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.