When this class began, I thought we were just learning textbook theory for textbook cases. As time went on I begin to get excited about the things I was learning and began to try them out on a family member.
The question that has been foremost in my mind the entire course was "Will this work for my students?" I am still not sure that I have the answer but I am now willing to try it with my students. The biggest challenges for me will be "letting go" and changing "limitations" into "constraints". If I maintain my patience in these areas, I may achieve some level of success.
The highlight for me was the Inspire Mathematics Academy. That was when it all came together for me like a well-devised plan implemented. The success of the academy inspired me to use constructivism this fall. It's been real yall
Wednesday, July 25, 2007
Inspire Mathematics Academy - Day Two
Today, again, I did not teach but the lesson was awesome. I could see the struggle with the teacher as this concept is so different than what we are accustom to. She pulled it off though.
It was so inspiring to watch the children and to see what we learned in theory come to life right in front of me. I had to ask myself if the "Inspire" part of the academy for the students or the teachers. Before I would have said "students". Today I have to say both.
I have new hope for my students. I am really glad we had this opportunity and I'm glad we were able to get feedback from the students on how we did and what they thought.
It was so inspiring to watch the children and to see what we learned in theory come to life right in front of me. I had to ask myself if the "Inspire" part of the academy for the students or the teachers. Before I would have said "students". Today I have to say both.
I have new hope for my students. I am really glad we had this opportunity and I'm glad we were able to get feedback from the students on how we did and what they thought.
Tuesday, July 24, 2007
Inspire Mathematics Academy - Day One
Today was very interesting. I saw constructivism at work...and working. Everytime Dr. Matthews would say observers are not to say anything, I thought, "What is the big deal? Why would the observer want to say anything?"
Well I was the observer today and it was really hard not to say anything. I wanted to say something to the students when I saw they were on the right track but needed a hint. I wanted to say something to the teacher that might coax the students along. I just wanted to SAY!!!!!
Arrrrrrgggggghhhhh!!!!!
But I didn't. (smile)
Well I was the observer today and it was really hard not to say anything. I wanted to say something to the students when I saw they were on the right track but needed a hint. I wanted to say something to the teacher that might coax the students along. I just wanted to SAY!!!!!
Arrrrrrgggggghhhhh!!!!!
But I didn't. (smile)
Monday, July 16, 2007
Inspire Mathematics Academy
July 17, 2007
Reflect on your expectations and opinions about going to Sandtown Middle School and teaching sixth grade students in the INSPIRE ACADEMY.
Dr. Matthews has gotten me exciting about teaching the six graders at Sandtown Middle School which says a lot because the last thing I wanted to do up to this point was teach a sixth grader. However, I have the impression that these kids are going to be challenging and actually want to learn.
Secondly, the idea of using eight grade standards to teach sixth grade students is going to be interesting. I never really thought about doing that so......we'll see!
Reflect on your expectations and opinions about going to Sandtown Middle School and teaching sixth grade students in the INSPIRE ACADEMY.
Dr. Matthews has gotten me exciting about teaching the six graders at Sandtown Middle School which says a lot because the last thing I wanted to do up to this point was teach a sixth grader. However, I have the impression that these kids are going to be challenging and actually want to learn.
Secondly, the idea of using eight grade standards to teach sixth grade students is going to be interesting. I never really thought about doing that so......we'll see!
My (gulp) First Lesson Plan
July 4, 2007
Discuss your ideas about your first lesson plan and the comments you received. Where there any surprises in the feedback? Were they already in line with your thinking? How does your current philosophy of lesson planning and teaching compare with what you wrote on you first lesson? What changes will you consider?
Oh my gosh, blog team! I don't even want to blog about my first lesson plan. I did it for second graders and I got a great deal of feedback from the good doctor. Because of the class we had the day following my submission, the feedback was not surprising. As the discussions took place during class, I was kind of able to critique myself and yes most were in line with my thinking (after the class) so all the yellow highlights did not surprise me.
My current lesson plans have the "Opening", "Workperiod" and "Closing" which corresponds to the "Before" during" and "After" but what I rarely do is work through the task first and determing what questions might be asked by the students although I do have teacher questions ready. I just field student questions as they arise (and hope I have the answers). Going forward I will work through the tasks and see how many different strategies I can come up with myself.
Discuss your ideas about your first lesson plan and the comments you received. Where there any surprises in the feedback? Were they already in line with your thinking? How does your current philosophy of lesson planning and teaching compare with what you wrote on you first lesson? What changes will you consider?
Oh my gosh, blog team! I don't even want to blog about my first lesson plan. I did it for second graders and I got a great deal of feedback from the good doctor. Because of the class we had the day following my submission, the feedback was not surprising. As the discussions took place during class, I was kind of able to critique myself and yes most were in line with my thinking (after the class) so all the yellow highlights did not surprise me.
My current lesson plans have the "Opening", "Workperiod" and "Closing" which corresponds to the "Before" during" and "After" but what I rarely do is work through the task first and determing what questions might be asked by the students although I do have teacher questions ready. I just field student questions as they arise (and hope I have the answers). Going forward I will work through the tasks and see how many different strategies I can come up with myself.
Tuesday, July 10, 2007
Is Relevance Relevant?
July 10, 2007
In class we raised the idea that good problems/tasks should be relevant to the lives of students. What has your experiences regarding the mathematics tasks that you experienced as a student? What about a as a teacher? Do you see relevance as a valid focus for the midddle grades mathematics teacher?
The mathematic tasks I did as a student were relevant to my life but the relevance was never pointed out to me by my instructor. For instance, we learned decimals and percents but when I went to the store and the clerk said my junk food cost $1.32, I made no connection that some of that amount was tax, a percentage of what my food actually cost.
As a teacher, I do try to make my lessons relevant because I find that my students will take more of an interest if they can see the relevance and I find I get more participation and feedback because they can make the connection. Relevance for middle school students is crucial especially if the problem solving is going to be student-centered. If they can not make connections of relevance, they will lose interest and once you lose the interest of middle school students, it is extremely difficult to get them back on task.
In class we raised the idea that good problems/tasks should be relevant to the lives of students. What has your experiences regarding the mathematics tasks that you experienced as a student? What about a as a teacher? Do you see relevance as a valid focus for the midddle grades mathematics teacher?
The mathematic tasks I did as a student were relevant to my life but the relevance was never pointed out to me by my instructor. For instance, we learned decimals and percents but when I went to the store and the clerk said my junk food cost $1.32, I made no connection that some of that amount was tax, a percentage of what my food actually cost.
As a teacher, I do try to make my lessons relevant because I find that my students will take more of an interest if they can see the relevance and I find I get more participation and feedback because they can make the connection. Relevance for middle school students is crucial especially if the problem solving is going to be student-centered. If they can not make connections of relevance, they will lose interest and once you lose the interest of middle school students, it is extremely difficult to get them back on task.
Tuesday, July 3, 2007
Letting Go
July 3, 2007
The term Letting Go has been used by Van de Walle and in our classrooms to represent how teachers teach THROUGH problems. Where are you on this at this point? Examing the teaching stations, and your own ideas. Key- When should the mathematics teacher let go and when do you believe it is best to do otherwise?
Teachers are used to being the center of student learning. Students look to us for direction, clarification and affirmation. After all, we are the authority and cannot possible be wrong. Letting go means allowing student-centered learning. The student is given the problem and he/she reasons through it, make connections, construct ideas, direct themselves, explain their strategies and thinking and affirm themselves. I love the idea. I am excited about the idea. I believe it works. I'm using family members to experiement with this great new thing. I have reservations about using it in my classroom (although I will give it a try) because it is so far removed from what they have been doing for years until I have concerns about introducing them to the new "journey".
Some of the students will not adapt and will have no concept of how you do this. Some won't even try because they don't want to think or take responsibility for their learning. For these students, you have to let go very slowly, that is, build to the letting go stage.
The term Letting Go has been used by Van de Walle and in our classrooms to represent how teachers teach THROUGH problems. Where are you on this at this point? Examing the teaching stations, and your own ideas. Key- When should the mathematics teacher let go and when do you believe it is best to do otherwise?
Teachers are used to being the center of student learning. Students look to us for direction, clarification and affirmation. After all, we are the authority and cannot possible be wrong. Letting go means allowing student-centered learning. The student is given the problem and he/she reasons through it, make connections, construct ideas, direct themselves, explain their strategies and thinking and affirm themselves. I love the idea. I am excited about the idea. I believe it works. I'm using family members to experiement with this great new thing. I have reservations about using it in my classroom (although I will give it a try) because it is so far removed from what they have been doing for years until I have concerns about introducing them to the new "journey".
Some of the students will not adapt and will have no concept of how you do this. Some won't even try because they don't want to think or take responsibility for their learning. For these students, you have to let go very slowly, that is, build to the letting go stage.
Tuesday, June 26, 2007
A Daily Requirement of Math
June 26, 2007
How is mathematics used by those in the pubic domain? To address this question, explore the news or print media in the next few days to get an idea of its power to decide. What does this imply for the teaching of mathematics, constructivism, and who can do mathematics?
Mathematics is virtually everywhere an in everything. Architecture, street signs, buying groceries and clothing, cooking, where you live, and transportation all involves math. Although a lot of students may not be aware of it, they are using math or required to on a daily basis. That is where we as teachers come it. We have to help them to see and make those connections to math so they can see the importance of learning math. Student need to use constructivism to make those connections and unveil the importance for themselves. It is not enough for teachers to tell them it's important. It should be no longer seen as "a subject I have to pass to get promoted to the next grade", but something I need to function in day to day living.
How is mathematics used by those in the pubic domain? To address this question, explore the news or print media in the next few days to get an idea of its power to decide. What does this imply for the teaching of mathematics, constructivism, and who can do mathematics?
Mathematics is virtually everywhere an in everything. Architecture, street signs, buying groceries and clothing, cooking, where you live, and transportation all involves math. Although a lot of students may not be aware of it, they are using math or required to on a daily basis. That is where we as teachers come it. We have to help them to see and make those connections to math so they can see the importance of learning math. Student need to use constructivism to make those connections and unveil the importance for themselves. It is not enough for teachers to tell them it's important. It should be no longer seen as "a subject I have to pass to get promoted to the next grade", but something I need to function in day to day living.
Thursday, June 21, 2007
Transition from Limitation to Constraints
June 21, 2006
What have you and your colleagues seen in the past as "limitations" to the student-centered teaching of mathematics? What is the status of your current thinking regarding these "limitations"? How do you envision "engineering" as a way of shifting thinking from "limitations" to "constraints"?
I still see student behavior as a major limitation to the student-centered teaching of mathematics. Talking with my collegues during the school year, I found that many of them have the same issue. I know the students are supposed to be so engaged and motivated until their behavior should be in check, but based solely upon the students I teach, I know behavior is going to be a major limitation when I try these methods. Maybe I can shift from limitations to constraints by shifting my thinking to realizing that my students may not learn as much (in terms of quantity) per day through student-centered teaching but the small amount they may learn will be quality.
What have you and your colleagues seen in the past as "limitations" to the student-centered teaching of mathematics? What is the status of your current thinking regarding these "limitations"? How do you envision "engineering" as a way of shifting thinking from "limitations" to "constraints"?
I still see student behavior as a major limitation to the student-centered teaching of mathematics. Talking with my collegues during the school year, I found that many of them have the same issue. I know the students are supposed to be so engaged and motivated until their behavior should be in check, but based solely upon the students I teach, I know behavior is going to be a major limitation when I try these methods. Maybe I can shift from limitations to constraints by shifting my thinking to realizing that my students may not learn as much (in terms of quantity) per day through student-centered teaching but the small amount they may learn will be quality.
Tuesday, June 19, 2007
The Constructivist Theory
June 19, 2007
Having considered the question, how students learn mathematics through terms like constructivism and understanding, how do these theories and perspectives with what you have thought prior to this course? What do you think are the implications for constructivism in the classroom -- what would it look like?
Having only taught one year, and pretty much using the trial and error method, I am excited about constructivism. It's kind of exciting the way students construct their own knowledge and understanding using the knowledge and experiences they already have to create new ideas. When I envision constructivism in the classroom, i envision students working together in groups, a somewhat noisy environment (the good kind), students motivated to learn and engaged in the task at hand and being able to explain their strategies and solutions.
Having considered the question, how students learn mathematics through terms like constructivism and understanding, how do these theories and perspectives with what you have thought prior to this course? What do you think are the implications for constructivism in the classroom -- what would it look like?
Having only taught one year, and pretty much using the trial and error method, I am excited about constructivism. It's kind of exciting the way students construct their own knowledge and understanding using the knowledge and experiences they already have to create new ideas. When I envision constructivism in the classroom, i envision students working together in groups, a somewhat noisy environment (the good kind), students motivated to learn and engaged in the task at hand and being able to explain their strategies and solutions.
Thursday, June 14, 2007
Math in the Past
June 14, 2007
What have been your past experiences learning or teaching mathematics and how have they influenced what you said about mathematics teaching and learning in class?
Mathematics was never really fun or interesting when I was learning it and I find it difficult to make it fun and interesting for my students (although I do try). When I was learning, it seemed my instructors just put it out there and expected me to learn it. Math was never connected to things that I did everyday or any of my experiences. What we got was the status quo so it was just accepted. Now that I am teaching Math, I try to connect Math with student experiences and there have been a few lessons that students have been motivated to learn.
What have been your past experiences learning or teaching mathematics and how have they influenced what you said about mathematics teaching and learning in class?
Mathematics was never really fun or interesting when I was learning it and I find it difficult to make it fun and interesting for my students (although I do try). When I was learning, it seemed my instructors just put it out there and expected me to learn it. Math was never connected to things that I did everyday or any of my experiences. What we got was the status quo so it was just accepted. Now that I am teaching Math, I try to connect Math with student experiences and there have been a few lessons that students have been motivated to learn.
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