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Patterns, Functions, and Algebra
 
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Re: [Channel-talkalgebra] Multiple Questions

From: Mrs. Dudones <cf_dudones@cfalls.org>
Date: Thu Apr 12 2007 - 21:13:12 EDT
X-Mailer: Microsoft Office Outlook 11

Thanks, Heidi! I have taught 90 minute reading and language arts classes in
the past, but I know that this will be very different. Our state standards
for reading and language arts are almost double those for our math classes.
However, I also know that I will have to move in a much different and most
likely slower methodology with the math students. The pre-algebra classes
must get far enough to be able to take Algebra for high school credit in
eighth grade, so I will be using the eighth grade Algebra teacher often for
a resource.

 

All of our grades and assignments are available to parents and students
through our district website. I also have a space in my room where I will be
posting this. We also have to post the standard under study in each of our
classrooms. This will be "new" for me because on any given day in my reading
and language arts classes I might be addressing 40 or more standards in some
way or another, as they are much more general in some areas than the math
standards.

 

We will have the students every day for 90 minutes, rather than an every
other day block. Although my pre-algebra students will have been selected
for the higher math class, the other classes will be heterogeneously mixed.
In fact, the two "regular" math classes will also have inclusion of students
with learning disabilities (hopefully with their special ed. teacher).

 

 [I am considering the following daily format: 1) review previous day's
concept; 2) introduce new concept; 3) practice new concept together as a
large group or possibly in small groups (using hands-on activities as much
as possible); 4) answer questions or review work from small groups; 5)
students work alone on what would once have been homework type of problems.]
Based on the schedule I proposed, do you think this will be enough chunking
on a typical day?

 

What concepts do you find the most difficult to teach in pre-algebra or
algebra?

 

Thanks,

Julie

 

 

 

 

 

 

-----Original Message-----
From: channel-talkalgebra-bounces@learner.org
[mailto:channel-talkalgebra-bounces@learner.org] On Behalf Of Heidi Fonseca
Sent: Thursday, April 12, 2007 11:32 AM
To: Discussion list for LEARNING MATH: PATTERNS, FUNCTIONS, AND ALGEBRA
Subject: Re: [Channel-talkalgebra] Multiple Questions

 

Julie, I have been experiecing lesson facilitation in 90 min. blocks.
Colleagues agree that students

need to have some sort of activity that will allow them to move, as well as
having transitions

between activities. In our case, we have a minimum day each week, which
makes the blocks a tad

longer and a tad shorter during the week. We also have alternate days: On
day we see classes

scheduled for even periods (2, 4, 6), the next day odd class periods
(1,3,5).

 

Personally, I plan the activities in small continuous "chunks". Sometimes it
is not possible to have

all the same classes at the same point in the lessons: individuals and
groups will pace it, where it

is necessary to decide whether more depth is needed, perhaps the group is
ahead and there is room

for enrichment, etc.

 

Having taught Elementary school, being with a group of students for what it
would seem/feel an

"extended" period of time is not foreign to me. However, colleagues used to
teach five periods a day

plus a preparation period have found it somewhat challenging. Here is where
the format of the block

is important. We post a daily agenda, and the standard under study (it is a
schoolwide requirement).

Some of us have a designated area in the bulleting board where a list of
daily assignments/homework

is listed for students, parents, and school support personnel as reference.
Very useful during

meetings or when reviewing a student's progress & seeking support/enrichment
options.

 

---
Heidi Fonseca
hfonseca@monterey.k12.ca.us
 
 
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Received on Fri Apr 13 08:58:36 2007

 
 

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