Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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From: Roxanne Ditrolio (DitroliR@seekonk.k12.ma.us)
Date: Thu May 06 2004 - 17:20:54 EDT

  • Next message: Andy Talmadge: "[Channel-talkmeasurement] Trouble with link in HW of Session 3"

    These are my responses to the Problems in Session for Grades 6-8.
    Please let me know what you think.



    Problem A3

    Hands-on experiences are important even for students who are
    comfortable with more abstract concepts. The teachers in the video
    shared the benefits of having participated in the measurement activities
    themselves. Investigations in which participants are engaged in actual
    construction and measurement increase and deepen the understanding of
    concepts such as area and perimeter. Students are better able to
    visualize and make sense of measurement as a whole. Manipulatives help
    students to bridge the gap between concrete and abstract. Not only do
    they necessitate activity and involvement, but they provide a physical
    model that students can connect with.

    Problem B5

    I think that Mr. Cellucci's lesson purpose was clear. The students
    were able to explore the changes in surface area with a solid having a
    constant volume. Additional activities with other three-dimensional
    solids (cylinders, pyramids, cones, etc.) could be added to enhance and
    deepen students' understanding of this concept.

    A key element in the success of the lesson was the opportunity for
    students to work together and to communicate their observations and
    findings. Groups came up with their own methods of approaching the
    problem. The lesson was not just an exploratory activity, but also an
    investigation and a problem-solving activity. Students used various
    strategies jointly to arrive at their conclusions. If they weren't
    able to reach a conclusion during the exploration, they were able to see
    information contributed by other groups as recorded on the board. This
    was helpful in leading students to see how the smallest surface area
    could be achieved. The lesson included opportunities for measurement,
    construction, observation, calculation, and communication. The lesson
    built on concepts familiar to the students (area, squares, and cubes)
    and extended previous knowledge to other concepts (surface area and

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