Q- Bloom level 2 (I agree- this relates to comprehension)- Describe the components relevant to understanding Skinner's theory.
Skinner focused on behavior. He believed in cause and effect- certain triggers and circumstances will create a response. He also promoted the use of positive and negative reinforcement to encourage desirable, or discourage undesirable, behavior.
Q- Bloom level 5 ( I agree- this is definitely a "design" type of response which is level 5-synthesize)- If you were a teacher how would you use Skinner's Behavioral Learning Theory as a way to develop a classroom management tool? Provide a specific example.
If I wanted to encourage students to work collaboratively in groups with active participation by all members, I would monitor the behavior of the groups to see which groups were working most effectively. Those that appeared to demonstrate all the expected behaviors would be rewarded by being allowed to take their group outside to work on their own Those that seemed not to be adhering to the norms needed for collaborative work would be kept in the classroom to work under the supervision of the teacher.
Q- Give an example of how you could incorporate abstract thinking into your class. (This question was not labeled- I would put this as a "design" type response, and thus another Bloom level 5- synthesize).
For beginning learners of calculus, to introduce differentiating functions, I would use a function of position. The first derivative of this would be velocity ( the change of position over time) the second derivative would be acceleration (rate of change in speed over time). I would start with a physical model of a car on a track. Demonstrate the position at start (0) then at some points along the track. I would then move the car and have students note the time to move from one point to another to calculate velocities. Similarly we could talk about acceleration. I would then ask the class to think of OTHER processes that would have applicable measurements (aging comes to mind- I would hope they came up with that or other ideas...) So we would scaffold from the instructor demonstrating a concrete example toward the students showing their comprehension of the abstract idea.
Monday, June 13, 2011
Monday, June 6, 2011
Learning Theories week 2
Today's class focused on teachers' beliefs in how learning happens, and how a teacher's beliefs and attitudes carry into the classroom, with effects they may not intend or realize.
We began with a class discussion of metaphors- how each of us would describe teaching and learning as a metaphor. It was very interesting to hear all the different ways people viewed the teaching/learning process, from animal social behavior, to gardening and boating and more.
We discussed several articles we had read for homework. First Yero's article presented us with anecdotes and examples of teaching that was not effective or successful. The conclusion we drew from her article was that teachers need to be very aware of their own beliefs and preconceived ideas, and critically reflect on the effect those might have on their teaching and their students. We all felt this article had a pretty negative tone. GNA assured us that Yero's book in total was much more positive and upbeat. Hansen's article was more uplifting, he presented examples of teachers who related well to their students, modeling wonderful interpersonal skills and attitudes toward learning. From this article, we concluded that while it is important to maintain order in a classroom, a teacher must not control the students. Some structure and familiarity is helpful to students as it provides an environment in which they feel comfortable and safe. It is important to respect yourself and be confident as a teacher and also to respect and have confidence in your students. In an environment of trust and respect, they will rise to your expectations. Mutual enhancement leads to flourishment.
We watched several video clips of very different teaching styles. We saw teaching that was extremely controlling and repetitive, rote memorization. We saw teaching that encouraged students to develop their own ideas and creativity, and challenge traditional standardized beliefs. We saw teachers who encouraged individual experimentation and exploration as well as active collaboration and exchange of ideas to enhance their own understanding.
We began to learn about different types of growth and learning throughout our lifetimes- spiritual, Physiological, psycho-social, emotional, cognitive, gender, ethnic, and others.
Finally,in our Intel teams, we revisited our Learning maps from last week. Making new maps and comparing to our previous ones, we could see how we are viewing learning differently already. The different Intel groups had very different ways of designing their maps again. Our Intel group changed our focus from breaking down "Learning" into small, detailed, often disconnected pieces, into a map showing all the ways we receive information and knowledge and the actions and processes we use to give that "input" meaning, turning it into learning.
If students are given the opportunity to learn both independently AND collaboratively, and if they are given the freedom to explore alternatives to their fullest creativity, then they will learn successfully and effectively, rather than merely memorize information presented to them, because they will be fully engaged and vested in the learning process. They will feel it is THEIR learning rather than someone else's teaching. That is, to me, an important distinction.
We began with a class discussion of metaphors- how each of us would describe teaching and learning as a metaphor. It was very interesting to hear all the different ways people viewed the teaching/learning process, from animal social behavior, to gardening and boating and more.
We discussed several articles we had read for homework. First Yero's article presented us with anecdotes and examples of teaching that was not effective or successful. The conclusion we drew from her article was that teachers need to be very aware of their own beliefs and preconceived ideas, and critically reflect on the effect those might have on their teaching and their students. We all felt this article had a pretty negative tone. GNA assured us that Yero's book in total was much more positive and upbeat. Hansen's article was more uplifting, he presented examples of teachers who related well to their students, modeling wonderful interpersonal skills and attitudes toward learning. From this article, we concluded that while it is important to maintain order in a classroom, a teacher must not control the students. Some structure and familiarity is helpful to students as it provides an environment in which they feel comfortable and safe. It is important to respect yourself and be confident as a teacher and also to respect and have confidence in your students. In an environment of trust and respect, they will rise to your expectations. Mutual enhancement leads to flourishment.
We watched several video clips of very different teaching styles. We saw teaching that was extremely controlling and repetitive, rote memorization. We saw teaching that encouraged students to develop their own ideas and creativity, and challenge traditional standardized beliefs. We saw teachers who encouraged individual experimentation and exploration as well as active collaboration and exchange of ideas to enhance their own understanding.
We began to learn about different types of growth and learning throughout our lifetimes- spiritual, Physiological, psycho-social, emotional, cognitive, gender, ethnic, and others.
Finally,in our Intel teams, we revisited our Learning maps from last week. Making new maps and comparing to our previous ones, we could see how we are viewing learning differently already. The different Intel groups had very different ways of designing their maps again. Our Intel group changed our focus from breaking down "Learning" into small, detailed, often disconnected pieces, into a map showing all the ways we receive information and knowledge and the actions and processes we use to give that "input" meaning, turning it into learning.
If students are given the opportunity to learn both independently AND collaboratively, and if they are given the freedom to explore alternatives to their fullest creativity, then they will learn successfully and effectively, rather than merely memorize information presented to them, because they will be fully engaged and vested in the learning process. They will feel it is THEIR learning rather than someone else's teaching. That is, to me, an important distinction.
Learning Theory week 1
The first day of class needed to cover a lot of ground. We started with some introductory ice-breaker discussion which helped everyone get comfortable with oral participation.
We had a lot of group work, in pairs and later in larger groups. It is interesting and enlightening, or "broadening" to compare one's own answers to those of other people: it is a good method to give people a chance to see from different viewpoints. The collaborative group work is educational on several levels. First, the sum of experience and ideas is always greater than those of the individual. The collaboration process itself is useful too to strengthen our skills at partnering with others.
I found it very significant that only a small portion of our time and energy was spent on writing and listening to the instructor "lecture". Rather, most of our time was spent thinking, discussing and building on what was said and done earlier in the day.
When the class period extends for such a long time (6 hours), it is extremely helpful to have a variety of activities, involving changing partners, group discussions, even moving furniture! All that change and activity helps keep energy and interest from flagging.
I enjoyed and appreciated that the people in our class, including the instructor, were able to express, and listen to, varying and sometimes opposing viewpoints, without judgement or prejudice.
I think maintaining a classroom atmosphere where people respect and listen to each other and feel free to comment or question what's been said is a great way to reinforce the learning process.
It's helpful to me, and I'm sure to the others in class, to observe specific techniques that were used by the instructor that we can use later in our own teaching. Cold-calling is a way to make sure everyone has an opportunity to participate. More flexible group discussions are also important as the flow of ideas and contributions happens naturally then. Asking students to write some reflections or responses then turn them in, is a good way to evaluate (assess?) students' understanding of the day's lessons.
Assessing students' performance is clearly a continuous process, not one that is done at particular fixed points in the day or term. The instructor needs to be aware of each student's participation and interest level, as well as their understanding of the material and its significance and connection to other concepts. Today was a long, busy day., but an extremely productive one. Subsequent class days have a lot to build upon.
If people have a strong passion and desire to grow and excel, then, even if they come from different environments and experiences, they will be motivated to succeed in learning. Sources of motivation for our class members are varied. They include supportive families, teachers with enthusiasm and high expectations, love of children (our own or others) , desire to make a difference to people who need help and more.
If a teacher employs a wide variety of learning activities throughout the daily lesson, then students will successfully learn because they have processed the lesson through a variety of senses and experiences which will connect to students' different strengths and preferences.
We had a lot of group work, in pairs and later in larger groups. It is interesting and enlightening, or "broadening" to compare one's own answers to those of other people: it is a good method to give people a chance to see from different viewpoints. The collaborative group work is educational on several levels. First, the sum of experience and ideas is always greater than those of the individual. The collaboration process itself is useful too to strengthen our skills at partnering with others.
I found it very significant that only a small portion of our time and energy was spent on writing and listening to the instructor "lecture". Rather, most of our time was spent thinking, discussing and building on what was said and done earlier in the day.
When the class period extends for such a long time (6 hours), it is extremely helpful to have a variety of activities, involving changing partners, group discussions, even moving furniture! All that change and activity helps keep energy and interest from flagging.
I enjoyed and appreciated that the people in our class, including the instructor, were able to express, and listen to, varying and sometimes opposing viewpoints, without judgement or prejudice.
I think maintaining a classroom atmosphere where people respect and listen to each other and feel free to comment or question what's been said is a great way to reinforce the learning process.
It's helpful to me, and I'm sure to the others in class, to observe specific techniques that were used by the instructor that we can use later in our own teaching. Cold-calling is a way to make sure everyone has an opportunity to participate. More flexible group discussions are also important as the flow of ideas and contributions happens naturally then. Asking students to write some reflections or responses then turn them in, is a good way to evaluate (assess?) students' understanding of the day's lessons.
Assessing students' performance is clearly a continuous process, not one that is done at particular fixed points in the day or term. The instructor needs to be aware of each student's participation and interest level, as well as their understanding of the material and its significance and connection to other concepts. Today was a long, busy day., but an extremely productive one. Subsequent class days have a lot to build upon.
If people have a strong passion and desire to grow and excel, then, even if they come from different environments and experiences, they will be motivated to succeed in learning. Sources of motivation for our class members are varied. They include supportive families, teachers with enthusiasm and high expectations, love of children (our own or others) , desire to make a difference to people who need help and more.
If a teacher employs a wide variety of learning activities throughout the daily lesson, then students will successfully learn because they have processed the lesson through a variety of senses and experiences which will connect to students' different strengths and preferences.
How do people learn?
Viewing the "Science is Messy" video, we saw the teacher demonstrate his beliefs in how people learn. He gave his students the opportunity to explore a problem on their own, breaking into groups which were free to pursue their own choice of process, given specific materials to work with. After the groups worked on their own, he brought the group together, showing his belief in the collaborative process enhancing individual endeavors. As the class discussed their project, they learned from the other groups, leading them to additional ideas of their own. The teacher posed "leading questions" and offered suggestions, but did not GIVE the students the CORRECT answers. Rather, his prompts and encouragements allowed the students to discover ideas and conclusions themselves.
In the arena of science, students develop competency by feeling confident and curious to explore on their own. They need to be able to experiment, and to think for themselves as they collect, analyze, and evaluate their data and synthesize their findings to formulate conclusions. Collaboration with others to compare findings and question their processes and conclusions helps to strengthen and solidify their analysis. Using one's creativity is essential to view the evidence and problem from a variety of viewpoints and to "compose" the evidence to create a product or solution.
T2P: If students are given the opportunity to learn both independently AND collaboratively, and if they are given the freedom to explore alternatives to their fullest creativity, then they will learn successfully and effectively, rather than merely memorize information presented to them, because they will be fully engaged and vested in the learning process. They will feel it is THEIR learning rather than someone else's teaching. That is, to me, an important distinction.
In the arena of science, students develop competency by feeling confident and curious to explore on their own. They need to be able to experiment, and to think for themselves as they collect, analyze, and evaluate their data and synthesize their findings to formulate conclusions. Collaboration with others to compare findings and question their processes and conclusions helps to strengthen and solidify their analysis. Using one's creativity is essential to view the evidence and problem from a variety of viewpoints and to "compose" the evidence to create a product or solution.
T2P: If students are given the opportunity to learn both independently AND collaboratively, and if they are given the freedom to explore alternatives to their fullest creativity, then they will learn successfully and effectively, rather than merely memorize information presented to them, because they will be fully engaged and vested in the learning process. They will feel it is THEIR learning rather than someone else's teaching. That is, to me, an important distinction.
Sunday, June 5, 2011
Internet Instructional Models
There are four types of instructional models that use the internet. They are all different but have some similarities and commonalities.
Internet Workshop, Internet Project, WebQuest and Internet Inquiry ALL include the students seeking information online and all involve collaboration or sharing of information with others.
WebQuests and Internet Workshops are teacher-driven, responding to specific questions or lessons designed by the teacher. The workshops are simpler, generally one question or theme that requires the students to go to defined sites to find information and then share results in a classroom "workshop". Somewhat different, the WebQuest is an entire lesson online, using web-based information that the students need to go online to research. Both these models would seem to be fairly quick to complete.
Internet Projects and Internet Inquiries are more elaborate and would likely take much more time to complete over an extended period than the first two methods.
Internet Projects also have a lot of teacher participation, and are more collaborative than the other types, as they are a coordinated project between classes at different locations, all working together through the internet.
Internet Inquiries are the least like the others. Although the student does seek information online, the activity is much more independent and student-driven. In this type of model, the students take an active role in deciding what is researched, what the results mean and how to share their conclusions with others.
They all have an important place in instruction today as they provide opportunities for student to develop their computer/internet literacy, collaborative skills, problem identification and independent research skills.
I have asked my coordinating teacher for my student teaching (in the fall) what technology is available to our students and what experiences she would like to incorporate in the classroom. I knew, from our earlier meeting, that SOME classrooms have Smartboards and there are computers at the school for use during class sometimes. I think we cannot assume students have access to computers and internet outside of school. I don't know if it would be appropriate to expect students to do internet-based activity for homework, as they might have trouble getting access. Perhaps we could suggest they stay after school to do the work, or go to a public library?
She has just replied that we will have a Smartboard in our classroom and in fact I will be doing ALL my lessons on the Smartboard. The Smartboard system has internet access and is loaded with a TI-84 graphing software (like the calculator). They have a Beyond Questions Student Response System with 30 remote controls. They also have "shared documents" that I will have access to. I am also able to do a video blog if I wish. It's not a requirement but might add something fun to my teaching. Our math classroom is connected to a computer lab with twenty computers that are connected to the internet and have math software (geo sketchpad, algeblaster, green globes graphing software microsoft office etc.).
Some of this is familiar to me. Most is not. Lots of new interesting technology for me to learn!
I can think of several ways I would like to incorporate some of these internet instructional models in my classroom next fall. First, I would like to give the students a list of bookmarked websites where they can find help or extra practice if they don't fully understand the material we've covered in class.
I would also like to include in my teaching some discussion of ways math is used in "real life". One of the websites I found has a section of all the professions that use math in some way (there are hundreds!). So I would set up an Internet Workshop first, asking the students to go to that site and find several professions that use math and report back to the class (or a smaller group maybe). Then as a follow-up activity, I would assign an internet inquiry where the students are to research a profession of their choosing, on their own and design a presentation however they prefer- video, powerpoint, oral, blog, written report. Another internet-based activity I want to do is a daily or weekly activity where students go to a website to do a "problem of the day" or read a posted article.
These activities will benefit the students in many facets of their learning. First, they will strengthen their math skills and understanding through the "help" websites and the "daily problem" sites. After doing the research for the Workshop and Inquiry models, they will learn more about collaboration and presentation by reporting back their findings to the group. And through ALL of these activities they will gain familiarity, literacy and proficiency at using technology and internet -based tools. These skills are increasingly demanded by the academic and professional worlds as more technological tools are developed. As teachers, we have a responsibility to prepare our students for the world they will live in and we would do our students a grave disservice if we did NOT prepare them to meet these demands and expectations. As noted by Schrum and Levin (2009), we must include information literacy, critical media literacy and ICT literacy in every subject we teach. The students "will be left behind unless they gain these skills" (p 10). The National Technology Standards for Students (NTS-S 2007) recognize this critical need as the standards have been revised from having knowledge of technological tools and concepts to utilizing and applying those tools with creativity and critical thinking (Schrum and Levin 2009, p. 14).
Internet Workshop, Internet Project, WebQuest and Internet Inquiry ALL include the students seeking information online and all involve collaboration or sharing of information with others.
WebQuests and Internet Workshops are teacher-driven, responding to specific questions or lessons designed by the teacher. The workshops are simpler, generally one question or theme that requires the students to go to defined sites to find information and then share results in a classroom "workshop". Somewhat different, the WebQuest is an entire lesson online, using web-based information that the students need to go online to research. Both these models would seem to be fairly quick to complete.
Internet Projects and Internet Inquiries are more elaborate and would likely take much more time to complete over an extended period than the first two methods.
Internet Projects also have a lot of teacher participation, and are more collaborative than the other types, as they are a coordinated project between classes at different locations, all working together through the internet.
Internet Inquiries are the least like the others. Although the student does seek information online, the activity is much more independent and student-driven. In this type of model, the students take an active role in deciding what is researched, what the results mean and how to share their conclusions with others.
They all have an important place in instruction today as they provide opportunities for student to develop their computer/internet literacy, collaborative skills, problem identification and independent research skills.
I have asked my coordinating teacher for my student teaching (in the fall) what technology is available to our students and what experiences she would like to incorporate in the classroom. I knew, from our earlier meeting, that SOME classrooms have Smartboards and there are computers at the school for use during class sometimes. I think we cannot assume students have access to computers and internet outside of school. I don't know if it would be appropriate to expect students to do internet-based activity for homework, as they might have trouble getting access. Perhaps we could suggest they stay after school to do the work, or go to a public library?
She has just replied that we will have a Smartboard in our classroom and in fact I will be doing ALL my lessons on the Smartboard. The Smartboard system has internet access and is loaded with a TI-84 graphing software (like the calculator). They have a Beyond Questions Student Response System with 30 remote controls. They also have "shared documents" that I will have access to. I am also able to do a video blog if I wish. It's not a requirement but might add something fun to my teaching. Our math classroom is connected to a computer lab with twenty computers that are connected to the internet and have math software (geo sketchpad, algeblaster, green globes graphing software microsoft office etc.).
Some of this is familiar to me. Most is not. Lots of new interesting technology for me to learn!
I can think of several ways I would like to incorporate some of these internet instructional models in my classroom next fall. First, I would like to give the students a list of bookmarked websites where they can find help or extra practice if they don't fully understand the material we've covered in class.
I would also like to include in my teaching some discussion of ways math is used in "real life". One of the websites I found has a section of all the professions that use math in some way (there are hundreds!). So I would set up an Internet Workshop first, asking the students to go to that site and find several professions that use math and report back to the class (or a smaller group maybe). Then as a follow-up activity, I would assign an internet inquiry where the students are to research a profession of their choosing, on their own and design a presentation however they prefer- video, powerpoint, oral, blog, written report. Another internet-based activity I want to do is a daily or weekly activity where students go to a website to do a "problem of the day" or read a posted article.
These activities will benefit the students in many facets of their learning. First, they will strengthen their math skills and understanding through the "help" websites and the "daily problem" sites. After doing the research for the Workshop and Inquiry models, they will learn more about collaboration and presentation by reporting back their findings to the group. And through ALL of these activities they will gain familiarity, literacy and proficiency at using technology and internet -based tools. These skills are increasingly demanded by the academic and professional worlds as more technological tools are developed. As teachers, we have a responsibility to prepare our students for the world they will live in and we would do our students a grave disservice if we did NOT prepare them to meet these demands and expectations. As noted by Schrum and Levin (2009), we must include information literacy, critical media literacy and ICT literacy in every subject we teach. The students "will be left behind unless they gain these skills" (p 10). The National Technology Standards for Students (NTS-S 2007) recognize this critical need as the standards have been revised from having knowledge of technological tools and concepts to utilizing and applying those tools with creativity and critical thinking (Schrum and Levin 2009, p. 14).
Reference:
Schrum,L. & Levin, B. (2009). Leading 21st century schools. Location: California.
Saturday, June 4, 2011
Websites I can use as a math teacher
This week in classes we talked about teachers' dispositions and attitudes towards their students. We also evaluated our individual learning preferences. And we also touched a bit on assessments. I've been looking at a lot of sites online and have found a bunch that look promising as references for me as I begin to formulate my own teaching persona.
This one has a huge amount of information. There are video "classes" for educators for many subject areas, for specific age ranges. I've been looking at Math for high school level. Today I have been looking at the video classes relating to classroom assessments. I am happy to see that they are speaking about teaching math more as a way of thinking, of learning to problem solve and consider alternatives, not just to memorize formulas and retain factual information. I will look to this site for idea on presenting opportunities to my math students to learn in a variety of ways- written exercises and reading text (independent, verbal and visual), watching videos or demonstrations on the board or smartboard (verbal, aural, visual), working in collaborative groups (social, oral), using manipulatives or models (kinesthetic, independent or social). This site also offers a variety of methods to assess a student's demonstration of their knowledge.There are many ideas I can use to gauge my students grasp of concepts through different approaches- observation, questioning, discussion, building models, explaining to others and more.
http://www.learner.org/
This site belongs to a math teacher who offers on line courses and tutorials in algebra and math fundamentals (for fees). However, she also has some online content which is free. And a few of the sections are very interesting to me, dealing with helping students with math anxiety, and with recognizing and working with different learning styles. I'll want to find more detailed information, and will continue to seek it online and in other media, but this site is a good starting point. I like her "poster" of Math Student's Pledge. It is a succinct way to convey to students best practices to help them be successful engaged students. It tells students to pay attention, to re-frame explanations in their own words and to ask questions in class. They should seek extra help if they need it and would benefit from working with a "study buddy". These are all good ideas to help student learn in a variety of ways- independent, collaboratively, using their own words, to test their understanding. They should actively participate in class, questioning anything they don't understand.
Her "Math teachers' 10 Commandments" provides the same sort of best practices for TEACHERS. This list provides reminders to respect all the students as individuals and recognize their differences in learning style. It points out that a teacher must gauge each student's understanding and provide support as needed, not to treat the class as a single entity. And it stresses the importance of fostering a classroom environment full of active participating students, taking on leading roles in their own learning experience.
Good reminders.
http://www.mathpower.com/
This blog isn't about lesson plans, assessments or styles, but I was pleased to find it. It tells about ways in which math plays a role in everyday life. THAT is a questions student always ask, and if they aren't asking it they are thinking it! If we want students to be thinking about problems and situations and formulating strategies and solutions, we need to provide them some context and real world connections. This site will be very helpful to me to frame my lessons so that the problems and concepts connect to things that the students can understand and have an interest in. It also will give me ideas to design lessons and problems using realistic scenarios which will help the students visualize the problems. Using these ideas I can present to my students ways in which math will be part of their lives for the years beyond school and report cards.
http://www.learner.org/interactives/dailymath/
This one has a huge amount of information. There are video "classes" for educators for many subject areas, for specific age ranges. I've been looking at Math for high school level. Today I have been looking at the video classes relating to classroom assessments. I am happy to see that they are speaking about teaching math more as a way of thinking, of learning to problem solve and consider alternatives, not just to memorize formulas and retain factual information. I will look to this site for idea on presenting opportunities to my math students to learn in a variety of ways- written exercises and reading text (independent, verbal and visual), watching videos or demonstrations on the board or smartboard (verbal, aural, visual), working in collaborative groups (social, oral), using manipulatives or models (kinesthetic, independent or social). This site also offers a variety of methods to assess a student's demonstration of their knowledge.There are many ideas I can use to gauge my students grasp of concepts through different approaches- observation, questioning, discussion, building models, explaining to others and more.
http://www.learner.org/
This site belongs to a math teacher who offers on line courses and tutorials in algebra and math fundamentals (for fees). However, she also has some online content which is free. And a few of the sections are very interesting to me, dealing with helping students with math anxiety, and with recognizing and working with different learning styles. I'll want to find more detailed information, and will continue to seek it online and in other media, but this site is a good starting point. I like her "poster" of Math Student's Pledge. It is a succinct way to convey to students best practices to help them be successful engaged students. It tells students to pay attention, to re-frame explanations in their own words and to ask questions in class. They should seek extra help if they need it and would benefit from working with a "study buddy". These are all good ideas to help student learn in a variety of ways- independent, collaboratively, using their own words, to test their understanding. They should actively participate in class, questioning anything they don't understand.
Her "Math teachers' 10 Commandments" provides the same sort of best practices for TEACHERS. This list provides reminders to respect all the students as individuals and recognize their differences in learning style. It points out that a teacher must gauge each student's understanding and provide support as needed, not to treat the class as a single entity. And it stresses the importance of fostering a classroom environment full of active participating students, taking on leading roles in their own learning experience.
Good reminders.
http://www.mathpower.com/
This blog isn't about lesson plans, assessments or styles, but I was pleased to find it. It tells about ways in which math plays a role in everyday life. THAT is a questions student always ask, and if they aren't asking it they are thinking it! If we want students to be thinking about problems and situations and formulating strategies and solutions, we need to provide them some context and real world connections. This site will be very helpful to me to frame my lessons so that the problems and concepts connect to things that the students can understand and have an interest in. It also will give me ideas to design lessons and problems using realistic scenarios which will help the students visualize the problems. Using these ideas I can present to my students ways in which math will be part of their lives for the years beyond school and report cards.
http://www.learner.org/interactives/dailymath/
Wednesday, June 1, 2011
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