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Light Bulb Laboratory: An Inquiry-Based & Discovery Learning Approach for Math Lindsey Reinert & Diana Caldeir

Light Bulb Laboratory: An Inquiry-Based & Discovery Learning Approach for Math Lindsey Reinert & Diana Caldeira. KUDOs. Know: How to “Turn on the Light Bulb” to support the development of mathematical critical thinkers and creative problem solvers for the future Understand:

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Light Bulb Laboratory: An Inquiry-Based & Discovery Learning Approach for Math Lindsey Reinert & Diana Caldeir

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  1. Light Bulb Laboratory: An Inquiry-Based & Discovery Learning Approach for Math Lindsey Reinert & Diana Caldeira

  2. KUDOs • Know: • How to “Turn on the Light Bulb” to support the development of mathematical critical thinkers and creative problem solvers for the future • Understand: • How to use these math resources to expand problem solving skills • Empower your gifted students to be inquiry-based learners, not only in mathematics, but in real life situations. • Do: • Explore how to use these math resources to expand problem solving skills. • Implement logic problems, puzzlers, and manipulative games in everyday math instruction

  3. Research

  4. National Association for Gifted Children Pre-K–Grade 12 Gifted Program Standards Gifted Education Programming Criterion: Program Design Excerpt: Flexible groupings of students must be developed in order to facilitate differentiated instruction and curriculum. Learning opportunities for gifted learners must consist of a continuum of differentiated curricular options, instructional approaches, and resource materials. http://www.nagc.org/uploadedFiles/PDF/Standards_PDFs/k12%20GT%20standards%20brochure.pdf

  5. Colorado Model Content Standards Within every Colorado State Standard is the directive to engage students in activities that encourage: • problem-solving situations • communicating reasoning used in solving these problems http://www.cde.state.co.us/cdeassess/documents/OSA/standards/math.htm

  6. Logical-Mathematical IntelligencesMultiple Intelligences Menu • Ability to detect patterns • Approach problems logically • Reason deductively • Adept at math and science • Manipulate numbers, quantities, and operations • Typically precise and methodical • Prefer ordered and sequential activities • Currently highly valued by society http://www.cortland.edu/psych/mi/logical.html http://www.cortland.edu/psych/mi/MI-menu.html

  7. 30 minute session • Check list of tasks • Commit to the task until completed • On-going conferencing • Mini-lessons • Differentiated by student readiness and skill ability

  8. Tasks include: • Puzzlers • Kid’s corners • Logic problems • Logic games • Dice games • Problem solving • Thinking games • Scholastic Dynamath Magazines • Online computer math games • http://www.internet4classrooms.com/index.htm

  9. Within the learning center students have access to a variety of manipulatives: • Dice • Playing cards • Toothpicks • Pattern blocks • Money • Base ten blocks • Unifix cubes • Straws • Measuring scale

  10. The focus for each Light Bulb Lab is an extension of the math content • For example: • Computation skills • Number Sense • Addition • Subtraction • Multiplication • Multiples • Division

  11. _____________ Puzzler  _____________ Logic Game _____________ Dice Game _____________ Logic Problem _____________ Kid’s Corner _____________ Thinking Games _____________ DynaMath _____________ Problem Solving _____________ Computer Math Games ------------------------------------------------------ _____________ Group Activity _____________ Partner Activity _____________ Individual Activity _____________ Your Choice Math Light Bulb Lab Check-list

  12. Differentiated by three levels of readiness: Below Grade Level Grade Level Above Grade Level A variety of tasks for each level of readiness A variety of learning preferences • Tactile • Visual/Spatial • Auditory • Kinesthetic Individuals or Partners Choice

  13. Below Grade Level • Puzzle Cards • Seek and Find Twelve • Missing addend game (square fourteen) • Developing skills and making connections with using addition and subtraction facts • These activities will be working with making combinations within addition and subtraction • Manipulation of a variety of numbers that can create one total.

  14. Below Grade Level • Dice Game • Relationships between number families • Support in making the connection between fact families

  15. Below Grade Level • Scholastic Dynamath • Manipulate real life data (calendar dates) to make combinations within subtraction and addition • Connect to real life problems the students are trying to solve • Makes the purpose of the math skill applicable.

  16. Grade Level • Puzzler cards • Domino dot addition (5) • Domino dot addition (5A) • Developing skills and making connections using larger digits within addition, subtraction, and multiplication. • Manipulate domino’s creating combinations.

  17. Grade Level • Scholastic Dynamath • Manipulate real life data (football scores) to make combinations within multiplication and addition • Real Life Focus and Purpose

  18. Grade Level • Puzzler card • Fabulous Function Machines (1) • Fact families within addition, subtraction & multiplication. • Above Grade Level • Puzzler card • Nimble Number Games (4) • Connections across multiple areas (addition, subtraction, multiplication & division.)

  19. Above Grade Level • Puzzler cards • Cross number squares (4) • Fabulous Function Machines (2) • Making connections using addition, subtraction, multiplication & division. • Support student growth in understanding relationships between mathematical computation facts. (+,-,x, /)

  20. Above Grade Level • Dice Game • Four or More game • Focusing on multiplication and division facts • Connections between the two principles • Partners or a group of three

  21. Above Grade Level • Scholastic Dynamath • This task has students manipulating large digit numbers within addition, subtraction, multiplication & division. • The task is working with real life amounts within technology. • bytes, megabytes, memory • Students will be demonstrating their understanding of multiple computation within one task.

  22. All levels in one task card • Kids’ Corner • Below Grade Level • Number Jumble • Grade Level • Number Jumble • Above Grade Level • More Challenging

  23. School-wide Implementation

  24. Tips for Implementation • Evaluate Resources • Grants • PTA • Fund Raisers • Select coordinator • Parent Volunteer • Para • Nuts and Bolts • Construction • Organizing a Rotational System • Choosing Appropriate Resources • Documentation

  25. Closure • Restate purpose • Wiki-link: http://gtresourceteacherjeffco.wikispaces.com/CAGT+2009

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