Success Stories:
Dexter HS teacher offers Pre-Calculus and AP Calculus

Dexter HS teacher Roland Gilbert is teaching as part of the Maine Distance Learning Project for the first time this semester. He is currently teaching two classes over ATM; Pre-Calculus and AP Calculus. Roland recently sat down to answer a few questons about his experiences teaching as part of the Maine Distance Learning Project.

Teacher name: Roland Gilbert
School: Dexter HS
Sites connected with: Piscataquis Community HS, Penquis Valley HS
Course taught: AP Calculus and Pre-Calculus

Why did you originally decide to teach your course over distance?
The principals of the schools in the Penquis Valley region (Penquis Valley HS, Piscataquis Community HS, and Dexter HS) wanted to get something going with their ATM rooms. I offered any of my classes as possibilities for being delivered over ATM. It was decided that there might be a need for both Precalculus and AP Calculus at the two other schools we are collaborating with, and here I am offering both classes over ATM.

Before you started teaching over distance, did you have any apprehension about learning the technology? If so, how were those feelings eased?
I have to admit I was a little apprehensive during the summer when I was getting ready for the school year. I received some initial training which helped, and as time has gone by I have felt more and more comfortable using the equipment. Also the students in the class keep me on my toes. They are very polite about it, and they make sure that I know if I have left the document camera on too long, or if I am sending he wrong camera shot.

In your opinion, what are some of the unique challenges facing a teacher in a distance learning classroom?
Our biggest headache has been maintaining a consistent flow of paper flow back and forth between schools. We have yet to perfect our system, but it is something that we can solve and are working toward.

Also, not having all of the students in the actual room with you as you teach can initially be a challenge. Although this sometimes is a challenge for me as the teacher, I don’t think the students at remote sites even feel that they are not in the same room. The students at the receiving sites participate just as if they were in the room with me.

Slightly different bell schedules are also a minor issue, but we work around this.

How have you had to adapt your teaching materials for the distance learning environment?
A big part of my classes involves using a calculator, and I have had to become proficient at using the document camera to incorporate it's use into the class. I also think that I am more organized with my notes for use on the document camera - in a traditional classroom my notes are just that... my notes. However, when teaching over distance my notes become the students notes also, so they might be more elaborate and detailed for the remote students.

Can you describe the feedback you have received from students at the receiving sites in your course(s)?
All of my students have been very polite... they will let me know if I am a little off with the camera angle I am using, or if I am too tight with the document camera. The students in the class with me help out also... they are very aware of needs of kids at the remote sites.

Do the students who are physically in the classroom with you respond any differently from those at remote sites?
Not really... kids today are growing up in a much more technologically aware environment. They are quite used to it.

In addition to using the distance learning equipment, what other kinds of technology have you managed to integrate into your course curriculum?
My main tool in these classes is a calculator... the graphing calculator TI83 (amazing little tool)... it allows students to look at graphs of functions, solve equations, input data, do scatter plots, regression curves... and they are allowed to use this tool on AP test. I use the document camera to project what I am doing to the students at remote sites and to those in my room also.

Can you share some examples of strategies for encouraging interactivity that you have used in the distance learning classroom?
I use questions a lot.... the students know that they are going to be asked to participate and I especially make an effort to go to remote sites first.

We also do a lot of calculator work... each student has their own calculator. They are actively involved and are expected to participate. Most importantly, they are doing as well as watching.

Are there any additional innovations and features that you would like to see added to the project?
Maybe multiple video outputs so I could send two pictures at the same time. Sometimes I would like to be able to send video of kids at my site and what I am doing on the document camera at same time.

What advice would you offer to someone who is thinking of teaching as part of the Maine Distance Learning Project?
Try it! It’s an exciting way to expand your horizons as a teacher. It also encourages you to re-look at your course materials and reflect. I has also helped me to be a little more organized. Don’t be afraid... initially it may appear a little different, but after a few classes it will become natural.

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