Math is Scary?

1.  What did I learn?

This week I learned that math (and math tools) aren't scary just because there are a lot of numbers (or buttons, or gadgets) involved.  I learned that you can show kids that math can take them to INFINITY and BEYOND!  Math can be.... COOL.

I never had to use a graphing calculator.  I was one of those high school students who only took the math classes required for graduation, period.  Just the thought of having to learn about something I heard other kids say was hard was enough to keep me from signing up for the class.  Where was the teacher in her special jumper standing on tables and animating toys when I was in high school?  I bet if kids talked about stuff like that I would have more intrigued and less anxious... I may have even signed up for the class, who knows?

2.  What do I have questions about?

How would I teach students about graphing calculators when I know nothing about them?  I guess the better question is, when will I have time to LEARN all there is to know about them before I have to teach students how to use one.  Honestly, that is one of the reasons I have decided to teach K-5...

3.  What are the implications for classroom practice?

I can see how using a tool, like the graphing calculator, in the way that was presented for us in class, can spark students' curiosity, creativity as well as their desire to learn.  All without making them feel anxious.  Removing the anxiety, and helping kids feel safe will allow them to take risks with their learning.  What a great way to get students actively involved in their learning.

Spit Wads in the Classroom?

1. What did I learn? 

This week I learned how to turn spit wads into a constructive learning activity.  We learned how to turn what could have a boring worksheet assignment into a fun and interactive group learning activity.  One of my group members turned her cotton ball "frog" into a nicely weighted flying machine using her very own spit- how's that for ingenuity and creativity?  Giving students an interactive math project allows them to put a little of their own flair into the assignment, making it mean more to them, while helping them understand an abstract concept.  Students who wonder how or why would they would ever need to know a certain math concept in "real life" will benefit by physically doing an activity like this.  

I also learned about how to use tangrams to give students additional points of entry.  Although everyone at my table had trouble figuring out how to make the giraffe until it was done for us under the doc cam, we did feel successful when we figured out how to make a giraffe that was twice the size of the first one.  It was fun to learn with my group members.  We did a great job listening to each other, and solving the problem together.

2. What do I have questions about? 

I wonder how long it will take me to be creative and comfortable enough to incorporate interactive learning projects into my classroom.

3. What are the implications for classroom practice?

Students will be able to use the information they have gained from doing these types of projects/activities by applying them to abstract concepts and understanding how math is used in their everyday lives.  All students benefit from activities like this for the reasons stated above, and because different points of entry are offered for the students who need them.  (I think all students benefit in one way or another when exposed to many points of entry - you can never tell what will spark a students love for learning - or when a certain concept idea will "click" with a student).  

We have learned that students won't take risks with their learning if they do not feel safe.  I think the group projects and activities that we have been exposed to allow students to take risk with their learning in a safe and fun environment.  Students will feel more comfortable pushing themselves further when learning feels fun rather than boring or risky.   

Using Touches for Differentiating Learning

It has been a few months now, since I introduced the Touch to a few of my students.  One student is using it for math, and two are using it for reading.  All three students have been very enthusiastic about using the Touch.  The students who uses for math started to get pretty bored with the flash card game so I added a few more apps for her.  I have had a hard time finding interactive apps at her level, as many of the games require reading instructions often while the user plays the game.  Since her reading level is below her math level it has been hard to find a good match for her.  I think that she is enjoying, and learning from, the games that are currently loaded on the Touch.  However, I would like to have a larger variety for her to choose from.  I am currently working on finding more apps that are at both her reading and math level.

The two students who are using the Touch for reading are very excited to have this option.  They are listening to the books "on tape" and following along with the book on the Touch.  It is perfect for one students because she is able to adjust the font size, making it easier for her to read.  And she said her favorite thing about listening to the book while she follows along is that she gets to hear the proper pronunciation for words that she tends to mispronounce, which increases her comprehension.  The Touch also allows her to highlight a word she doesn't know and check the definition immediately without having to get up and look it up in the dictionary.  This also increases her comprehension (and maximizes her time).

The other student who is reading while listening to the book at the same time enjoys all the same benefits, but doesn't need to adjust the font.  Both students really look forward to getting to use the interactive tool.  The problem is, I only have one Touch for three students to share.

Using the Touch for differentiating learning for these students has proven to be very beneficial. They are all three able to go at their own pace, which my master teacher tells me is increasing quickly with the use of the Touch.  We both wish each student in her class had one to use.  I can see how using a Touch every day, for multiple subjects, could help all students grow by leaps and bounds.  

Moving From Assessment to Instruction

All About Jack*...
During the past few weeks, I have visited with Jack while working with him on reading and writing.  I have learned that Jack is very bright, witty, outgoing, talkative, and he is open to suggestions regarding new books he might enjoy and what he can do to improve how he reads.


Jack reads well above his grade level.  He reads very fast, so fast in fact that he tends to run over punctuation.  However, his speedy reading, and lack of resting at punctuation does not seem to hinder his comprehension.  After hearing him read a passage from his book (which happened to end with a few sentences about a car crash) I told him I was impressed with how fast he could read and how he could still follow along with what was happening in the story.  But I also told him that for me, as a listener, it sounded like all the words were crashing together, like the cars in the book he was reading.  I asked him if knew what stop signs were for, and of course he said he did.  I explained that punctuation works just like road signs; commas are like yield signs and periods are like stop signs.  He said he understood, and the next time he read to us he did a much better job resting at punctuation marks. 


Jack mentioned to me during our first visit that he didn't enjoy reading.  He said he reads the same books over and over.  His mom has tried to get him to read the Percy Jackson series, but he is not interested. At first, we thought he might not really enjoy reading.  However, when my partner suggested a similar series to the ones he was currently re-reading, he immediately requested that series from the library.  While waiting for them to arrive he decided to start reading a Nancy Drew book.  He seems to really enjoy it.  He told us he likes the fact that there are clues in the book.  I think I will suggest The 39 Clues series to him next.  Book eight, The Emperor's Code, has the grade level equivalency of 4.5, which is not as high as I think he is capable of reading, but I think it will match his interests. I am currently searching for a "just right" book for him, one that meets his grade level equivalency and his interests.


Since Jack hasn't had any issues with spelling, pronunciation, or with comprehension in any of  the passages we have given him to read, we would like to have him read a level 5 passage (Margaret Mead, or Farming on the Great Plains).  Jack is proving to be open to reading and learning about several topics and genres.  With this in mind, our learning objective will be EALR 3: 3.1. Read to learn new information, and 3.4. Read for literary experience in a variety of genres.

*pseudonym                                 


  

Week Four

1.  What did I learn?

I learned how much fun geometry can be.  Learning something (geometry terms, etc.), while creating something (the box), was fun for me.  However, the assignment we did made me realize just how much review I am going to need before I start teaching.  I couldn't remember what congruent meant, and I couldn't prove/justify why or how I knew my line segments were parallel, etc.  I need some serious vocabulary refresher courses!

2.  What do I have questions about?

How can I bring fun and interesting things into my teaching, when I am not very creative and haven't learned many tips yet?  I do not want to wait three years to "improve" my lessons, especially in math.  

How could I transform the lesson we did in class to a group lesson?  I would love to learn more about doing that.  (I just ordered Designing Groupwork), so maybe that will help:)

3.  What are the implications for classroom practice?

I can see how having students explain their "proofs' out loud can help others learn.  I had a hard time following what my cohort members were saying, but I think part of that was due to my struggle in recalling geometry terminology- and because I am couldn't see what they were referring to/doing.  If students are currently learning the concepts/vocabulary etc., I think it would be pretty easy for them to follow along.  I know that kids are very good at describing things in a way that their peers can understand them, so I think exercises like this can be very beneficial for all students - but especially those who may not "get it" from reading straight out of their math book.  The more they learn, the more confidence they will have to attempt risks in their learning.  I like that!