Edutopia.org's Director of Video Programming, Zachary Fink, interviews UC Berkeley professor Dor Abrahamson about how to increase students' understanding of ...
Jack Rudy's insight:
This video is a great representation of what the thinking of a math teacher should be. We should not be focused on students knowing how to just scribble numbers down but really get into the focus of student understanding what they are doing. Mr Fink is a big componant of using manipulatives to draw students to conclusions. I also like the way that he focused on students exploring before they even introduce numbers. I feel that is a good way for students to not focus on the math but the thinking behind the math and make the lesson more meaningful and real!
I feel that this video really shows us as new teachers the problem in our classrooms. This video is two little kids going through a math lesson while adults act it out. When you are listening you hear things that I feel are present in classrooms today. While the teacher tries to explain the method and concepts the student is not understanding it and not getting it. The teacher continues to do the same thing over and over again without changing their methods much. This is a problem in our classrooms, many teachers think that the one method that they use should connect to all of the student but that is not the reality. Teachers need to vairy thier instruction to make the information meaningful and real for every student. Also something that teachers need to do is not quit on the students, if a student is struggling teachers need to realize that and circle back to the student to work with them. Something that the teacher could have done is connect the content to a real world example to enagage the student more and possible help them to understand.
This article goes into the importace of making math meaningful to students. It uses two different takes on creating a math project. One is backwards planning and the other is forward planning. The forward planning process, teachers looked at the standards and worked to figure out a project that based around the standards. They created an interesting project to display all the stardards that were meant to be hit. The process that I enjoyed and thought is a great way to embrace common core was backward plannning. The teachers figured out the final product first. Once they decided what the product would be they then worked to adapt and connect the standards to the project. The students had to come up with their own Fermi Math problem. This engaged students because they had autonomy in their decision and then saw how the curriculum adapted to what they wanted to do.
Standards-based real-world math activities. Answer the question, when am I ever going to use this?
Jack Rudy's insight:
This website is a great resource to teachers trying to move their instruction to real world based math activities. This websites give a range of activities and instructional directions to engage students into thinking about math with real world base.
David Wees provides learning support for technology at a high school in Vancouver BC, and is also the facilitator of Edutopia's Assessment group.
Jack Rudy's insight:
This article talks about the change in math over time. One of the graphics that it shows is that most math lesson have the concept in the middle and then from that it has problems with one real world reference. What teaching should and will be moving towards with common core is that their should be a real world connection in the middle and the from there you should connect it to the concepts that will be taught in math, with a connection to other subjects. This is a great way to develop the whole learner and make it as real as possibel for the students. The article also gives tips to achieve this, but something that I think would work is allowing students to pickt the real world problem and have them adapt the content to that problem.
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