Hi Liz:
I just finished C of lesson 3. (I had report cards to do this week-end) I
will try to work through D tomorrow. I took a quick peek at E and see we
have to create a lesson plan. We could collaborate on that. Give me a day
or 2 to put some thoughts together.
Jan
----- Original Message -----
From: "O'Hares" <ohares3@yahoo.com>
To: "Discussion list for TEACHING MATH, GRADES 9-12"
<channel-talkmathhs@learner.org>
Sent: Sunday, April 10, 2005 8:26 PM
Subject: Re: Discussion Question 2 - [Channel-talkmathhs] Teaching
Mathgrades 9-12
> 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 Tue Apr 12 09:33:06 2005
