Initiatives in Teaching Math
Jun. 24th, 2009 04:07 pm![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
velvetpageThis is not the first big assignment I've done, but the others have all been posted to the discussion forum and have resulted in immediate feedback there; I'm not going to repost everything, I promise. :)
Initiatives
After you have completed your reading and discussed with your colleagues on the Discussion Board it will be time for you to make some decisions. What three initiatives will you undertake in your classroom? What questions do you have about these new directions you are wanting to take.
Initiative #1: Guided Math
I plan to implement guided math and math centre activities as part of my program next year. I'd like to use the centres to differentiate according to interest more than ability, allowing students to choose activities that are equivalent in their level of higher-order thought and problem-solving.
Questions about this initiative:
1) How do I scaffold these activities for reluctant math learners? (Karen's problem-solving mat should help, but more techniques would be valuable)
2) How can I differentiate within each centre for different modes of communication, so as to reach learners who struggle with writing?
3) Would anyone like to join an online sharing group, where we take turns creating explorations for math centres for junior grades, and sharing our assessment tools for them? I'm thinking we could make a Wiki page using Wetpaint to do this, which would allow us to invite other colleagues to join in. I'm willing to create and moderate if others are willing to contribute.
Initiative #2: Making estimation and mental calculation integral to every lesson
I plan to do a lot more to make sure estimation and mental calculation are a part of every lesson. I tend to forget to practise basic computation during certain parts of a unit; I need to make sure that there's a few minutes' focus on computation first, as a warm-up to the rest of the lesson, using a variety of techniques to keep it interesting.
Questions about this initiative:
1) Again with the differentiation - how do I make sure that the kids with good computation don't take over the class, or alternatively, that they don't get bored during this section? Keeping kids of widely varied skill levels engaged is a problem, and this year I tended to let the strong ones take over and the weak ones give up. That's can't continue.
2) Using playing cards, or self-created number cards, or games like Ping Pong, are great - but they don't take five minutes a day for forty weeks. More ideas for creative drill are definitely welcome.
Initiative #3: Improve the use of technology in my classroom
My first purchase on the school budget in the fall will be a good set of calculators. Other than that, I'm going to have to wait a bit until the new computers are installed to get the kids working on them with any consistency.
1) What programs do you use to model or mess with math concepts? What programs have you seen used?
2) Anyone know where I can get a SMART board for free? (Just kidding, but I wish I weren't.)
Initiatives
After you have completed your reading and discussed with your colleagues on the Discussion Board it will be time for you to make some decisions. What three initiatives will you undertake in your classroom? What questions do you have about these new directions you are wanting to take.
Initiative #1: Guided Math
I plan to implement guided math and math centre activities as part of my program next year. I'd like to use the centres to differentiate according to interest more than ability, allowing students to choose activities that are equivalent in their level of higher-order thought and problem-solving.
Questions about this initiative:
1) How do I scaffold these activities for reluctant math learners? (Karen's problem-solving mat should help, but more techniques would be valuable)
2) How can I differentiate within each centre for different modes of communication, so as to reach learners who struggle with writing?
3) Would anyone like to join an online sharing group, where we take turns creating explorations for math centres for junior grades, and sharing our assessment tools for them? I'm thinking we could make a Wiki page using Wetpaint to do this, which would allow us to invite other colleagues to join in. I'm willing to create and moderate if others are willing to contribute.
Initiative #2: Making estimation and mental calculation integral to every lesson
I plan to do a lot more to make sure estimation and mental calculation are a part of every lesson. I tend to forget to practise basic computation during certain parts of a unit; I need to make sure that there's a few minutes' focus on computation first, as a warm-up to the rest of the lesson, using a variety of techniques to keep it interesting.
Questions about this initiative:
1) Again with the differentiation - how do I make sure that the kids with good computation don't take over the class, or alternatively, that they don't get bored during this section? Keeping kids of widely varied skill levels engaged is a problem, and this year I tended to let the strong ones take over and the weak ones give up. That's can't continue.
2) Using playing cards, or self-created number cards, or games like Ping Pong, are great - but they don't take five minutes a day for forty weeks. More ideas for creative drill are definitely welcome.
Initiative #3: Improve the use of technology in my classroom
My first purchase on the school budget in the fall will be a good set of calculators. Other than that, I'm going to have to wait a bit until the new computers are installed to get the kids working on them with any consistency.
1) What programs do you use to model or mess with math concepts? What programs have you seen used?
2) Anyone know where I can get a SMART board for free? (Just kidding, but I wish I weren't.)