEMATICS CAN HELP
EXPLAIN SOME OF THOSE
THINGS THAT I KNOW.
SO, KIDS REALLY LIKE
TO WORK IN THIS AREA.
THEY LOVE THE TECHNOLOGY
IN THAT IT REMINDS THEM
OF WHAT THEY DO IN THE
REST OF THEIR LIVES AND
THEY SEE THAT COMING INTO
THE MATHEMATICS CLASSROOM.
SO IT GIVES THEM
THE SENSE THAT, YES,
MATHEMATICS IS CURRENT.
IT'S FRESH.
IT'S NEW.
I'M GETTING DATA
VERY QUICKLY.
I'M SEEING IT DISPLAYED
ELECTRONICALLY,
AND THEN GIVES US MATH
TEACHERS A LOT OF TIME
TO HAVE THEM DO THE
ANALYSIS OF THE DATA AND
GET THE MATHEMATICS OUT
OF THE ACTIVITY ITSELF.

The clip ends.

Stewart says IF YOU'VE GOT A
QUESTION, NOW'S THE TIME.
WE'VE GOT ONE OR TWO
MINUTES AND THEN
I'M AFRAID I HAVE
TO SIGN OFF.
Speaking to Vince, he continues THIS IS THE TV WORLD AND
THEY'RE PRETTY STRICT
ABOUT THEIR TIMES.
I THINK YOU HAVE TO PAY
OVERTIME WHEN YOU
GO BEYOND THE
NORMAL TIME.
SO IF YOU'VE
GOT A QUESTION,
PLEASE PHONE IN NOW FOR
YOUR LAST COMMENT
OR QUESTION.
AND IF WE DON'T
GET A CALL SHORTLY,
I'LL JUST LEAVE THE FINAL
COMMENTS TO YOU AND JUST
SORT OF HOW YOU FEEL ABOUT
HOW THE PROGRAM'S EVOLVED
AND WHAT FINAL COMMENTS
YOU MIGHT WANT TO
MAKE ABOUT TECHNOLOGY.
I'LL LET YOU START NOW
BECAUSE I DON'T SEE A CALL.

Vince smiles and says WELL, I GUESS ONE OF
THE THINGS THAT I NEVER
THOUGHT WOULD HAPPEN IS
THAT WE'D ACTUALLY HAVE
A CURRICULUM THAT DEALT
WITH THE REAL WORLD
IN THIS KIND OF A CONTEXT, AND
IT'S NOT AN OPTION ANYMORE.
AND SO IN A WAY IT MAKES
ME REALLY HAPPY TO THINK
THAT THE CURRICULUM IS
GOING TO TAKE US IN
THIS DIRECTION OVER
THE NEXT FEW YEARS.
SO I THINK IT'S AN EXCITING
TIME TO BE A TEACHER.
IT'S CERTAINLY AN EXCITING
TIME TO BE A STUDENT,
AND I THINK WE'LL ACTUALLY
SEE MATHEMATICS THE WAY
IT SHOULD BE, THE WAY IT'S
USED OUT IN THE WORLD.
AND NO SO MUCH THE GLASS
BALL THAT IT WAS BEFORE
WHERE WE DID THINGS
BECAUSE YOU HAD TO KNOW
IT FOR THE NEXT GRADE.

Stewart says WELL, THAT'S GREAT.
AND I HOPE THAT THAT
MESSAGE - I CERTAINLY
FEEL THE SAME WAY.
I THINK THAT
EMBRACING TECHNOLOGY,
EMBRACING CONTEXT, EXCITING
KIDS ABOUT MATHEMATICS
AND CATCHING MORE KIDS
IN THE MATHEMATICAL NET,
IF YOU WANT TO
CALL IT THAT,
I THINK IS WHAT WE
REALLY HAVE TO AIM AT.
I ACTUALLY HOPE THAT YOU
ENJOYED THE PROGRAM TODAY.
AND THAT YOU GO AWAY
FEELING AS IF THAT THIS IS
A DOABLE THING, THAT
TECHNOLOGY SHOULD BE THERE
AND THAT YOU CAN DO IT,
AND I BELIEVE YOU REALLY CAN.
SO FROM TORONTO, FROM
THE VIRTUAL CLASSROOM,
THANK YOU VERY
MUCH, VINCE.

Vince says IT WAS MY PLEASURE.

Stewart says PLEASURE HAVING
YOU AND SO LONG
FROM THE VIRTUAL
CLASSROOM,
BYE BYE.

The caption changes to “Please remember to log off! Pick up handset. Press pound then 7. Press 1 to confirm. Hang up handset. See you next time!”

Watch: Math 9 In-Service - Session #2