...Teaching Mathematics Teaching Mathematics My interest in teaching mathematics came from the experience of helping others. I have always enjoyed learning math, and I realized that I also like helping other people learn math, especially those that struggle with it or those who have a disliking for it. As a teacher, I will be able to fulfill my aspirations; both my students and I will learn together and from one another. I feel that it is important for me, as a teacher, to stay current and deepen my understanding of mathematics and mathematics education. My learning will continue from my experiences and interactions as a teacher, helping me to become a better educator. I must always be willing to learn from the things I do and use this to better my teaching style, which will, in turn, benefit my students’ learning. To begin, I want to be able to benefit my students’ learning by aiding them in understanding math and realizing that, although they may not think so, math is practical in real life. In particular, I want to work with students at the secondary grade level because as kids get older they seem to lose their enthusiasm for learning, especially in mathematics. I would like to help my students maintain an interest in all their learning, especially math. Also, it is important when teaching to satisfy the needs of all students in the classroom. Everyone should have the opportunity to learn. However, this can sometimes be a difficult task because learning happens in a variety...
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...curriculum. It is believed that knowledge is constructed when learners are able to draw ideas from their own experiences and connects them to new ideas while cooperative learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task. There were three main problem categories/themes including administrativerelated, teacher-related and student-related. The findings include: (a) lack of trainings, seminars, unclear standard operating procedures, (b) late arrival and lack of modules, (c) developing/weak teaching skills and strategies, (d) teacher’s difficulty in teaching the subjects or contents, (e)lack of time to tackle the content efficiently, (f) unavailability or lack of instructional materials, (g) non-mastery of the basic concepts and skills, (h) poor problem solving and critical thinking skills (i) indifferent student behaviour. The solutions are sharing of modules or guides, conducting cooperative learning class, giving extra time for research work, taking time in the preparation of the lesson, making use of the indigenous materials, reviewing basic concepts and giving examples, motivating and teaching students enthusiastically. Introduction Mathematics has always played a vital role in education. Mathematics teachers should therefore be adept at teaching the subject and must be equipped with the...
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...The visual supports that I have chosen for Maria’s daily schedule include a group of numbers to signify math, a blue and white “Bathroom Break” image, a picture of the resource room for her resource room time, a music note, art sign and P.E for her different specials depending on the day. I also included a lunch sack for lunch time, a book for core reading time, a picture of a group of students reading for reading interventions groups, a picture of the playground for recess, a molecule for science, a thumbs up for choice time, and lastly, a bell for dismissal. A1a. Explain why the visuals you have included are developmentally appropriate for Maria: The visuals that I have chosen are developmentally appropriate because they are at her age level. Maria is a ten-year-old girl who is in fourth grade. Her reading assessments show that she is between yearend of first grade and beginning third grade level for reading. Because there was such a vast range in her reading abilities, I chose some pictures that had words and others that did not. I made sure not to use any younger kid pictures as to ensure that I was...
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...Learning strategies are used by students to help them understand information and solve problems. A learning strategy is a person's approach to learning and using information. Students who do not know or use good learning strategies often learn passively and ultimately fail in school. Learning strategy instruction focuses on making the students more active learners by teaching them how to learn and how to use what they have learned to solve problems and be successful. One strand addresses how students acquire information. It includes strategies for learning how to paraphrase critical information, picture information to promote understanding and remembering, ask questions and make predictions about text information, and identify unknown words in text. A second strand helps students study information once they acquire it. It includes strategies for developing mnemonics and other devices to aid memorization of facts as well as strategies for learning new vocabulary. These strategies help prepare students for tests. A third strand helps students express themselves. It includes strategies to help students write sentences and paragraphs, monitor their work for errors, and confidently approach and take tests. No single strategy is a panacea. For example, we have reading strategies that help students figure out what a word is, comprehend what they're reading, acquire vocabulary, and understand the structure of text. All of these strategies are essential for a well-integrated, balanced...
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...outline the significant learning results that the students are expected to achieve and demonstrate at the end of the class. In this process students can identify the skills and knowledge they have learned after the subject is taken place. The ABCD method is also a big part in creating a lesson plan that helps in writing instructional objectives that could integrate Bloom’s taxonomy of learning theory and two dimensional frame works. These methods are essential tools in guiding the teacher in preparing and implementing his or her lesson plan properly and orderly. Key words: instructional objectives, learning theory, learning outcomes The ABCD method of writing objective is widely uses in every structure instructional objectives. The ABCD methods can be used in Grade 7 Math class with multicultural classroom. In today’s classroom population are increasingly diverse. With these type of population teachers should and must strive to meet the standards set by government and school district in reaching these students to learn. As these dynamic classrooms continue to change mathematics teachers must expand their knowledge and familiarize themselves with the background and cultures of the learners in the classroom. The ABCD methods have been widely used in education to determine the objectives in making a lesson plan. The teacher must consider the audience, what would be the outcome of the student...
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...PGCE Secondary Mathematics: Assignment 1 – The Teaching and Learning of Mathematics Part 1: The Nature and Place of Mathematics in the School Curriculum When I studied maths at secondary school I had no real understanding of its importance in our society, I enjoyed the satisfaction of solving problems but, like many young people, believed that maths was going to be unnecessary in the real world. As an adult it became abundantly clear to me that mathematics was a vital component in not just personal success but in the success of society. The notion of what mathematics should be taught and how it should be taught differs dramatically between different educational ideologies; Industrial Pragmatist, Mathematical Purists, Progressive Educator and Social Reformer. These ideologies are not real groups or organisations but represent the competing influences in mathematics education. “The industrial pragmatists see mathematics as an established collection of very useful techniques and skills that can be applied to a large range of technical and scientific contexts.” (Johnston-Wilder, Johnston-Wilder, Primm, & Lee, 2011) Mathematics is needed in the school curriculum for the prosperity of our country; industry needs the future workforce to have the necessary skills to push the economy forward. For this reason it is seen as important for education to provide good standards of numeracy, data handling skills and use of ICT. Although I acknowledge this is an important requirement...
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...Example: when I would go to math class I would get super excited because the way the teacher taught I understood, we would do group exercises, and lots of hand on projects just to learn what the teacher was teaching. Then there was Communication arts although I sometimes enjoyed what I was reading everything was in text while we read the teacher sat at her desk, so I would not do so well on quizzes. I have a son now that’s like that he comes home every day from school and tells me he does not understand something in his homework, it can be from math, reading, science or another subject but as soon as I sit him down and walk him through it by using simple steps or maybe items around the house he gets it and the look on his face is breath taking. My Philosophy of education is both progressivism and social Reconstructionism. As an educator of American History and my philosophy of beliefs I want my students to build critical thinking skills, Problem solving skills, social skills and not just read plain text. we live in a world today where we have so much happening that knowledge of education is not just knowing how to read or do math they need to also know how to survive in this world we live in and how they can become a law abiding citizen and how they can contribute to make this world a better place. What students learn in school should help them in the real world (Kauchak, Egged, ch5, p157). Depending on the topic in class, my teaching methods would be cooperative learning, group...
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...Perceptions of Grade VII Pupils: Tablet PC as a Replacement for Mathematics Textbook Ms. Irene Mae L. Manabat/ Dr. Juanita M. Cruz/ Marlon I. Tayag Systems Plus College Foundation, Angeles City, Pampanga, Philippines irenemaemanabat@gmail.com/ juanitacruz2004@yahoo.com/ lonskee2000@yahoo.com Abstract Tablet PC for mathematics was introduced this school year to the SPCF Grade VII pupils. This study assessed their perception on its use as a replacement for the mathematics textbook. Forty-eight pupils answered a 25-item Likert-scaled questionnaire adapted from several related researches. Eight factors were generated namely: Time-saving (loading=0.66, mean= 5.16); Instructional tool for learning mathematics (loading= 0.61, mean= 5.04); Interactive technological tool (loading= 0.65, mean= 5.53); More interesting way to learn mathematics (loading= 0.76, mean= 5.10); Minimal school bag load (loading= 0.73, mean= 5.85); Extended tablet usage (loading= 0.60 mean= 5.08); Visual learning of mathematics (loading= 0.72,mean= 5.95); Usability in higher mathematics (loading= 0.89, mean= 5.5). Cronbach alpha= 0.75 and 73% dependent variable variance is explained by independent variable variance. T-test in the final grades revealed no significant difference between all sections and between 2 best sections that used and did not use the tablet. Significance was indicated between 2 regular sections that used and did not use the tablet. Overall mean (5.30) indicated a moderately agreeable response...
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...Framework of Collaborative Teaching Consist ofa team of individuals who work together to achieve a common goal. Usually, a team includes a general education teacher and a special education teacher, and perhaps other related professionals. Dependingon a child IEPin the general curriculumand how often the student with special needs participates For effective collaboration to take place,high levels of trust, cooperation, and mutual respect must be present in a shared decision making process (GCU Lecture, 2013; Gargiulo, 2012) Framework of Co-Teaching Requires "collaborative effort of two equally-licensed professionals” generally a special education teacher and regular education teacher The team teaches in the general education setting, Teaching the general education curriculum. Together teachers instruct, plan, assess, and manage behaviors within the classroom for all students, yet the general education teacher is responsible for content and the special education teacher is responsible for instructional strategies. Co-teachers should have effective communication skills, trust, elasticity, and shared planning. (GCU Lecture, 2013; Webster, 2011) Collaborative Teaching Methods The Five Step Process when working with special needs students: 1. Team reviews the standards that the curriculum requires. 2. They then discuss the specific needs and possiblemodifications for the student with special needs, and set goals or targets for that student. 3. The team...
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...Student-Centered Learning Methods vs. Teacher-Centered Learning Methods Abstract The different types of student-centered learning methods are described and compared to teacher-centered approaches. Different studies were researched with mixed results. Student-centered methods, when applied to secondary education students and above, provide social and emotional value to the students and improve reasoning and creative ability. Teacher-centered methods work best in the primary grades and with students faced with low SES. Student-Centered Learning Methods vs. Teacher-Centered Learning Methods All educators in America would agree with what is considered to be the most important goal of schooling our children. It is to promote student learning so our children grow and develop to become productive members of our society. Yet in our education system, the debate of exactly how to go about doing that, has raged for over one-hundred years. Are student-centered methods or teacher-centered methods the best way to educate our children? Since the beginning of the debate, it has been highly political as well; those in favor of student-centered methods represent progressive reformers and associate the terms democratic, permissive, insight, affective and student growth with their methodology. On the other hand, those in favor of teacher-centered methods represent the old guard and have terms such as authoritarian, fascistic...
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...Learning Perspectives Lynnette Sharrer Grand Canyon University EDU 313 N June 3, 2012 Learning perspectives can be generalized into three groups; cognitive psychology, behaviorism, and social cognitive theory. The main focus of learning differs between the three perspectives, but they are similar in some ways and complement each other, which helps teachers build successful learning classrooms. According to Omrod (2011, pg. 356), “Diverse perspectives of learning often complement, rather than contradict, one another, and together, they give us a richer, more multifaceted picture of human learning than any single perspective can give us by itself.” All three perspectives can help teachers provide valuable lessons for student achievement and motivation to succeed. A brief description of the three learning perspectives and what a classroom with each perspective may look like, including lesson plans with the different perspectives is outlined in this essay. Cognitive psychology studies mental processes; how people think, perceive, learn, and remember. Cognitive psychology focuses on how people acquire, process, and store information. An internal mental phenomenon may or may not be reflected in behavior is how learning is defined, according to Omrod (2011). In cognitive psychology, new information and knowledge occurs from experiences. An important aspect of cognitive psychology is constructivism. Constructivism in theory is how learners construct knowledge from experiences...
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...appropriate methods to teach the ELL population. Teaching this diversified population of students is challenging and it is the educators job to incorporate different instructional methods and concepts that “all” students can find beneficial. The skill and language acquisition level for the ELL student are often at various levels and it is up to the educator to utilize teaching methods that combine all techniques into a suitable learning environment. According to data submitted by state departments of education, between 1990 and 2000 the number of limited English proficient students attending American schools rose 76%, from 2.1 million to 1990 to 3.7 million in 2000 (Thompson,2004). The 2001 No Child Left Behind outlined stipulations that held schools accountable for helping “limited English proficient children meet the same challenging state academic and content and student academic achievement standards as all students are expected to meet” (NCLB, Part A, subpart 1).With the rapid shift of demographics in the American population educators face a whole host of challenges when it comes to educating the English Language Learner (ELL) population. ELL students require detailed instruction in their learning environment. Therefore, various educational strategies must be utilized by the educator in order to close the achievement gap between the ELL student and their resident language counterparts. As outlined in an article by Valerie Schiffer Danoff called Teaching ELL: General...
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...| | |Optimal Environment | |Methodologies To Ensure An Adequate Education | | | | | | | | | | | | | | | | ...
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...Different Schools Evette Grayson Ashford University EDU650: Teaching Learning and Leading in the 21st Century Instructor: Kimberly Smith July 13, 2014 Introduction. The educational development of students around the world differ. From the teaching methods to the philosophies of each teacher to the needs of their students, schools have adjusted themselves to cater to the needs of their students. With the many differences in teaching and learning methods, the ongoing debate of how a student is taught and what they learn is ongoing. Still, at the core of this debate is that all parties involved agree that the primary focus is the student. This paper will illustrate the commonalities and differences between an elementary teacher from Wichita, KS and a high school biology teacher from Monroe, LA. This paper will also be supported by interviews from two teachers to help further explain the educational standards of today’s times and its effect on students. Summary From my interview with Kyle Hill, a public high school biology teacher from Monroe, LA, alongside my readings of an interview with Janice Thomas, an elementary teacher from Wichita, KS, the similarities and contrasts in the teaching and learning vary greatly. There is the obvious age gap between the two, as well as the sex of the instructor that contribute a part in the differences in the teaching. However, the commonality that all teachers share is that the focus is- and has always been- on the best needs...
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...Money and Financial maths. With a logical approach, students are able to gain a clear understanding of the concepts and at their own pace, are able to participate in class discussions and reflect on this. Direct instruction allows for frequent observations on student progress with feedback provided for students who are not seated in the higher level of understanding in the class. Small group work is initiated in lesson 3 with students working together in teams of three to solve word problems. Working in these small groups promotes deeper learning and enhances the students’ social skill whilst allowing students to work together and demonstrate their level of understanding for Money and Financial maths. Measures to Differentiate There are a number of different levels of academic ability throughout the class, one student diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and one visually impaired student. In order to cater for the diversity of these students, clear and concise instructions are given at the beginning and end of each lesson as well as a teacher aide in the class to assist students where needed and allow the teacher to give each student their own feedback. Further assistance in catering for the diverse classroom is the teacher and the conduction of equality amongst each student, this means that all resources that are used must be considered, for example; do they cater for a diverse range of learning abilities? A number of teaching methods are used as the assessment...
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