For my assignment, I interviewed a female math teacher that works at Parrish Middle School. She has been a teacher in the Salem area for 7 years and has served as the math team leader for her school.
My interview with her went very well for the most part and I learned a lot about the area and how their philosophy lines up with the nation's standards. For question 1, she basically told me that the CMP curriculum does a nice job of lining up with the core standards but is usually used as a supplement to her teaching. She will pick and choose parts of the book and show those examples to the class and work from there.
1. The CMP curriculum lines up very well with national standards. This particular teacher uses examples from the text and supplements her teaching with them and does not directly teach out of the book. She is much more creative than that.
2. When students are several grades behind, they can be placed in the same level class as their peers, and also will be enrolled in other math intensive classes to help supplement their building of and refine their math skills.
3. In CMP, homework is given out by the discretion of the teacher. The CMP workbooks don't necessarily assign students with problems to do inside the workbook; it really depends on if the students can take these home or not. In my past experiences, homework was not assigned a lot to students for whatever reasons there may have been.
4. I did not receive a very concrete response for this question because we went off on a lot of tangents during the interview.
Monday, December 26, 2011
Wednesday, December 21, 2011
Closure and Anticipatory Set
List of resources that contribute to the goal of this module- http://oregonstate.edu/instruct/pte/lessonplan.htm
http://www.okbu.net/ed/398/set.htm
http://crsd.wikispaces.com/message/view/home/44888164
Closure/Assessment (taken from the first source listed above)
Assessment is what you and your students do to demonstrate that you have met the lesson objectives. It may be the practice activity that follows the lesson where students apply the knowledge they've gained while you look over shoulders and give feedback; it may be a quiz over the lesson material; it may be a feedback session on the principles learned. Whatever the structure, it should be congruent with the anticipatory set and the lesson activities.
Research shows that classes that end with a specific closure activity reflect better student performance and behavior. Closure alerts students that "passing time" is near. If students recognize that the teacher will watch the clock and respect their need to wrap things up before the "bell", they are more likely to stay on task and use their time productively. Closure may be a reporting on what was accomplished during work time, putting away materials, review of the homework assignment, questions about what happens next, checking for understanding, or the assessment activity.
My definition of closure:
The closure aspect of the lesson is very important because it gives light to the purpose of the entire class period and sets an attainable goal by the whole class. Ideally, the class is somewhat responsible for contributing to reach that goal each day and the role of the teacher is to guide students to get there and not do every little thing for them (no spoonfeeding please). The closure activity can be very brief and right to the point. As a matter of fact, I almost prefer closing my days with a really brief activity at the very least because it's not very taxing and it takes very little time, and at the same time, it's meaningful and has a purpose. What is the purpose you may ask? It is simply to give the teacher a little gauge of where the students are in their thinking for that day and gives some concrete evidence of where they are at and should be according to the standards or objectives for that day.
List of resources for anticipatory set-
http://www.edulink.org/lessonplans/anticipa.htm
http://k6educators.about.com/od/lessonplanheadquarters/g/anticipatoryset.htm
A principle of learning that gives the teacher the opportunity to make a statement or ask a question that enables the student’s mind to focus and make positive transfer.
(source: edweb.fdu.edu/anyfile/BaldwinD/AntSet.ppt)
My definition of an anticipatory set:
Any form of communication that a teacher can use to help stimulate the minds of the students that is directed towards the day's lesson (it can be an activity, a question that is given, an icebreaker, written response, etc.)
http://www.okbu.net/ed/398/set.htm
http://crsd.wikispaces.com/message/view/home/44888164
Closure/Assessment (taken from the first source listed above)
Assessment is what you and your students do to demonstrate that you have met the lesson objectives. It may be the practice activity that follows the lesson where students apply the knowledge they've gained while you look over shoulders and give feedback; it may be a quiz over the lesson material; it may be a feedback session on the principles learned. Whatever the structure, it should be congruent with the anticipatory set and the lesson activities.
Research shows that classes that end with a specific closure activity reflect better student performance and behavior. Closure alerts students that "passing time" is near. If students recognize that the teacher will watch the clock and respect their need to wrap things up before the "bell", they are more likely to stay on task and use their time productively. Closure may be a reporting on what was accomplished during work time, putting away materials, review of the homework assignment, questions about what happens next, checking for understanding, or the assessment activity.
My definition of closure:
The closure aspect of the lesson is very important because it gives light to the purpose of the entire class period and sets an attainable goal by the whole class. Ideally, the class is somewhat responsible for contributing to reach that goal each day and the role of the teacher is to guide students to get there and not do every little thing for them (no spoonfeeding please). The closure activity can be very brief and right to the point. As a matter of fact, I almost prefer closing my days with a really brief activity at the very least because it's not very taxing and it takes very little time, and at the same time, it's meaningful and has a purpose. What is the purpose you may ask? It is simply to give the teacher a little gauge of where the students are in their thinking for that day and gives some concrete evidence of where they are at and should be according to the standards or objectives for that day.
List of resources for anticipatory set-
http://www.edulink.org/lessonplans/anticipa.htm
http://k6educators.about.com/od/lessonplanheadquarters/g/anticipatoryset.htm
A principle of learning that gives the teacher the opportunity to make a statement or ask a question that enables the student’s mind to focus and make positive transfer.
(source: edweb.fdu.edu/anyfile/BaldwinD/AntSet.ppt)
My definition of an anticipatory set:
Any form of communication that a teacher can use to help stimulate the minds of the students that is directed towards the day's lesson (it can be an activity, a question that is given, an icebreaker, written response, etc.)
Thursday, December 1, 2011
Inquiry and CMP Research
The CMP model is a very unique approach to teaching math. I have been recently introduced to it even within the past year or so. After experiencing math as a student through more of a direct instruction approach and practicing problem after problem to find one solid answer, it was really neat to see a different approach that has lots of research to back up its claims.
I think that one overall difference from CMP to the traditional style of teaching math is that CMP dives into more complex and applicable situations into the classroom. For example, instead of just writing out equations and simplifying them, CMP will use these concepts into investigative problems.
I feel that the CMP approach also has a sense of group work that is a valuable trait for students to foster and create for themselves. Math is not meant to be an individual journey but for great minds to come together and attack any problem at hand.
I think that one overall difference from CMP to the traditional style of teaching math is that CMP dives into more complex and applicable situations into the classroom. For example, instead of just writing out equations and simplifying them, CMP will use these concepts into investigative problems.
I feel that the CMP approach also has a sense of group work that is a valuable trait for students to foster and create for themselves. Math is not meant to be an individual journey but for great minds to come together and attack any problem at hand.
Thursday, November 3, 2011
Practicum- sharing a lesson
Currently, I do some part time tutoring with the Japanese international students at Willamette and work on grammar, sentence structure and just teach about the American style of writing to them.
Some of the objectives surround giving main ideas and explaining them in their own words and expressing their opinions to give the reader a clear thought. What I have observed in the past is that it is difficult for many of these students to understand the American style because they grew up in a system that was not as regulated and copyrighted like the U.S. likes to do.
So, what my role as a tutor is to find the students' weak areas in their writings and help them make adjustments and brush up on their clarity in their writing. What seems to help with these students is to simply just talk about what they wanted to say in their paper because many times, their writing doesn't fully express clearly what they want to say. I ask them lots of probing questions to get a more clear verbal answer and then help them with creating proper English sentences.
Checking for understanding:
I check for understanding with these students by reading/scanning over their assignments and evaluate their writing and critique it quickly and give them immediate feedback while making adjustments to their "mistakes" and create teaching moments with repeated mistakes.
Some of the objectives surround giving main ideas and explaining them in their own words and expressing their opinions to give the reader a clear thought. What I have observed in the past is that it is difficult for many of these students to understand the American style because they grew up in a system that was not as regulated and copyrighted like the U.S. likes to do.
So, what my role as a tutor is to find the students' weak areas in their writings and help them make adjustments and brush up on their clarity in their writing. What seems to help with these students is to simply just talk about what they wanted to say in their paper because many times, their writing doesn't fully express clearly what they want to say. I ask them lots of probing questions to get a more clear verbal answer and then help them with creating proper English sentences.
Checking for understanding:
I check for understanding with these students by reading/scanning over their assignments and evaluate their writing and critique it quickly and give them immediate feedback while making adjustments to their "mistakes" and create teaching moments with repeated mistakes.
Wednesday, October 19, 2011
Warm-ups in Math Education
Why do warm ups? Is it a waste of time? Is it really worth the bang for our buck?
Let me first start off by stating what I think the importance of using warm ups at the start of a class session. I will use a sports analogy here, for example, before the start of a game, a basketball player will commit some time beforehand to shoot some baskets, cover some drills, go over some plays and stretch! It'd be a foolish thing for the athlete to just jump right in to a game without properly warming up first. In a similar way in math, a student has to be forewarned about what to expect in the upcoming class whether it's a review of something in the past or just reviewing for the sake of reviewing.
Warm ups in math are crucial for students because it allows some time for the students to get settled down and ready to work. I've worked with teachers in the past that gave participation points for students to stay motivated in doing them. Providing warm ups are very simple to implement and does not cost the teacher much energy, money, or time. In my classroom, warm ups will be a form of informal assessment on a daily basis for me where I will strategically ask meaningful, well thought out problems that require critical thinking on my students' end and not just fluff problems that are just to pass the time. These warm ups will not just focus on computation, but the deeper rooted messages that problem solving requires.
Let me now show you an example of a poorly thought out warm up problem and one example of a more deeply thought out problem.
First, "What is the square root of 49?"
While this problem asks the student to regurgitate factual information, it lacks deeper critical thinking skills and does not apply to real life situations.
A better example would be:
A farmer wants to build a fence around part of his yard. He measures the sides which are all equal and there are 4 sides total, and 12 ft each. How much fencing will he need to buy if each foot costs him $5?
Let me first start off by stating what I think the importance of using warm ups at the start of a class session. I will use a sports analogy here, for example, before the start of a game, a basketball player will commit some time beforehand to shoot some baskets, cover some drills, go over some plays and stretch! It'd be a foolish thing for the athlete to just jump right in to a game without properly warming up first. In a similar way in math, a student has to be forewarned about what to expect in the upcoming class whether it's a review of something in the past or just reviewing for the sake of reviewing.
Warm ups in math are crucial for students because it allows some time for the students to get settled down and ready to work. I've worked with teachers in the past that gave participation points for students to stay motivated in doing them. Providing warm ups are very simple to implement and does not cost the teacher much energy, money, or time. In my classroom, warm ups will be a form of informal assessment on a daily basis for me where I will strategically ask meaningful, well thought out problems that require critical thinking on my students' end and not just fluff problems that are just to pass the time. These warm ups will not just focus on computation, but the deeper rooted messages that problem solving requires.
Let me now show you an example of a poorly thought out warm up problem and one example of a more deeply thought out problem.
First, "What is the square root of 49?"
While this problem asks the student to regurgitate factual information, it lacks deeper critical thinking skills and does not apply to real life situations.
A better example would be:
A farmer wants to build a fence around part of his yard. He measures the sides which are all equal and there are 4 sides total, and 12 ft each. How much fencing will he need to buy if each foot costs him $5?
Thursday, October 6, 2011
Appropriate Use of Technology
The illumination that I selected to talk about is called Turtle Pond. This activity is directed to a K-8 audience and works on basic computer skills along with directional and measurement skills. Basically, the purpose of the illumination is to direct the turtle to the pond filled with nice lilly pads are at nice and safely. On the left hand side of the screen, are some directional arrows that the user can command the turtle to move in any direction. It gets more challenging as you play; where you can add boulders and trees that get in the way of the turtle's path, and you must avoid them to get to the pond.
This game reinforces distance, measurement, and directional skills. It is a very simple game and I do believe that it does a great job of showing kids how to manipulate the directions. However, I would just use it very minimally and in supplement to real manipulatives that are hands-on. The use of this technology does has some advantages over hands-on materials in that it takes up less room and doesn't involve a big mess like blocks or big shapes may have. Another advantage of using the computer as a medium for honing these skills is that many of them will enter possible professions that will require them to have certain computer skills and therefore we are helping to foster some of these basic skills early on in the classroom. Does it take away from the "old school" of learning though? That is an issue that I see more and more today; like we are getting out of touch with fundamentals and relying on technology more and doing less thinking because we entrust a machine to do virtually everything for us. Like stated before, I am not super opposed to using technology in the classroom, but I would just use it as a supplement and not make it a main focus. If I were in charge of this particular lesson, I would use tangible items such as meter sticks, tape measures, and use outdoor objects and have the students go outside to conduct these measurements. It will help them to see actual real life distances and then scaling them down on a screen.
This game reinforces distance, measurement, and directional skills. It is a very simple game and I do believe that it does a great job of showing kids how to manipulate the directions. However, I would just use it very minimally and in supplement to real manipulatives that are hands-on. The use of this technology does has some advantages over hands-on materials in that it takes up less room and doesn't involve a big mess like blocks or big shapes may have. Another advantage of using the computer as a medium for honing these skills is that many of them will enter possible professions that will require them to have certain computer skills and therefore we are helping to foster some of these basic skills early on in the classroom. Does it take away from the "old school" of learning though? That is an issue that I see more and more today; like we are getting out of touch with fundamentals and relying on technology more and doing less thinking because we entrust a machine to do virtually everything for us. Like stated before, I am not super opposed to using technology in the classroom, but I would just use it as a supplement and not make it a main focus. If I were in charge of this particular lesson, I would use tangible items such as meter sticks, tape measures, and use outdoor objects and have the students go outside to conduct these measurements. It will help them to see actual real life distances and then scaling them down on a screen.
Standards, Standards, Everywhere
As I looked through the 3 different sets of standards online, I got a sense of each one trying to create an individual name for itself, and therefore did not get a sense of unity or having a common goal. As I looked further into each resource, I found that each site was saying practically the same thing but just used a different way of communicating it with the verbage.
The subject area that I researched was in middle school math in the topic of geometry and measurement. In the Common Core standards site, they broke down the topics very clearly and used less formal language to communicate what the students should be able to do at the end of each unit. It didn't necessarily tell the teacher how to present the information which is great I think because it gives teachers flexibility to use whatever activities they want to use. In the NCTM site, the language they used was a little more formal compared to the Common Core resource, but was still understandable for me to interpret. Lastly, in the Connected Math standards, they presented the topics by grade level and associated them with specific workbooks (ones you find at teacher supply stores) that have catchy titles in an attempt to grab students' interest. Overall, each of the standards' sites presented similar topics, but just had their own language to convey their message, and because of the competition aspect of these three resources, I didn't get the feeling of unity that I'd like to see in the education realm; especially when it comes to teaching to standards.
The subject area that I researched was in middle school math in the topic of geometry and measurement. In the Common Core standards site, they broke down the topics very clearly and used less formal language to communicate what the students should be able to do at the end of each unit. It didn't necessarily tell the teacher how to present the information which is great I think because it gives teachers flexibility to use whatever activities they want to use. In the NCTM site, the language they used was a little more formal compared to the Common Core resource, but was still understandable for me to interpret. Lastly, in the Connected Math standards, they presented the topics by grade level and associated them with specific workbooks (ones you find at teacher supply stores) that have catchy titles in an attempt to grab students' interest. Overall, each of the standards' sites presented similar topics, but just had their own language to convey their message, and because of the competition aspect of these three resources, I didn't get the feeling of unity that I'd like to see in the education realm; especially when it comes to teaching to standards.
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