Online Education

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More and more school districts and universities are turning to online education. There are many critics and many supporters. What do you think? I recently read an article that helped shed some light on the matter. A link to the article is here. Leave a comment.


Fourth Courses

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Courtesy of

School districts and high schools are working diligently to create a course that will satisfy ODEs requirement for current juniors and anyone after them to have four credits of high school math to graduate. Course names like Consumer Math and Financial Math are starting to come out of the discussions of what a fourth course should be. Many consultants are working diligently to help with this transition. Here are some suggestions for you while working on the creation of a fourth course for your building.

1. The course MUST be aligned with the Common Core State Standards (CCSS). There is no way around this. Unfortunately the fourth course will not be tested under the current testing plans but it is important to recognize why this requirement is in place. A large number of high school students in Ohio are required to take remedial math upon entry to college. This causes a lot of problems for colleges, headaches for students and an enormous amount of lost productivity for the state. The fourth course requirement is one of the many changes made to help curb this trend.

2. The course needs to not only address the letter of the CCSS but also the spirit of the CCSS. In other words the course needs to be created with the 8 Standards for Mathematical Practice (SMP) as a guiding light. These standards are immensely important in creating a sense of mathematics beyond the standards. Mathematics is logical and consistent. Patterns exist that can explain most anything. These ideas are summarized in the 8 SMPs.

3. Creating this course is providing an enormous opportunity to teach in a way that is exciting not just for students but also for teachers. Create your course to be as project-based as possible. Project-Based Learning is not a new concept in any way but has been paved over by standards and standardized testing. The CCSS have created a wonderful opportunity to slow down and allow students to learn in a way that makes more sense and is more like the real world.

If you follow the three suggestions above you should end up with a course that will be a perfect stepping stone for your students as they transition from high school to their career training. There are several places you can get ideas for fourth courses. North Carolina has a list on their website of approved fourth course vendors, the Dana Center has a fourth course and locally some educators in Columbiana County are creating a fourth course. The course is being created through a grant to help close the gap between high school and post-secondary options. If you have questions about the course you may email Matt Nicholas, Columbiana County Mathematics Consultant, at

TED Video – Math class needs a makeover

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This video goes very well with the concept of PBL.

Project Based Learning

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The Common Core State Standards are more than just a new set of standards to teach. The pedagogical implications behind the CCSS are more important than the standards themselves. The days of simply checking off a list of standards are fading faster than the tributes in Hunger Games. There is a great need to begin the process of identifying new and more effective strategies for learning. One of these strategies, though it is not very new, is Project Based Learning (PBL).

The idea has been around for a while though it has had several iterations; inquiry instruction, discovery instruction, problem based instruction. The purpose regardless of what you call it is to allow students the opportunity to direct their own learning with little direction from the teacher. The teacher in this approach is meant to be a resource and advisor rather than a planner and director.

PBL is not something to jump right into though. Like any new strategy it takes time and effort to build competency. There are numerous resources to help guide teachers. Edutopia and Buck Institute for Education (BIE) are two of them. Once you decide to begin working toward PBL take it slow and do some research. There are pre-made projects available for those of you that want to try it without the huge time investment needed to do one on your own.

WARNING. PBL is not creating activities that involve “real-world problems”. It is way more than that. PBL is a drastic change in the point of view of learning. Go on, try it. Your presentations are getting stale, your students are not as engaged as you would hope them to be, it’s time for a change. All subjects and all grade levels can use PBL as a way for students to learn.

ANOTHER WARNING. Students will come to you with questions that you may not know the answer to. That’s okay. You don’t have to know everything. Your job in PBL is to guide students to the right answers, not to give the answers to them. Think of yourself as a guide rather than an instructor. Direct students toward the right resources and information.

Most teachers that have introduced PBL into their classroom have been very happy they did. Teachers feel more students are learning, they are learning more about their students, and they feel students are becoming better thinkers. Students will not just be able to spew out information on a test. They will begin to be able to find the information on their own. A novel idea.

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