Learning needs to mean something to the students. If they can't relate to the information, they won't care to learn the information. A pretty easy way to help the students put meaning into a topic is using stories. At first, I was a little confused how to incorporate stories into my teaching. Was I going to have my jr. high students sit on the floor while I read them a story book that had a particular topic in the story? That didn't make any sense to me. I was thinking how can I ensure that every student relates the story the way I want them to relate it? The answer is I can't.
Then I was thinking what it meant to relate stories to students. Then it came to me, relate what they are learning to something they see everyday in their lives. They will provide their own stories dealing with the topic to help them understand. I don't have to make sure they have a meaning to it, because they will be able to add meaning that actually means something to them.
Tuesday, June 30, 2009
Tuesday, June 23, 2009
Week 7
Learning needs to have meaning. If a student can draw meaning from a topic, for example, how a certain topic is used in the everyday world, the topic can be more relevant to them. In basic math classes it is pretty easy to show the students how the topics are used everyday. The problem arises when the students start taking more abstract math courses, basically Algebra and above. Many algebra topics can be related to everyday situations, but not all careers use algebra skills. The trick here is to make the harder to relate to topics more interesting.
As a teacher of algebra, I have found that it is helpful for my students to have a general idea when they will use a skill again. For example, solving linear systems of equations is a hard topic to explain how it fits into everyday life, because it really doesn't. This skill is not used in an average person's life on a daily basis. For this skill, and many others, I explain to my students that they many not use this topic, but it is a required skill to move to the next level in math (I usually tell them when they will see it again), which they will need to complete in order to reach where they want to go in life, even if it's just graduating from high school. This discussion sometimes isn't enough to get the students motivated and excited to learn a given topic, the good news is, math is very easy to develop learning games around. Games are a great tool to get almost all, if not all, of the students excited to learn.
As a teacher of algebra, I have found that it is helpful for my students to have a general idea when they will use a skill again. For example, solving linear systems of equations is a hard topic to explain how it fits into everyday life, because it really doesn't. This skill is not used in an average person's life on a daily basis. For this skill, and many others, I explain to my students that they many not use this topic, but it is a required skill to move to the next level in math (I usually tell them when they will see it again), which they will need to complete in order to reach where they want to go in life, even if it's just graduating from high school. This discussion sometimes isn't enough to get the students motivated and excited to learn a given topic, the good news is, math is very easy to develop learning games around. Games are a great tool to get almost all, if not all, of the students excited to learn.
Tuesday, June 16, 2009
Week 6
This week I have been feeling a little hopeless when it comes to my learning. I'm sure all of us, including our students get to this point once and a while. I think sometimes students get so beat down by the teachers that they don't even want to try any more. This week my learning has been effectuated by a teacher (not Brian!) in a negative way. I don't want to use this blog as a bashing tool for this teacher, I'm just using him as an example. As I thought about how I was feeling in this particular class I wondered if I ever made my students feel the way I am currently feeling; like they can't do anything right not matter how hard they try. I am sure that this particular teacher isn't intentionally making me feel this way, which is what made me wonder to myself if I've ever done this to a student and if I have (unintentionally) how do I make an effort to not do this to my students?
I think that student's learning is best effectuated when the teacher is positive to them. I'm not saying give every student an A so they don't get their feelings hurt, but be positive in the criticism that must sometimes be given to students. And most importantly, don't make the criticism sound like criticism, more like a suggestion or help. Every student does do something well. It may have nothing to do with the class you're teaching, but make sure you know what those strengths are. This not only will help the teacher know how to best teach this student, but it will also give you an opportunity to give positive reinforcement.
I think that student's learning is best effectuated when the teacher is positive to them. I'm not saying give every student an A so they don't get their feelings hurt, but be positive in the criticism that must sometimes be given to students. And most importantly, don't make the criticism sound like criticism, more like a suggestion or help. Every student does do something well. It may have nothing to do with the class you're teaching, but make sure you know what those strengths are. This not only will help the teacher know how to best teach this student, but it will also give you an opportunity to give positive reinforcement.
Wednesday, June 10, 2009
Week 5
I have been thinking about relating content to a previously understood concept or topic this week. As I was studying this, I wondered how do I, as a teacher, correct misconceptions that students bring into my classroom? I think it is impossible to know every misconception that every student has, so how do I combat this unknown?
As I pondered this question this week I started to realize that I do know many of my students misconceptions that they bring into my class. Most of them I know because they are very common, so point them out in the instruction. But sometimes they are unusual misconceptions. These, I have found, are more difficult to identify. I have found that doing informal assessment has really helped correcting these misconceptions. Simply asking probing questions (and waiting for the answer) is a very helpful tool. If I find many students in a class are making the same mistake, I'm not afraid to go back and correct the problem.
As I pondered this question this week I started to realize that I do know many of my students misconceptions that they bring into my class. Most of them I know because they are very common, so point them out in the instruction. But sometimes they are unusual misconceptions. These, I have found, are more difficult to identify. I have found that doing informal assessment has really helped correcting these misconceptions. Simply asking probing questions (and waiting for the answer) is a very helpful tool. If I find many students in a class are making the same mistake, I'm not afraid to go back and correct the problem.
Tuesday, June 2, 2009
Week 4
I have one lesson that I do every year in algebra (usually right before Winter Break) that gives my students the opportunity to really explore and understand a crucial topic, lines. For those of you who where in Doug's Instructional Design II class last semester got to see this lesson developed on my Moodle project, Bungee Barbie.
This lesson explores a linear relationship. In this case, the number of rubber bands corresponds linearly with the distance Barbie falls with that amount of rubber bands connected to her. For a quick overview of the activity, the students collect data, create a line, find the equation of the line, then use the line to figure out how many rubber bands they are going to need for a given distance (really any distance they want to know). All of the topics that are related to lines.
In algebra lines are extremely important. I have found that my students' core tests scores for the standard containing lines are outstanding! I'm not crediting these scores to my exceptional teaching the first time through these topics and my well thought out assignments. I credit Bungee Barbie, and Bungee Barbie alone, for my students' scores. My students are able to remember lines because they had a hands on activity (not to mention a really fun activity) where they had to do some real problem solving.
I really feel that this is a type of meaningful learning. Not that I think that my students attach their dolls to rubber bands then drop them from high place on a regular basis, but they are able to link lines to this activity that is pretty memorable. If every class is just like yesterday's, there isn't anything interesting to remember. I have found that students, especially jr. high students, remember the unusual and the fun, not the droning lectures. We, as educators, need to get into the habit of mixing up our lessons, try not to the same old every day.
This lesson explores a linear relationship. In this case, the number of rubber bands corresponds linearly with the distance Barbie falls with that amount of rubber bands connected to her. For a quick overview of the activity, the students collect data, create a line, find the equation of the line, then use the line to figure out how many rubber bands they are going to need for a given distance (really any distance they want to know). All of the topics that are related to lines.
In algebra lines are extremely important. I have found that my students' core tests scores for the standard containing lines are outstanding! I'm not crediting these scores to my exceptional teaching the first time through these topics and my well thought out assignments. I credit Bungee Barbie, and Bungee Barbie alone, for my students' scores. My students are able to remember lines because they had a hands on activity (not to mention a really fun activity) where they had to do some real problem solving.
I really feel that this is a type of meaningful learning. Not that I think that my students attach their dolls to rubber bands then drop them from high place on a regular basis, but they are able to link lines to this activity that is pretty memorable. If every class is just like yesterday's, there isn't anything interesting to remember. I have found that students, especially jr. high students, remember the unusual and the fun, not the droning lectures. We, as educators, need to get into the habit of mixing up our lessons, try not to the same old every day.
Subscribe to:
Comments (Atom)
