Create connect communicate, collaborate, contextualize, critique
1. Why do you feel it is important to evaluate technology before we implement a technology tool?
It's always important to try out the technology before you show the students because you never know what it is going to be, there is so much crap on the web that you wouldn't want to show something to your students that isn't appropriate or doesn't fit with what you really want to teach them. We also don't want to play useless games/activities with the students as well.
2. How does Dr. Christie's C6 Model fit with the Common Core State Standards?
Some of the apps that she talks about would fit with certain common core standards of learning mathematics. There are many apps that deal with measurement or shapes, that would be beneficial for the students to be able to see them on their own screen. This would also help in the classroom, instead of having the teacher ask the class a question, and have to call on a student for the answer, the students could answer on their ipad and then the teacher would be able to see what students are understanding and who needs more assistance.
I am curious as to see the apps for ischool app that she talked about in the end, that has an instructional strategy, and how each app is linked to the common core standards.
3. How does Dr. Chrisite's C6 Model fit with the Common Core Standards for Mathematical Practices?
Many of the apps have a play factor along with a teaching factor which is great for working with the students. This will help students make connections to math that they can see right on their ipad screen with many of the apps. One of the ways, you could use apps for the math practices is doing the assessment part on the app. This would break it up from just doing tests/quizzes and would show the teacher what the students thought process was on certain apps.
4. How do you plan to implement the C6 Model in your future teaching?
There are lots of different apps that would be beneficial for teaching the C6 model. Educreations seems like it would be a great program to use with the children. You can record how the child is figuring out the problem, while he is writing on the ipad. IT would be a great assessment for the teacher to look at to see how the student is figuring out the problem, and see if they are doing it correctly or incorrectly.
Mathlanding.org seems like a great website for when we are teaching math. IT makes so much sense to only have one place to go, and not try to search the web for different things.
Thursday, October 23, 2014
Saturday, September 20, 2014
Approaches to Teaching Math
Compare and contrast the behaviorist and constructivist approaches to teaching math. Describe how the learning theories have influenced how you learned math, identify strategies from the "decrease/right side" of the Best Practices document that you recognize as strategies that your teachers utilized. Describe how the learning theories and Best Practices will influence your teaching.
Behaviorism is an approach to knowledge discovered in the early 20th century. This theory states that our behavior is separate from the way our mind operates, therefore, learning is acquired through observation and reinforcement. Behaviorist learning theory is also referred to as direct instruction.
The constructivist theory of education was developed by Vygotsky. Vygotsky's theory was centered on the principles of social constructivism. Later, Vygotsky's theories were combined with Piaget's theories, who regarded students as learners in their own right, learning through their experiences. The "child-centered" theory challenged teaching, the more authoritative approach that had previously been favored. The theories of constructivism all have implications for contemporary classroom practice.
I have been influenced by the behaviorism approach for math. I learn best by observing what is going on, and then having the reinforcement there to help out. I think that is why I do best in the class situations where we actually meet in class, rather than learning on our own time at home. I know that when it comes time for teaching I will use both of these approaches. I will have the students work together and learn different things together but I will also be there to help out and teach them important things that they will need to know.
When I look at the best practice in teaching mathematics sheet, I find that a lot of things on the left side will make me a better teacher. One thing that I will want to work on the most, and I know that Kristi has already talked to us about this, is connecting mathematics to other subjects and to the real world. I remember, before I started to like math, I always thought, I would never use this in my life, why do I need to learn it. But if I can keep telling the students how much they will use the math in their real lives and preach to them about how much I love math and how important it is, maybe it will sink in, at least for a few students.
Behaviorism is an approach to knowledge discovered in the early 20th century. This theory states that our behavior is separate from the way our mind operates, therefore, learning is acquired through observation and reinforcement. Behaviorist learning theory is also referred to as direct instruction.
The constructivist theory of education was developed by Vygotsky. Vygotsky's theory was centered on the principles of social constructivism. Later, Vygotsky's theories were combined with Piaget's theories, who regarded students as learners in their own right, learning through their experiences. The "child-centered" theory challenged teaching, the more authoritative approach that had previously been favored. The theories of constructivism all have implications for contemporary classroom practice.
I have been influenced by the behaviorism approach for math. I learn best by observing what is going on, and then having the reinforcement there to help out. I think that is why I do best in the class situations where we actually meet in class, rather than learning on our own time at home. I know that when it comes time for teaching I will use both of these approaches. I will have the students work together and learn different things together but I will also be there to help out and teach them important things that they will need to know.
When I look at the best practice in teaching mathematics sheet, I find that a lot of things on the left side will make me a better teacher. One thing that I will want to work on the most, and I know that Kristi has already talked to us about this, is connecting mathematics to other subjects and to the real world. I remember, before I started to like math, I always thought, I would never use this in my life, why do I need to learn it. But if I can keep telling the students how much they will use the math in their real lives and preach to them about how much I love math and how important it is, maybe it will sink in, at least for a few students.
Tuesday, September 2, 2014
Calculators
I think it is important for students to know how to use a calculator in the Math classroom, however I think students need to learn how to do things without a calculator first. By having the students learn how to perform the math problem without using a calculator will help the students in their future if they don't have a calculator available. Plus if students only use a calculator, they aren't ever going to have a need to remember their multiplication facts ect. I think once students learn the correct way to do math, then if certain problems come along, and the problem isn't about finding the correct answer, but more about solving a problem, then they can use their calculator to help them come up with an answer.
I have seen some classrooms play games using the calculator and I think this is a fun way for the children to incorporate the calculators into the classroom. I believer one of the classrooms I was subbing in was doing a beat the calculator game. Where three students would play the game together. One person would read off a problem lets say, 4x6, then one person would have to type the problem into the calculator while the third person would have to answer 24 before the person with the calculator answered! I thought this was a neat way to show children that they don't even need the calculator because their facts are in their head and they can get their facts out of their head faster than typing it into the calculator.
I have seen some classrooms play games using the calculator and I think this is a fun way for the children to incorporate the calculators into the classroom. I believer one of the classrooms I was subbing in was doing a beat the calculator game. Where three students would play the game together. One person would read off a problem lets say, 4x6, then one person would have to type the problem into the calculator while the third person would have to answer 24 before the person with the calculator answered! I thought this was a neat way to show children that they don't even need the calculator because their facts are in their head and they can get their facts out of their head faster than typing it into the calculator.
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