I was slightly caught off guard by the fact that our student seems to have a positive view on math. I was honestly expecting a student at such a young age to be somewhat against math. However, our student enjoyed math and understood that the subject can be applied outside the four walls of the classroom. The student is an extremely focused student making it easy for her to shut out distractions in the class. It is important to remember that the student we interviewed is only entering her second year of secondary school math, so thus far she has only be exposed to one high school level math teacher.
I was extremely impressed with our student’s enthusiasm about math, and she seems like a student that you would enjoy teaching. She enjoys learning through the traditional lecture style of teaching as she can take home her notes to reflect on. As teachers we need to realize that not all students will learn best like this, and it is important to work with students in a way where all can be successful. Our student is able to see the connection with math in everyday life, and told us that she uses math outside the class for example when shopping or cooking. I think that this interview showed us that students do not necessarily come into your class with a dislike for math but may develop it through poor experiences in the class.
We ended up interviewing two teachers but there were some distinct similarities and differences in the answers provided by both. I found it interesting that both teachers told us that they primarily lecture, but do attempt to use other collaborative methods for the students. However, you could tell that one of the teachers felt slightly limited at times due to provincial testing but noted that this is changing because the provincial exam is now optional. I would have seem myself in a similar position in that I would have felt as though I had to teach to the test and did not want to jeopardize a student’s future. I think it is important to be inclusive to all students and both teachers understood the questions in different ways but both answers in my opinion need to be included. We must include the students with special needs and also include all students in general.
When assessing students both teachers mentioned tests and homework, but one left it at that while the other mentioned group work and other assessment tools. I think it is important that we use a wide variety of teaching styles, as not everyone will excel on a test where u get one chance. Furthermore, one teacher mentioned that at teams we as teachers need to be the student, I think this is important in that it will make students more comfortable and help us grow as teachers. When looking at the difficulties in teaching math we need to realize that at times it might be difficult to teach math and also at times it’s going to be hard on the students to relate concepts. It is important that we engage the class with fresh teaching methods; we don’t want students getting bored in class because all they do is expect the same thing to happen in every class. We also need to realize that students will have questions and I was told that a typical on is “when are we going to use this?", and that the way we answer this question will tell the students a lot about what we think of the material. So I think it is important that we have a passion for the subject and more so a passion for teaching all of our students.
Monday, September 29, 2008
Another Teacher Response
I also sent out our questions to another teacher, this teacher is a male math teacher in Surrey.
What kind of teaching style do you use?
I primarily use lecture type, especially with senior classes 10-12, however, with the junior classes you have more flexibility to do collaborative learning. In grade 10 and grade 12, I must prepare the student for the provinical exam, however, with the grade 12 exam now optional, I believe that there are various other activities I can promote within the classroom to elaborate on the curriculum.
What do you do to ensure that your classroom is an inclusive one?
Select different students to answer questions, use the entire classroom so that no one feels left out, students help create evaluation scheme for semester/term
If you lose control of a class how do you regain control?
I believe that the your first interaction determines how you manage a classroom. It is within your first interactions with students that you must present your expectations and outline any rules, policies and procedures that you have for them. And then be consistent.
How do you assess your students and in which ways?
Tests, quizzes, homework checks, group assignments, student teaching (get them to illustrate how they do problems on the board - you become a student)
What is the most challenging part of teaching math?
To relate how Math connects with realworld situations. You need to be prepared to deal with the question "when are we going to use this?" How you decide to answer this question, informs the students about your passion for the subject matter.
What kind of teaching style do you use?
I primarily use lecture type, especially with senior classes 10-12, however, with the junior classes you have more flexibility to do collaborative learning. In grade 10 and grade 12, I must prepare the student for the provinical exam, however, with the grade 12 exam now optional, I believe that there are various other activities I can promote within the classroom to elaborate on the curriculum.
What do you do to ensure that your classroom is an inclusive one?
Select different students to answer questions, use the entire classroom so that no one feels left out, students help create evaluation scheme for semester/term
If you lose control of a class how do you regain control?
I believe that the your first interaction determines how you manage a classroom. It is within your first interactions with students that you must present your expectations and outline any rules, policies and procedures that you have for them. And then be consistent.
How do you assess your students and in which ways?
Tests, quizzes, homework checks, group assignments, student teaching (get them to illustrate how they do problems on the board - you become a student)
What is the most challenging part of teaching math?
To relate how Math connects with realworld situations. You need to be prepared to deal with the question "when are we going to use this?" How you decide to answer this question, informs the students about your passion for the subject matter.
Summary of Student/Teacher Questions
STUDENT:
The student our group interviewed has just started her second year in high school, located in Victoria, BC. She has recently started a job and recognizes that the math skills that she has learned in the classroom carry over into every day tasks. When dealing with money she uses her knowledge of decimals, percents, fractions, etc. She is aware when her basic math skills are used in every day situations. Because of this, the student knows that learning math skills in school is important for everyone, regardless of how far they extend their math education. Although she can find math frustrating when new concepts are introduced, she is the type of student that persists and asks questions until she is comfortable with the material. The fact that she enjoys math class helps her work towards a better understanding. We have discusses many forms of teaching and learning for the students in a classroom but this student prefers reflecting on her notes at the end of the day. She feels it important to have a hard copy of what the important concepts were that she learned that day. She realizes that auditory learning is not always for her, so she accommodates by organizing her notes. She is very focused in the classroom and doesn’t let her surroundings distract her. This is useful for her learning style as she relies on her memory to help her connect concepts taught from class to class.
TEACHER:
1) What kind of teaching style do you follow?
I lecture the basics and until the required lesson has been taught, but then I initiate group work, projects, collaboration, peer-peer helping. I try to get the kids as hands-on as possible. I taught shop class for a long time, and you don't learn how to make something by watching, so they have to actually practice. they have to ask questions and think critically, which doesn't happen as often in a lecture-based environment.
2) What do you do to ensure that your classroom is an inclusive one?
It’s important to read files that accompany students with special needs. The first step is to understand your students and figure out how they are going to learn best. Then it's just a matter of facilitating an environment that is conducive to those needs. Utilize support works - that's what they're there for. And obviously, be an example; be accepting of all races, sexualities, cultures. It comes down to the golden rule, treat others as you'd want to be treated.
3) How do you regain control of a class after you've lost control?
Establish authority among your students from day one. Create a respectful environment; respect your students and students will usually reciprocate that respect. Deal with difficult kids one to one as much as possible, rather than singling them out among their classmates, which can escalate a situation. Physically move over to a loud area; you don't even have to say anything a lot of the time.
4) How do you assess students and in which ways?
Mathematics is different from a lot of other subject areas. There isn’t much room for points with creativity, inventiveness, or effort; the students have to know what is taught in the curriculum. 90% of the grade in my math class is from written examinations, and only 10% comes from homework. It sounds unreasonable to some, but I think its good preparation for university, where you have 50% finals. We have lots of quizzes thrown in, so all the weight isn't on their end exam.
5) What is the most challenging part of teaching math?
Keeping the subject fresh and interesting and relevant is important. It’s so easy to be lazy and stand up in front of the class and lecture straight out of the text. But in order to challenge students of all abilities, you have to make the classroom a community in such a way that if a few people are failing, the whole group is weaker for it. You have to get everyone involved and active, which takes a lot of effort.
The student our group interviewed has just started her second year in high school, located in Victoria, BC. She has recently started a job and recognizes that the math skills that she has learned in the classroom carry over into every day tasks. When dealing with money she uses her knowledge of decimals, percents, fractions, etc. She is aware when her basic math skills are used in every day situations. Because of this, the student knows that learning math skills in school is important for everyone, regardless of how far they extend their math education. Although she can find math frustrating when new concepts are introduced, she is the type of student that persists and asks questions until she is comfortable with the material. The fact that she enjoys math class helps her work towards a better understanding. We have discusses many forms of teaching and learning for the students in a classroom but this student prefers reflecting on her notes at the end of the day. She feels it important to have a hard copy of what the important concepts were that she learned that day. She realizes that auditory learning is not always for her, so she accommodates by organizing her notes. She is very focused in the classroom and doesn’t let her surroundings distract her. This is useful for her learning style as she relies on her memory to help her connect concepts taught from class to class.
TEACHER:
1) What kind of teaching style do you follow?
I lecture the basics and until the required lesson has been taught, but then I initiate group work, projects, collaboration, peer-peer helping. I try to get the kids as hands-on as possible. I taught shop class for a long time, and you don't learn how to make something by watching, so they have to actually practice. they have to ask questions and think critically, which doesn't happen as often in a lecture-based environment.
2) What do you do to ensure that your classroom is an inclusive one?
It’s important to read files that accompany students with special needs. The first step is to understand your students and figure out how they are going to learn best. Then it's just a matter of facilitating an environment that is conducive to those needs. Utilize support works - that's what they're there for. And obviously, be an example; be accepting of all races, sexualities, cultures. It comes down to the golden rule, treat others as you'd want to be treated.
3) How do you regain control of a class after you've lost control?
Establish authority among your students from day one. Create a respectful environment; respect your students and students will usually reciprocate that respect. Deal with difficult kids one to one as much as possible, rather than singling them out among their classmates, which can escalate a situation. Physically move over to a loud area; you don't even have to say anything a lot of the time.
4) How do you assess students and in which ways?
Mathematics is different from a lot of other subject areas. There isn’t much room for points with creativity, inventiveness, or effort; the students have to know what is taught in the curriculum. 90% of the grade in my math class is from written examinations, and only 10% comes from homework. It sounds unreasonable to some, but I think its good preparation for university, where you have 50% finals. We have lots of quizzes thrown in, so all the weight isn't on their end exam.
5) What is the most challenging part of teaching math?
Keeping the subject fresh and interesting and relevant is important. It’s so easy to be lazy and stand up in front of the class and lecture straight out of the text. But in order to challenge students of all abilities, you have to make the classroom a community in such a way that if a few people are failing, the whole group is weaker for it. You have to get everyone involved and active, which takes a lot of effort.
Monday, September 22, 2008
TPI Results and Reflection
Gary Atwal here are your TPI scores:
Transmission total: (Tr) 31.00B=11; I=10; A=10
Apprenticeship total: (Ap) 36.00B=11; I=13; A=12
Developmental total: (Dv) 35.00B=10; I=13; A=12
Nurturance total: (Nu) 38.00B=13; I=14; A=11
Social Reform total: (SR) 30.00B=11; I=9; A=10
Beliefs total: (B) 56.00
Intention total: (I) 59.00
Action total: (A) 55.00
Mean: (M) 34.00
Standard Deviation: (SD) 3.03
HiT: (HiT) 37.00
LoT: (LoT) 31.00
Overall Total: (T) 170.00
For this test I scored high in the nurturance, apprenticeship and developmental categories. I agree with the findings because I believe this is the type of teacher I strive to be. Having had experience in Human Kinetics which is part of the Faculty of Education, I have been learning about safe environments and inclusive teaching. I want to be able to provide both of those for my students. I think that this test shows my intentions as a teacher, and I feel that the scores are somewhat accurate.
Transmission total: (Tr) 31.00B=11; I=10; A=10
Apprenticeship total: (Ap) 36.00B=11; I=13; A=12
Developmental total: (Dv) 35.00B=10; I=13; A=12
Nurturance total: (Nu) 38.00B=13; I=14; A=11
Social Reform total: (SR) 30.00B=11; I=9; A=10
Beliefs total: (B) 56.00
Intention total: (I) 59.00
Action total: (A) 55.00
Mean: (M) 34.00
Standard Deviation: (SD) 3.03
HiT: (HiT) 37.00
LoT: (LoT) 31.00
Overall Total: (T) 170.00
For this test I scored high in the nurturance, apprenticeship and developmental categories. I agree with the findings because I believe this is the type of teacher I strive to be. Having had experience in Human Kinetics which is part of the Faculty of Education, I have been learning about safe environments and inclusive teaching. I want to be able to provide both of those for my students. I think that this test shows my intentions as a teacher, and I feel that the scores are somewhat accurate.
Assignment 1 - Questions
5 Questions for Student:
- Can you apply what you learn in math outside the classroom?
- Why do you think we need math?
- Is there anything about math that intimidates you?
- What is you preferred learning style?
- What do you remember most about math class?
5 Questions for Teacher:
- What kind of teaching style do you use?
- What do you do to ensure that your classroom is an inclusive one?
- If you lose control of a class how do you regain control?
- How do you assess your students and in which ways?
- What is the most challenging part of teaching math?
Response to Article
I feel that as math teachers more so than any other subject we need to work harder to engage the minds of your students. Many students look at math in a negative due to past experiences, thus we must try to bring them back to math. Different styles of teaching will engage students to learn more and participate in class with greater enthusiasm. I also think it is important to teach our students with understanding and not just turn them into robots; we need to teach them skills that they can use further in life. Furthermore it is essential that students do not just memorize formulas but implement techniques and strategies that can be used in different situations and adapted outside of the school setting.
Different teaching styles will enable to students to be more active in learning. If we allow students to teach one another, we will also encourage student development within the social aspect of life, as students will be interacting with each other. Also learning from other students allows students to see different styles and relate to one another.
Different teaching styles will enable to students to be more active in learning. If we allow students to teach one another, we will also encourage student development within the social aspect of life, as students will be interacting with each other. Also learning from other students allows students to see different styles and relate to one another.
Email Convo Between Two Past Students - 2 Letters Part 2
Hi Tom,
Nice hearing from you again, I hope all is well. Anyways, I remember Mr. Atwal as well, but for a different reason than yours. Mr. Atwal seemed to enjoy teaching and wanted to use different activities to make sure the classroom didn’t get stale. I liked the way he taught, he taught us techniques that we could apply to our lives and I still use some of them! If it wasn’t for all those “silly” activities that the PE teacher provided us with I don’t know if I would have passed the course. It was so much easier to learn from peers and ask them questions without feeling stupid. I was getting bored of those old math teachers just lecturing and testing, and usually with a scantron so they didn’t have to mark it. Mr. Atwal realized that not all people learn the same and not all can excel at writing tests so he provided us with many avenues for learning and assessment. Just my thoughts, talk to you soon. John
Nice hearing from you again, I hope all is well. Anyways, I remember Mr. Atwal as well, but for a different reason than yours. Mr. Atwal seemed to enjoy teaching and wanted to use different activities to make sure the classroom didn’t get stale. I liked the way he taught, he taught us techniques that we could apply to our lives and I still use some of them! If it wasn’t for all those “silly” activities that the PE teacher provided us with I don’t know if I would have passed the course. It was so much easier to learn from peers and ask them questions without feeling stupid. I was getting bored of those old math teachers just lecturing and testing, and usually with a scantron so they didn’t have to mark it. Mr. Atwal realized that not all people learn the same and not all can excel at writing tests so he provided us with many avenues for learning and assessment. Just my thoughts, talk to you soon. John
Email Convo Between Two Past Students - 2 Letters Part 1
Hey John,
I was just thinking back to the good old days of high school, where life was easy. And I started thinking about which classes I struggled in. Remember Mr. Atwal, I really couldn’t understand where he was coming from when he taught math. It was like they just stuck a PE teacher in a math classroom. All those activities that he had us do were pointless, like seriously just lecture and let me learn it for the test. All that group work threw me off because I would just sit there and watch all the other kids do the work and then throw my name on it. I still passed the course, but it just seemed like a waste of time with all his activities and different types of testing. Why couldn’t he just be the conventional math teacher that we have been used to here is the lecture here is the test its simple really.
Tom
I was just thinking back to the good old days of high school, where life was easy. And I started thinking about which classes I struggled in. Remember Mr. Atwal, I really couldn’t understand where he was coming from when he taught math. It was like they just stuck a PE teacher in a math classroom. All those activities that he had us do were pointless, like seriously just lecture and let me learn it for the test. All that group work threw me off because I would just sit there and watch all the other kids do the work and then throw my name on it. I still passed the course, but it just seemed like a waste of time with all his activities and different types of testing. Why couldn’t he just be the conventional math teacher that we have been used to here is the lecture here is the test its simple really.
Tom
Greatest Teaching Hopes
My greatest hopes for myself as a teacher firstly are that I can motivate the students to enjoy math. I wasn’t to provide the students with an environment where they enjoy coming to class. I want to encourage students to think for themselves and develop their own thoughts. Furthermore, I want to challenge students, I never want my students to be content with where they are; I want to challenge them to push them further. Finally I also want to teach in a variety of techniques, I don’t want the students coming to class with the expectations of being bored.
My greatest concerns are that my students are going to have previous negative view of the subject and not get interested in what is being taught. I am also concerned that with the new teaching styles being implemented, whether some students would shut them out and not grasp the concept or the “bigger picture”.
My greatest concerns are that my students are going to have previous negative view of the subject and not get interested in what is being taught. I am also concerned that with the new teaching styles being implemented, whether some students would shut them out and not grasp the concept or the “bigger picture”.
Micro Teaching Self Reflection
During my micro teaching lesson I thought that my progressions and steps in learning went well. I believe I was well organized and for the most part spoke in a clear and understandable voice. I also feel that I was able to use good eye contact when speaking to the others. I also think that the use of a mini lecture, and then bringing in props for the students to touch and use hit various learning styles.
If I were to teach this lesson again I think that I would come more prepared I feel that I was reading off my lesson plans and notes to much. I think that I would also try to engage more students through questions, because although I was asking questions they seemed to be dominated by one or two students so I think it’s important to work harder in involving all students.
I took the micro teaching lesson as a lesson where lack of previous knowledge was done, so I would expect to score low in bridging to prior knowledge as this was an independent lesson. The only comment made about development was with regards to timing. I finished my lesson with about one minute left so with some additional planning I am sure I could have filled the entire ten minutes as I did have other activities in mind when planning.
If I were to teach this lesson again I think that I would come more prepared I feel that I was reading off my lesson plans and notes to much. I think that I would also try to engage more students through questions, because although I was asking questions they seemed to be dominated by one or two students so I think it’s important to work harder in involving all students.
I took the micro teaching lesson as a lesson where lack of previous knowledge was done, so I would expect to score low in bridging to prior knowledge as this was an independent lesson. The only comment made about development was with regards to timing. I finished my lesson with about one minute left so with some additional planning I am sure I could have filled the entire ten minutes as I did have other activities in mind when planning.
Memorable Math Teachers
My most memorable math teacher would have to be Mr. Mosely, at Tamanawis Secondary School. When you went to his class you knew that you weren’t going too bored by some boring math lecture. His class was typically based on lectures from himself, which is only one teaching style. However, in my times in high school this seemed like the typical and common practice. Mr. Mosely did however keep is lectures engaging, which some teachers were unable to do. He had a sense of humor which about 10 years ago was lacking in a math class. To say his class was only based on lectures is not totally fair to him as well, he was not like a drill sergeant in that nobody could talk and he expected complete silence. After finishing his lesson he allowed students to work in partners and/or small groups on problems which would allow students to understand topics from different points of view. Mr. Mosely was a very open and understanding professor and he created a teaching environment that encouraged learning. He was always available to provide extra help to those in need of it and always put in time to help students.
Another memorable teacher for me was Mr. Nagra. Mr. Nagra had good intentions but really lacked the qualities of a professional teacher. His lessons were disorganized and choppy. There were times in the year where he would make massive mistakes during the lesson and needed students to essentially teach the class, this could be seen as another teaching style. However, it was not effective as students lost respect for the teacher. I vividly remember Mr. Nagra creating his own formulas and techniques that would work for certain questions, however could not be applied universally, this was very frustrating.
Another memorable teacher for me was Mr. Nagra. Mr. Nagra had good intentions but really lacked the qualities of a professional teacher. His lessons were disorganized and choppy. There were times in the year where he would make massive mistakes during the lesson and needed students to essentially teach the class, this could be seen as another teaching style. However, it was not effective as students lost respect for the teacher. I vividly remember Mr. Nagra creating his own formulas and techniques that would work for certain questions, however could not be applied universally, this was very frustrating.
Thursday, September 11, 2008
Lesson Plan
How to Dress for the Outdoors
Objective:
- Students will be able to layer clothing to provide maximum protection against various weather conditions.
Lesson:
- Introduce Basics of Layering
Ask students why we layer and how it is effective
1 minute - Introduce 3 Different Layering Levels
Base layer, mid layer, outer layer
Ask students for examples of each and of what would make a bad layer for that level
4 minutes - Go into specifics of outer different outer layers
Wind resistance, waterproofing, insulated, rain wear
Show examples – rain jacket, windproof jacket
Ask questions that illustrate students' learning
3 Minutes - Activity
Spill clothes on the ground and ask participants to develop an effective layering system from the provided clothing.
Alternative:
Split group into pairs and have one develop a good layering system and the other develop a poor layering system then justify their choices to the group – more individual learning
2 minutes
Total = 10 minutes
Equipment:
- Varying types of clothing
- Under armor/Adidas base layer
- Fleece
- Rain jacket
- Wind proof jacket
- Cotton shirts
- Cotton sweat pants
- Wind/water resistant pants
Safety:
- There should not be a concern with safety as most of the session is instruction through me and then a small activity from what was learned.
The session does not involve any vigorous physical activity.
Conclusion:
- The activity at the end of the lesson will allow for the participants to demonstrate that they have in fact learned the basics to layering.
Allowing the participants to develop a layering system will reinforce what they have learned.
Response - Relational and Instrumental Understanding
The article Relational Understanding and Instrumental Understanding by Richard R. Skemp looks at the two models of understanding with a bias towards rational thinking. After reading the article I found that I agree with the author’s position on the two methods of understanding. I think that teaching using a rational understanding method will benefit students over the long term. Although it is harder to teach using a rational understanding method, the overall end product of this type knowledge will allow for individuals to adapt to various situations.
Instrumental understanding is extremely limited to specific situations. Instrumental knowledge is very one way, and lacks the adaptability provided through rational understanding. Instrumental understanding is very direct and if implemented correctly should provide correct answers with minimal work. This technique provides formulas where one can simply plug in numbers; however, this limits the learner from understanding why those specific values are used. Instrumental understanding involves a lot of memorization of specific rules that can only be applied to one situation, thus a great amount of time and effort must be spent on specific topics.
In the end I feel that rational understanding, although more difficult to both teach and learn, provides the greater form knowledge due to the flexibility it provides. Instrumental understanding is simple and easy to teach and understand, however, the student does not learn as much as they actually memorize specific rules. In closing I feel that if we want our students to expand their knowledge base we need to implement more rational techniques of teaching.
Instrumental understanding is extremely limited to specific situations. Instrumental knowledge is very one way, and lacks the adaptability provided through rational understanding. Instrumental understanding is very direct and if implemented correctly should provide correct answers with minimal work. This technique provides formulas where one can simply plug in numbers; however, this limits the learner from understanding why those specific values are used. Instrumental understanding involves a lot of memorization of specific rules that can only be applied to one situation, thus a great amount of time and effort must be spent on specific topics.
In the end I feel that rational understanding, although more difficult to both teach and learn, provides the greater form knowledge due to the flexibility it provides. Instrumental understanding is simple and easy to teach and understand, however, the student does not learn as much as they actually memorize specific rules. In closing I feel that if we want our students to expand their knowledge base we need to implement more rational techniques of teaching.
Time Writing - Relational and Instrumental Thinking
Relational and instrumental understandings are two techniques which can be used when teaching students in all subjects. I think both methods could have benefits and should be collaborated in teaching. Relational understanding is making connections between concepts and learning through connections. This technique can be applied to math in that it allows the student to learn and transfer previous knowledge to a new subject. Instrumental understanding is using algorithmic thinking to understand and compute problems. Instrumental understanding is more direct and to the point, using algorithms to solve specific problems. To use this technique we can implement specific rules and tips in order to make understanding easier, an example of this is using acronyms to help remind us of mathematical rules.
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