Where is My Thinking Now?

I see a lot of benefits in regards to using Touches to support differentiation.  As stated in my previous post, I really wish I had a Touch for every one of my students.  I have concluded that the use of technology is a powerful tool that can enhance learning for individuals, and be used for differentiation in exponential ways.

However, having only one Touch to share between three students has hindered the time I would have liked to have spent experimenting using the Touch with different individuals at differing levels.  I also brought my iPad to share with the class, but since I was only there two days per week it still wasn't "enough," and the gaps between using the Touch and iPad interrupted the learning that would have would have increased had the technology been available to them all five school days in a row.

With that being said, the questions that have come up while using the Touch this quarter are:  How do we attain the funds to purchase this technology for every student, especially when budgets are being cut so drastically right now?  How do I find apps that target individuals with special needs (like the student I know who's reading level is well below her grade level and is not able to read directions or prompts within apps for math, etc.)?   Are there less expensive ways to put books on the Touch/iPad?  Some of the books I purchased for my students were $10, which adds up really fast.  It would be fantastic to match every book my MT has in her classroom library, with the Touch so the students using the Touch for supported learning have as many option as the students who do not "need" them. (We have found that those who benefit from having the books-on-tape can listen to books via an iPod, but iPods are very limited compared to Touches).

If the only way to obtain funds for technology in the classroom is through grants -  I will need to figure out where to find the grants, and learn how to write a grant proposal.  I think this is where networking will really come in handy.



  

Final Math Post - What Have I Learned?

The most important thing I have learned is that math doesn’t have to be a word that evokes anxiety; it can actually be fun, engaging, and even entertaining.  I will be able to model the excitement I now have for learning math, which will be contagious to my students. 

What makes math fun?  One thing that makes it fun for me is using manipulatives to help with concepts that were only taught to me in the abstract.  Manipulatives do not have to be fancy gadgets; they can be ordinary everyday objects (like colored beans or folding paper).  You can use your whole body as a manipulative (ex. moving yourself up and down a life-size number line), or use good old-fashioned items such as miras.  The most important thing about manipulatives is that using them helps get kids (and adults) to move from the concrete to the abstract.  Setting a solid foundation helps students learn more, more quickly, as well as helping them move on to different types of problems beginning with the abstract.  In addition, students will feel more comfortable pushing themselves further when learning feels fun rather than boring or risky. 

Another way to make math fun is to make it interactive. (Rather than giving students a boring worksheet assignment- they should be given a fun and interactive group learning activity).  As social beings, group work is a natural way to figure out how to solve problems.  Having students take on roles (such as facilitator, etc.) keeps them engaged and accountable for their own learning.  Students need to make sure that everyone at their table understands, and can explain, the material.  This helps them learn how to care for others’ learning, as well as their own.  Also, changing up the projects and rotating their roles, which is important in terms of giving the students different points of entry.

Giving students an interactive math project also 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 need to know a certain math concept in "real life" will benefit by physically doing an activity like this.  Interactive projects also spark students' curiosity and creativity as well as their desire to learn - without making them feel anxious.  Removing the anxiety helps kids feel safe allowing them to take risks with their learning.

Having individuals take turns sharing out and rephrasing what others have shared keeps them invested in, and accountable for, their own learning.  Having students make sure that everyone at their table understands and can explain the material keeps them accountable for others’ learning. 

When planning group activities it is important to help your students see how and why the assignments are connected to real life, and why they need to be able to understand the concepts, etc.  Connecting the assignments and activities to things that matter to the students gets them interested in solving the problem and keeps them engaged in the activity as well.  

The last thing I would like to mention in regards to what I will take away from this class- is that a new teacher should not expect herself to have the all the wisdom of a seasoned teacher, and that she should focus on improving her instruction by 10% each year.  I plan on doing that!  I have really enjoyed this class.  I think I would have taken higher-level math classes if math had been taught to me in this manner.  Thank you for opening my eyes to the endless possibilities of teaching math in fun and interactive ways.

It All Comes Down to Knowing Your Students

What did I learn and what are the implications for classroom practice?

This week I learned another reason why it is so important to get to know your students - and - why group work is such a beneficial "tool" for teachers and students alike.  I was introduced to Wolfram Alpha, which is an answer engine (rather than a search engine), that students can use to find answers to math problems (and just about everything else!).  Wolfram also displays the work involved to solve the problems.  Students who are using the engine simply to copy down the answers (and the steps involved), aren't "learning" HOW to solve the problems.   In this instance, an answer engine would be working against what a teacher is trying to do.  However, if a student is using the engine to study how the problem is solved in order to LEARN how to do it on their own, then the answer engine would be a positive learning tool.  Can we tell without an assessment which student is which?   If we know our students well, we should be able to have a pretty accurate educated guess.    

Why is this a concern?  Because more and more students have possession of technology with them in class capable of using answer engines, such as Wolfram Alpha.  Since we will not know whether a student is using it to copy down answers or to learn how to solve the problems on their own, group work (designed like Robin's) rather than having students do worksheets with multiple problems - avoids the temptation/possibility for students to copy answers, and encourages all students to be engaged and "forces" all students to understand WHAT is being learned during the process.  (I do not think that technology in the classroom is a negative tool - it all depends on how and why it is being used.  Many teachers are creating powerful lessons using technology in the classroom!).

I also learned, partly from my own personal experience in class, that it is very important to assess your students before beginning a new unit.  Knowing where they are at now will help in planning your unit, and all the lessons that go into it. The first lesson you plan may need to include review of (or introduce new material) to some students. This can be done in a group project when you know where your students are at. 

My question is, how do we continue forward with the move toward using technology in the classroom (when appropriate) when there are so many students who do not have the access to the devices?  And when some schools (and districts) are in the same boat?