Janet,
How are you? Would you like to work on a collaborative
lesson plan effort for assignment 3-E? Or at least
evaluate each others? Whatever you think...
Liz
--- O'Hares <ohares3@yahoo.com> wrote:
> Janet,
> It sounds like you offer your students a great
> amount
> of self-learning and self-disciplining techniques. I
> always use a reflective journal. Sometimes I have
> them
> write some consider some prefacing questions on a
> newly introduced lesson.
>
> Liz
>
>
> --- Janet von Stein <tristar5@optonline.net> wrote:
> > My students are paired at all times. (I have
> tables
> > for 2) Sometimes they
> > work in groups of 3-4. I encourage them to ask
> each
> > other for help before
> > they ask me (I like the ask 3 before me approach).
> > Communication between
> > students is very "telling". I like to go around
> and
> > listen as one student
> > explains to another. If they can clearly explain
> > something to another
> > student they reinforce their own understanding.
> I
> > have my students keep
> > math journals and frequently use exit reflections
> at
> > the end of a lesson.
> > This is another opportunity to get an inside view
> of
> > their understanding. I
> > can often get to the heart of misconceptions by
> > listening to a student.
> > Working in a group where they have to justify
> their
> > results prepares them
> > for the work place when they may have to work as a
> > group and convince their
> > group members. I also think it is vital that
> > students see connections to
> > the real world for application of the mathematics.
>
> > Pointless algebraic
> > manipulation serves no purpose. Some students are
> > very adept at it but
> > haven't a clue as to how a
> > linear/quadratic/exponential or logrithmic
> > equation relates to a real world situation. We
> talk
> > "ALOT" about what kind
> > of model would fit the data.
> > My overarching theme is How Can The Study of
> > Mathematics Help To Make Sense
> > of My World? & What Do Mathematicians Study?
> > Patterns and Statistics are
> > primary to their study in 9th Grade math.
> >
> > ----- Original Message -----
> > From: "O'Hares" <ohares3@yahoo.com>
> > To: "O'Hares" <ohares3@yahoo.com>; "Discussion
> list
> > for TEACHING MATH,
> > GRADES 9-12" <channel-talkmathhs@learner.org>
> > Sent: Monday, April 04, 2005 6:38 AM
> > Subject: Discussion Question 2 -
> > [Channel-talkmathhs] Teaching Math grades
> > 9-12
> >
> >
> > > DQ1: From Session 1 - Questions to write and
> > reflect
> > > about:
> > >
> > > What types of mathematical communication are you
> > > interested in trying in your own classroom? How
> > will
> > > you go about doing that? What are you hoping to
> > gain
> > > from this work?
> > >
> > > Liz's Response: I would like to teach that there
> > are
> > > patterns everywhere and statistics that help us
> > > understand these patterns. I think realistic
> > student
> > > activites involving banking and sales
> experiments
> > > using computers and technology can help me teach
> > > these. This type of learning will encourage
> > > multi-faceted communication, including student
> to
> > > cyberspace and back, and help break away from
> the
> > > instructor-led only model.
> > >
> > >
> > >
> > >
> > >
> > > __________________________________
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Received on Mon Apr 11 09:25:52 2005
