Pair Tutoring with Online
Libraries of Instructional Videos
Four lesson plans requiring a pair of students
to watch online videos from a math or
science library and collaborate to
demonstrate their understanding
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Contexts of Use
In the classroom, the video lecture frees the
teacher to be a coach or facilitator instead of
lecturer.
The availability of online resources outside the
classroom allows further student-directed
learning.
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Benefits to Students
Color and visual effects in video/animation have
explanatory power, especially for visual learners (“a
picture is worth a thousand words”).
Students benefit from the pair technique through
practice in collaboration, and through peer tutoring.
"Students are already accustomed to social networking
and are comfortable using YouTube and watching
videos online... adopting it in the classroom [brings] a
part of their world into the educational experience."
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Connect to 21st Century Skills
1. Creativity & Innovation
Product can require creativity
2. Critical Thinking
& Problem Solving
Product questions can demand
critical thinking
3. Communication and
Collaboration
Built into pair-tutoring construct
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4. Information Literacy
Technique requires navigating
internet, online library, and
other resources linked to them
5. Life & Career Skills
Working collaboratively and sifting
through large databases are
important skills
Early History of Instructional Video
1958 – NBC -- “Continental Classroom”
College-level courses, broadcast television
1959 – Ford Foundation – Midwest Airborne
Television Instruction (plane broadcasting
courses over 200mi. Radius)
1962 – National Instructional Television Ctr.
(Great Plains Regional Instr. TV Library)
– holds tapes, CDs, VHS, DVDs – does
“Reading Rainbow”(PBS)
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Two
th
20
century libraries
26 half-hour TV episodes
1990 – Algebra in Simplest Terms
VHS videos, hosted by Sol Garfunkel
High school and community college versions
Now (21st century) available online/streamed
over internet (hosted at UNC-CH)
1992 – FUTURES with Jaime Escalante
Broadcast series on PBS, Technical
professionals, celebrities,classroom
Still NOT available online (DVDs $595)
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Online Library (Biology): Interactive Physiology
(IP Web) by Pearson Higher Education
http://www.physiol.med.uu.nl/interactivephysiology/ipweb/home/index2
Click the link above, then choose “Endocrine System”.
Videos:
There are six videos (modules).
One student should watch “Endocrine System Review”.
The other should watch “Response to Stress”.
Products:
1. Take notes and take the quiz for your module.
2. Find another short video from YouTube, TeacherTube,
or any other online library, about the same topic.
3. Develop a PowerPoint presentation to explain your topic to your
partner, using your notes, second video, and quiz questions.
4. Present your PowerPoints to each other (including quiz
questions) at an agreed time
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Online Library (Biology): Scientific Method
(Glacier) by Glendale Community College (AZ)
http://www.gc.maricopa.edu/biology/glacier/scientific_method
Click on Continue (do not type in the user name or password).
On the next page, type your first and last name, and click Continue.
Videos:
Click on Tutorial (do all of it); Click on Cricket (do all of it)
Products:
1. With your partner, write up a 1-page Lab Report describing
what you learned about the scientific method, and what you
concluded from the Cricket experiment.
2. With your partner, search online for a small experiment using
the Scientific Method that you could present for the class. Meet
and plan it together. Try to make it simple, creative, and fun.
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Online Library (Math): Khan Academy
(Algebra) by Sal Khan of Khan Academy
http://www.khanacademy.org/#Algebra
There are over 80 videos on this Algebra “playlist”.
There are also Algebra I “Worked Examples”
Videos:
Students should watch Solving Inequalities
and “Worked Examples” Solving Inequalities
Products:
After taking notes on the videos and attempting to solve the 4
problems provided, students should exchange solutions and
explain corrections using the key from the teacher.
Each student should then write a paragraph describing the
differences between their solutions and how the other’s
explanation helped.
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Notes on first video:
Starts with x < 5.
He draws it on a number line with on open circle on 5
(because x can't be 5). x can be (6 , 10, 100).
Then he multiplies the inequality by -1
and draws another number line with -5.
-x (for -6, -10, and -100) would be LESS than -5,
so (main point): CHANGE the direction of the inequality
when you multiply by a negative number.
Otherwise, inequalities are just like equations.
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Notes on first video:
The next problem is 3x + 2 <= 1 .
Here we divide by positive 3, so there is no change,
and the answer comes out x <= -1/3.
Then he does it another way, dividing by -3x,
and gets -1/3 >= x.
Last problem is -8x + 7 = 5x + 2 ;
divides by -13 and changes direction, gets x < 5/13.
Reminds us again to change direction of inequality
when we multiply or divide by a negative number.
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The peer summary might say
I got only two of the problems right, but my partner got
the other two right, so we were able to help each other.
I remembered to change the direction when multiplying
by a negative number, but I forgot to multiply -3 by -1
to make it positive 3. After the help, I think we both understood
all the problems.
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Solving Inequalities – Quiz problems:
a.) 4x + 4 – 3x ≥ 5
c.) 3a + 6 – 2a ≥ -19
b.) -5n – 3 + 6n < 2
d.) -5 ≤ 3m – 10 -2m
a.) 4x + 4 – 3x ≥ 5
b.) -5n – 3 + 6n < 2
x+4≥5
n-3<2
x+4-4≥5-4
n-3+3<2+3
x≥1
n<5
c.) 3a + 6 – 2a ≥ -19
d.) 5 ≤ 3m – 10 -2m
a+6≥-19
-5≤m-10
a+6-6≥-19-6
-5+10≤m-10+10
a≥-25
5≤m
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Mr. A., Mr. G.
Solving Inequalities
Pair Video Activity
Rubric
Requirement
Descriptors
Possible
Notes from
Problem statements (2 pts)
watching video Shown work (4 pts)
Explanations (6 pts)
12
Solutions for
worksheet
Correct answers for 4 problems (2
pts each)
8
Shown work
Logical steps, understanding of
concepts (3 pts each)
12
Co-operative
summary
(after exchange of solutions)
Clearly describes differences in
other student’s answers (4 pts)
and explanations (6 pts)
10
Technical Writing
Clarity and style (2 pts),
grammar and punctuation(2 pts),
correct usage of mathematical
vocabulary (4 pts)
8
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Earned
Comments
Total Points 50%
You Earned___________
Additional Comments and Suggestions
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Online Library (Math): Brightstorm
(Algebra 2- Polynomials) by Brightstorm
http://www.brightstorm.com/math/algebra-2/polynomials
One of the most comprehensive free libraries.
Differs from Khan in having a person present in the picture
(Khan has a voice and different colors).
Videos:
Dividing Polynomials Using Synthetic Division
Using Synthetic Division to Evaluate Polynomials
Products:
After each student watches a different video, they compare and
contrast these two uses of synthetic division. How were the division and
evaluation techniques alike? What does a final result of zero mean?
Construct a PowerPoint showing a synthetic division problem.
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Classroom Use of Video Generally
Short-form (12-18 minutes) more effective
 Interactivity increases effectiveness
Frees classroom teacher to coach or focus
on fine/hard points
Can greatly help motivation by proving realworld applications
Most Important Trend is toward
individual production

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Questions that students might have for us as their teachers.
Our answers for them will be as follows:
For the IP biology website:
1.
I have a white square screen with an “X” on the top left hand corner?
No animations. What should I do?
You need to download “shockwave”. This can be done by searching
(Google) “Shockwave free download”. Once done, you will be able to
view the modules.
2. I am clicking on the gland but it is not doing anything? Am I missing
something?
When the software does not respond, click “next”. It will do it for
you.
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Questions by the students they might have for us as their teachers. Our answers for
them will be as the follow,
3.
I try play the modules but it is does not do anything. Any suggestions?
Look at the top of your screen and you will a long horizontal line in
yellow/orange. Click on it and then click “allow blocked content”.
4. I did allow “block content” but I still can not see the module? What is
next?
Click on the yellow bar again and then click on “allows active X”.
5. My computer keeps freezing and it takes a long time to get to the
modules? Is there something wrong with my computer?
Do not click on the physiology link directly from blackboard. Copy
the URL and paste directly in the web browser.
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Questions that students might have for us as their teachers.
Our answers for them will be as follows:
For the Khan Academy Math website:
1. Why is it that I can not hear anything?
You need to click on the volume icon (lower left corner on your
screen) and increase it or un-mute it.
2. What should I do about the sound delay as he solves the problem?
This is an internet speed issue. You might want to consider having a
faster internet speed or use the internet at your home.
3. I tried to type in www.khanacademy.com and it does not work?
It is Khan Academy.org (it is not .com or .NET)
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Questions by the students they might have for us as their teachers. Our answers for
them will be as the follow,
For the Math Web site:
4. Can I e-mail Mr. Khan and ask for help?
Yes you can. He will post the solution on line using his website. I am
not sure how long it will take him to respond.
5. Do I have to pay him anything for the help?
No. This is free and you can use it anytime you want and ask as many
questions as you want. This is a non-profit organization that is dedicated
to helping everyone.
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