Blog Post 10: EDBE 8P29 (18 November, 2016)

Good Day Bloggers!

Objective: 

For this week, it is my objective for this blog post to present my responses to questions, ideas and information presented this week in the course EDBE 8P29 at Brock University! To begin this class, we began with the resource share probability games using the wheel of fortune! Next, three students presented their probability presentations, and lastly, we did a lesson plan share.


Welcome to the Games!

žThis week, we began with our resource share: Probability Games online. The Wheel of Fortune is used to discuss games that students may see at a fair or carnival. The students see that there is chances to win, but (for example: if they win 10 cents they really have lost 10 cents since it cost 20 cents to play). Students then create their own probability spinner game that most likely makes a profit for the students.

Examples of Collection of Data Tools

Data Management and Probability: 

In our class, we also viewed three student-made presentations about the strand of Data Management and Probability. The three sections we analyzed were Collecting Data, Data Relationships, and Probability. Surveys and questionnaires are quite common in the collection of data, especially in the older grades. We analyzed the Curriculum Breakdown for probability as well as the expectations between the grades of 3-8, and then we continued to review our lesson plans; implementing ideas that our instructor gave to us in this instructional period. For our lesson plan share, we shared our lesson plans with the other groups, giving each other feedback. 

Reflection: 

In the study of Data Management at the grade 1-8 levels, teachers can ensure student understanding by developing a conceptual understanding of data management and probability. Educators require a sound understanding of the key mathematical concepts for their students’ grade level, while simultaneously connecting students prior and future experiences in learning this topic. It is essential for us as educators to know how to best teach the concepts to students through individual knowledge of each student. Through this knowledge, effective learning can take place because we as educators look for methods based on individual need to allow for differentiated instruction.



Thats all for now Fellow Bloggers! Until next week :)

Blog Post 9: EDBE 8P29 (11 November, 2016)

Good Day Bloggers!

Objective: 

For this week's blog post, it is my objective to present my responses to questions, ideas and information presented this week in the course EDBE 8P29 at Brock University! Due to this week being an online week, this post will also include connections to the readings, something that stuck out to me from the video and the Learning Activities Forum! In addition to this, today's post will also include connections to my future teaching; in placement and in a classroom of my own. 

New Beginnings: 

This week, we viewed a math scavenger hunt game that could be highly useful in my future teaching career to allow students to be interactive with one another yet also a contributor to their future math successes. 

Measurement: 

In the slide, 3 stages were underlines as important when introducing measurement as a strand of mathematics to students.

1) Definition/Comparison: compare two things to determine which has a greater measure. Can use           experiments, investigations, etc;

2) Nonstandard units: define measurement according to scoops, cubes, etc;

3 Standard units: cm, g, etc.

Students are naturally curious with measurement, commonly because they use this tool quite often in their every day lives. Students want to be engaged with their learning, and if you as the educator can add investigations and hands-on-activities in a mathematics strand like measurement, then why not use it?

Equally important as the last points: It is important for the educator to not assume anything about student learning. This is no different when instructing measurement. While you may assume students have a general knowledge of how to confidently use a protractor or ruler, students might not have yet attained those skills. Like any lesson, it is important for the students to attain the essential knowledge necessary for completing their task, such as using a protractor to measure a 90 degree angle.

A great resource to use for ideas on how to teach measurement is Measurement Grades-4-6, underlining accommodations and modifications that can be implemented in the classroom, as well as a variety of different instructional techniques that can be valuable in the mathematics class setting.

Formative Assessment Strategies

OF/FOR/AS Assessment: 

The following link Assessment For and As Learning with Mathematical Processes outlines resources for student success, showing goals and expectations. This tool can also be utilized in my future classroom setting with its valuable key features of effective mathematics instruction which includes:

1. Encouraging Students;

2. Ongoing Assessment For Learning;

3. Building Meaningful Success;

4. Utilizing Many Approaches. 

Evaluating and Integrating Digital Tools into the 21st Century Classroom by Rebecca Bunz:

Purpose: “The purpose of this study is deconstruct articles that examine the effect of technology on student achievement and engagement in elementary mathematics in order to determine the functions of digital tools and the qualities of technology integration that most impact student learning…."

(Bunz, 2016)

Through:

Figure 1: The TPACK Framework 

Figure 2: The SAMR Model

We next reviewed the Bunz Model of Technology Integration and Evaluation, which reviewed seven steps to approach learning and reviewed them in detail.

Stage 1: Create a Professional Learning Community (PLC)

Stage 2: Think Pedagogy First

Stage 3: Determine the Purpose

Stage 4: Determine Functionality

Stage 5: Search, Find, Evaluate

Stage 6: Plan Integration

Stage 7: Go For It

Reflection: 

In the study of measurement at the grade 1-8 levels, teachers require a sound understanding of the key mathematical concepts for their students’ grade level, while simultaneously connecting students prior and future experiences in learning this topic. It is essential for us as educators to know how to best teach the concepts to students through individual knowledge of each student. Through this knowledge, effective learning can take place because we as educators look for methods based on individual need to allow for differentiated instruction. From the video's, readings, and forum posts, it is clear that differentiated instruction is required to teach measurement, as it is a strand of math that students can clearly relate to in their own lives. Having this strand interest students is essential to their comprehension on the importance of measurement of their daily lives.


Thats all for now Fellow Bloggers! Until next week :)

Blog Post 8: EDBE 8P29 (4 November, 2016)

Good Day Bloggers!

Objective: 

For this week, it is my objective for this blog post to present my responses to questions, ideas and information presented this week in the course EDBE 8P29 at Brock University! To begin this class, we began with the Coordinate Sheets, which allow students to have a fun way to refresh the past skills they have learned in Geometry and Spacial Awareness. 

Presentations: 

This week I presented a 10 minute lesson to my peers about Geometry and Spacial Awareness, specifically teaching the geometry of various shapes. I learned a lot through preparing this lesson, and I have many reflections about what I thought was great and what attributes of presentation still need to be approved upon. For my presentation, I focused on the Skeleton portion of shapes, teaching students the difference between 2D and 3D shapes, and connecting this theory to practical application for the students to make shapes using a variety of different methods. While I feel as though I put a lot of thought and effort into my presentation, I feel that the amount of information was a bit extensive to cover in a 10 minute lesson, so I should have limited the information being addressed to the students to avoid confusion and difficulties regarding time restraints. Overall, I felt that my presentation went well, that the students (my peers) had fun, and that learning took place. 

Geometry and Spacial Awareness

The three sections we discussed about Geometry and Spacial Awareness in grades one through eight were: Geometric properties, Relationships between these properties, and Location and movement of shapes. while the first two are usually grouped together (Ch. 15) whereas Location and Movement is usually taught as a separate mini unit (Ch. 16).

                                 Make a Turkey with Geometry and Spacial Awareness!

Trying Out Lesson Plans

We next discussed/reviewed our Lesson Plan Assignments. In class, we described what the lesson plan consisted of as well as briefly reviewed the rubric format and the Lesson Plan Template. We were informed of Lesson Share Nov 18th and assignment due date of Nov 25th. 

What better way to learn how to lesson plan than a demonstration and practice? We were instructed to  pick a partner and open a lesson plan template, and our instructor demonstrated a section of the lesson plan and then we were to fill out the rest of the sections with our partners. 

Reflection: 

 - How can you ensure your students develop a conceptual understanding of geometry and spatial sense? What is the hardest part about planning a lesson? How can you make sure a lesson is learner-centred?

In the study of geometry and spatial sense at the grade 1-8 levels, teachers require a sound understanding of the key mathematical concepts for their students’ grade level, while simultaneously connecting students prior and future experiences in learning this topic. It is essential for us as educators to know how to best teach the concepts to students through individual knowledge of each student. Through this knowledge, effective learning can take place because we as educators look for methods based on individual need to allow for differentiated instruction.

Blog Post 7: EDBE 8P29 (October 28th, 2016)

Good Day Bloggers!

Objective: 

For this week, it is my objective for this blog post to present my responses to questions, ideas and information presented this week in the course EDBE 8P29 at Brock University! To begin this class, we used our problem solving skills in Speed Dating, the presenters presented their pieces for the week, we reviewed the methods of teaching patterning and algebra, and ELL. 

Problem Solving Activity: 

Today, we began with our problem solving activity 'speed dating' - using mathematical equations with multiplication to determine who you have most in common with depending on your 'matches'. While it is a great way to make a drill like activity more fun, it also can be a confusing concept to some students. While this is supposed to be fast paced, some students may struggle and thus the game and their learning will not flow quite as smoothly. However, this problem solving activity was great way to help get students moving around and working with new people, which is important for their social development.

Presentations: 

After our speed dating exercise, we had 3 presentations of 10 minutes in length performed by various students in the class. I like this aspect of the course because it allows us to perform a mini lesson acan get feedback both from our peers and the teacher to perfect our presentation image for the time that we engage young students in our practicum.

                                                                Patterns!

Patterning and Algebraž:

The two sections that this skill is separated into is patterns and relationships as well as expressions and equality. Using patterning and everyday experiences to help students understand algebra. The main idea to get across is that a lot of them use algebraic thinking in everyday life, and it can even be beneficial to start a lesson without telling students that they are doing algebra, but when they are confident to show how they only had the misconception about the difficulties of algebra. 

Grocery Shopping: 

We next used algebraic expressions to put a grocery shopping list together to make both a strawberry-Kiwi Smoothie and a Very Berry Smoothie. Combining the smoothies, what items would you have to purchase to make both of these smoothies? As some items are required for both Smoothies, we made the algebraic formula necessary to input all of the data on the grocery list. 

As an alternative example:

- Apple + banana + apple = 2 apples + banana

a + b + a = 2a + b

Working with ELL: 

To work with ELL, we as educators must: 

- Provide concrete examples, models, etc
- Simplify the language not the ideas
- Introduce new vocabulary with contextual support
- Have students keep a personal dictionary; can write definitions in both languages
- Non-verbal cues such as gestures and body language
- Give extra processing time
- Spend extra time to ensure they understand the problem
- Have them rewrite problems in their own words

- Do not over-correct mistakes 

- When correcting, focus on one element that needs to be improved at a time
- Differentiate expectations
- Sit them beside other students who speak their first language
- Use role play, acting, etc when learning new vocabulary
- Have students talk about work and improve before being assessed

Reflection:

As an educator, there are multiple ways to ensure students develop a conceptual understanding of patterning and algebra. We can make 'grocery lists', and other fun ways for students to engage in patterning and algebra. We have to realize that student learning is primarily individualistic, and as such we have to reflect on how we can put the interests of the students into the examples we use to generate these patterning and algebra lessons.