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Reviewing Week 4&5. Principles of Learning and Teaching – Math/Science EDU312. All will be well. I suspect that you are feeling anxious about teaching. That is normal and I would be worried if you weren’t anxious. First, you will not irreparably harm children.
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Reviewing Week 4&5 Principles of Learning and Teaching – Math/Science EDU312
All will be well • I suspect that you are feeling anxious about teaching. That is normal and I would be worried if you weren’t anxious. • First, you will not irreparably harm children. • Second, whether you believe it or not all the children want you to succeed – they all want to learn. • Third, teaching is personal and a gift you give. All gifts are good ones, even the ugly sweater. • Fourth, teaching is rocket science. It’s the hardest job you will always love.
Backing up a little… CGI • We quickly reviewed some important pieces of CGI that I want to remind you about problem types: • Join (Result Unknown, Change Unknown, Start Unknown) • Separate (Result Unknown, Change Unknown, Start Unknown) • Part-part-whole (whole or part unknown) • Compare (quantity unknown, difference unknown, referent unknown) • Multiplication • Measurement and Partitive Division.
Core Ideas from the past two weeks… • We spent some time thinking about students’ status in mathematics learning. • From Smarter Together we were challenged to think about gender roles in groups. Girls tend to be marginalized in mathematics due to social/cultural misunderstandings. • Jamar and Pitts challenge us to think about racial stereotypes. They recommend changing perceptions of students abilities. This includes considering students’ prior knowledge, engaging students actively, and promoting understanding before skills. • It is important to think about status when planning group learning and group worthy tasks. How will different students’ statuses affect their participation.
Core Ideas – continued The notion of multiple abilities treatment, which involves thinking about the variety of skills and abilities needed to succeed in a task, can be both a pedagogical strategy and a principle of practice. • As a strategy this is a reminder to think about complexity of tasks. • As a principle of practice this reminds us to not view ability as fixed or discrete. This is both an issue of differentiation for learning and access and equity. There are a set of considerations to making tasks groupworthy: • Emphasis on norms and skills for communicating ideas • Group product with explicit mathematical criteria • Individual work demonstrates understanding of math • There is a plan for checking individual and group work.
CoreIdeas - status We also thought more about the ways that status is not just an individual issue, but an issue of rethinking how groups work collaboratively. There may be value in rethinking rather than how to raise status of an individual, changing the norms of the group in terms of status. Some strategies include: • Assigning competence • Huddles • Participation Quizzes (or annotations)
Big Ideas - continued Another consideration was how curriculum can constrain teaching. The text observed that texts are often organized around operations and skills rather than conceptual learning. This means teachers have to work to focus on the concepts that children are learning and use these ideas to drive instruction. May require: • Highlighting concepts • Modifying tasks • Considering the context, not letting it overwhelm the task
The reading we didn’t do: The NCTM standards talked about strands of proficiency. The authors argue that these are intertwined like a rope. • conceptual understanding—comprehension of mathematical concepts, operations, and relations • procedural fluency—skill in carrying out procedures flexibly, accurately, efficiently, and appropriately • strategic competence—ability to formulate, represent, and solve mathematical problems • adaptive reasoning—capacity for logical thought, reflection, explanation, and justification • productive disposition—habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy. This may seem much different than the CCSS, but in reality there is a lot of overlap. A key is that these strands are intertwined.
