Hi, Everyone I am Aa little late to post this on my blog, but still there you go.
What I learned in my Short Practicum This is very exciting that it was a wonderful opportunity for me to learn and explore about the actual school system. My school advisor is a caring person. She was there on the very first day to recieve me. It was a warm, pleasant welcome for me. She introduced me to everyone.
Most fascinating event:
In class , her organisation is amazing, she is cooperative and concerned about the learning of students. She is well prepared for her lesson plan ahead, which gives you time to prepare more about yourself. She also provided me opportunities to observe other different classes as well. I have learned about different kinds of learning environments through visiting different classes. I have attended parent teacher meeting with her, it was wonderful when she was introducing me with parents. She always provide with me a wonderful and valuable feedback through positive outcomes.
Tuesday, November 24, 2009
Assesment Project
Hi, Susan This is Darshan I am in Rong and Prem's group, please check my group's posting there. Thanks.
Monday, November 23, 2009
Wednesday, November 18, 2009
Two-column problem
It was not possible to put through scanner to post my problem on Blog. I am very sorry about that inconvenience.
So the two- column problem is to provide a number choice for the player to win 31 as a total from both players' choices.
So for player 1, 1+2+3+4+5 = 15 and he starts at 1. and take one more round to get another 15 and ends at 1. His toatl is 31. So for the first player the best choice is 1. And
for 2nd player the choice left is to start at 2
and his toatl is 2+3+4+5= 14 and aother round is 14 and it becomes =28 and he will add 3 or 2 in his tatal the he will get either 1 less or = 31. And his choice seems also sustainable.
Now if he starts at 3 then 3+4+5 =then again he will get 3 less or 2 more in his choice.
So by looking at the problem we can see the try and guess straegy may work if your guess works well for the first time and you want to try another different number also.
So the two- column problem is to provide a number choice for the player to win 31 as a total from both players' choices.
So for player 1, 1+2+3+4+5 = 15 and he starts at 1. and take one more round to get another 15 and ends at 1. His toatl is 31. So for the first player the best choice is 1. And
for 2nd player the choice left is to start at 2
and his toatl is 2+3+4+5= 14 and aother round is 14 and it becomes =28 and he will add 3 or 2 in his tatal the he will get either 1 less or = 31. And his choice seems also sustainable.
Now if he starts at 3 then 3+4+5 =then again he will get 3 less or 2 more in his choice.
So by looking at the problem we can see the try and guess straegy may work if your guess works well for the first time and you want to try another different number also.
Monday, November 2, 2009
Reflection about Richard R. Skemp Article
Reflection on the skemp article:
This article gives an explanation to the term 'Faux Amis" whic means words are very alike, but their meanings are different. The author gives an explanation through the example of word 'Histoire' and 'story'. One is a fiction while the other one is a fact. In the same way in mathematics the word 'understanding' is connected to two different meanings. One is 'Intrumental understandin' and the other one is 'Relational understanding'. The first one is understanding without reasons and second one is understanding through reasons. While these two methods of understandings have their own benefits:
Intrumental Understandings is easy to understand, rewards are immediate in this understanding, and less knowledge is involved.
In relational understanding students are more adoptable to new tasks, easier to remember, relational knowledge can be effective as a goal, and relational schemas are organic in quality.
So i think they both have their advantages and disadvantages, but logical and reasonable knowledge will stay and play with a student forever.
This article gives an explanation to the term 'Faux Amis" whic means words are very alike, but their meanings are different. The author gives an explanation through the example of word 'Histoire' and 'story'. One is a fiction while the other one is a fact. In the same way in mathematics the word 'understanding' is connected to two different meanings. One is 'Intrumental understandin' and the other one is 'Relational understanding'. The first one is understanding without reasons and second one is understanding through reasons. While these two methods of understandings have their own benefits:
Intrumental Understandings is easy to understand, rewards are immediate in this understanding, and less knowledge is involved.
In relational understanding students are more adoptable to new tasks, easier to remember, relational knowledge can be effective as a goal, and relational schemas are organic in quality.
So i think they both have their advantages and disadvantages, but logical and reasonable knowledge will stay and play with a student forever.
Timed writing Reflection and poem about Zero
Timed writing Reflection:
It is a good exercise for warm up as well as to introduce a new topic. It has its own strengths and weaknesses also.
Strengths:
-gives quick ideas to write.
-think and write at same time
- components of the topics are concrete and scrutinize through first thinking first writing
-gives clue to make a web for a broaden topic
-many ideas from other people
-enhancing knowledge
Weakness:
-time pressure
-no structure for writing
-frustration and which creates a lack of thinking ability
-think and write at the same time some time dosn't work
Overall it is a really an enjoyable exercise which can create a settled down behavior for a class. I like it because it prepares our brain to start thinking about somethin which is away from our brain.
Poem about Zero:
Knowing about Zero
tells us about nothing
on the other side of the coin
nothing is everything
0% financing will entice the consumers
but producers will attain a capital
zero has an ability to make a number big or small
having zero on L.H.S. of the number doesn't make any difference
But R.H.S. with Zero gives a distinction to a number.
-
It is a good exercise for warm up as well as to introduce a new topic. It has its own strengths and weaknesses also.
Strengths:
-gives quick ideas to write.
-think and write at same time
- components of the topics are concrete and scrutinize through first thinking first writing
-gives clue to make a web for a broaden topic
-many ideas from other people
-enhancing knowledge
Weakness:
-time pressure
-no structure for writing
-frustration and which creates a lack of thinking ability
-think and write at the same time some time dosn't work
Overall it is a really an enjoyable exercise which can create a settled down behavior for a class. I like it because it prepares our brain to start thinking about somethin which is away from our brain.
Poem about Zero:
Knowing about Zero
tells us about nothing
on the other side of the coin
nothing is everything
0% financing will entice the consumers
but producers will attain a capital
zero has an ability to make a number big or small
having zero on L.H.S. of the number doesn't make any difference
But R.H.S. with Zero gives a distinction to a number.
-
Friday, October 16, 2009
Reflection for microteaching
Overall, our lesson plan was went well. The students' interests were up to their level. They were enjoying the learniong. The hook for the lesson was well organised. Active participation was there through the variety of teaching methods. However, we ran out of time, i think we should have handed our lesson plan to the students so that they should know how it was planned. Clarity to the topic should be more specifical. We should include more visual aids for learning and to relate them with their daily activities. What i learned tis that for participation there shold be an explanation for activties which we are going to implement in the class. This happened because of the time. There should be more teacher and student interaction through the participation. I think i will be more prepared for the next lesson. But the good things which i 've seen i will apply them in my teaching practice, and things i need to improve i will improve them.
Wednesday, October 14, 2009
Citizenship Education through Math Teaching
Summary and reflection for citizenship in math classroom
This Elaine Simmt's article towards democracy education through the teachings of math. This paper is suggesting that math has a role in citizenship education. In matha teaching answer towards a question is wrong or right. the citizenship teachings also depict an individual's ethics. There is a great relationship between mathematics and society. The art of posing problems in math which relates all the learners towards society is an education of creating citizens. So all the concepts for math such as number systems, quantitave math all encourage to go for attaining the goal of citizenship. So S also writes that
Knowing math is to get satisfaction and empowering an individual.
Mathematics is also the biggest accomplishment of cultural and cognitive goals.
Mathematics has a pivotal role for our daily workplace, daily activities.
It also promotes the experimental and technical research through community.
The other part of this paper also tells about the stratgies which reflect the teachings of mathematics.
So for my math classroom, the idea of "set of facts" will lead students to improve their skills.
The important concept is that mathematics is right or wrong, which can develop the morality of students.
The teacher can also put students in groups for solving a problem and expects an explanation from them.
The mathematical conversations also develop the idea of sharing the ideology of social skills.
These all skills will guide students to integrate in the society.
Today's world 's education structure is widely matematical and it is important to teach our citizens mathematically. A teacher can promote this learning in an educational environmaent.
This Elaine Simmt's article towards democracy education through the teachings of math. This paper is suggesting that math has a role in citizenship education. In matha teaching answer towards a question is wrong or right. the citizenship teachings also depict an individual's ethics. There is a great relationship between mathematics and society. The art of posing problems in math which relates all the learners towards society is an education of creating citizens. So all the concepts for math such as number systems, quantitave math all encourage to go for attaining the goal of citizenship. So S also writes that
Knowing math is to get satisfaction and empowering an individual.
Mathematics is also the biggest accomplishment of cultural and cognitive goals.
Mathematics has a pivotal role for our daily workplace, daily activities.
It also promotes the experimental and technical research through community.
The other part of this paper also tells about the stratgies which reflect the teachings of mathematics.
So for my math classroom, the idea of "set of facts" will lead students to improve their skills.
The important concept is that mathematics is right or wrong, which can develop the morality of students.
The teacher can also put students in groups for solving a problem and expects an explanation from them.
The mathematical conversations also develop the idea of sharing the ideology of social skills.
These all skills will guide students to integrate in the society.
Today's world 's education structure is widely matematical and it is important to teach our citizens mathematically. A teacher can promote this learning in an educational environmaent.
Micro Teaching 2
Micro-Teaching Number 2
Lesson Plan:
Learning Outcomes: Be confident in making estimations, understand error in estimation, problem solving.Hook: Fermi brief introduction and story about estimating TNT in atomic bomb. Talk about in everyday life when we use estimation: tipping, tax, time, distances (driving). Pretest: How many 10-dollar bills would it take to cover the surface of Canada? Answer: 950 trillion!Canada: 9 984 670 km^210Dollar bill: 1.05*10^-8 km^2950 trillion.
Lesson Part 1: Understand the problem -> Think of a plan -> Carry out the planGo through the example and how we would solve it using those three steps.Activity: In groups of 3-4, hand out one problem to be solved by the group in the same way we have just shown. Each group will have basically the same problem, but one group has access to computers, one has access to calculators only, one has no computer/calculator, and one has limited information from the problem.
Question: How many songs does a radio station play per week? Groups 1-3 will be told it is a classical station.After 5 mins, have groups share their answer and how they got it. After they've all shared talk about error and which group they think was closest in their estimation.Post-Test: Assign a few problems for homework.
Summary/Conclusion: Scientists often look for Fermi estimates of the answer to a problem before turning to more sophisticated methods to calculate a precise answer. This provides a useful check on the results: where the complexity of a precise calculation might obscure a large error, the simplicity of Fermi calculations makes them far less susceptible to such mistakes. (Performing the Fermi calculation first is preferable because the intermediate estimates might otherwise be biased by knowledge of the calculated answer.)
Lesson Plan:
Learning Outcomes: Be confident in making estimations, understand error in estimation, problem solving.Hook: Fermi brief introduction and story about estimating TNT in atomic bomb. Talk about in everyday life when we use estimation: tipping, tax, time, distances (driving). Pretest: How many 10-dollar bills would it take to cover the surface of Canada? Answer: 950 trillion!Canada: 9 984 670 km^210Dollar bill: 1.05*10^-8 km^2950 trillion.
Lesson Part 1: Understand the problem -> Think of a plan -> Carry out the planGo through the example and how we would solve it using those three steps.Activity: In groups of 3-4, hand out one problem to be solved by the group in the same way we have just shown. Each group will have basically the same problem, but one group has access to computers, one has access to calculators only, one has no computer/calculator, and one has limited information from the problem.
Question: How many songs does a radio station play per week? Groups 1-3 will be told it is a classical station.After 5 mins, have groups share their answer and how they got it. After they've all shared talk about error and which group they think was closest in their estimation.Post-Test: Assign a few problems for homework.
Summary/Conclusion: Scientists often look for Fermi estimates of the answer to a problem before turning to more sophisticated methods to calculate a precise answer. This provides a useful check on the results: where the complexity of a precise calculation might obscure a large error, the simplicity of Fermi calculations makes them far less susceptible to such mistakes. (Performing the Fermi calculation first is preferable because the intermediate estimates might otherwise be biased by knowledge of the calculated answer.)
Thursday, October 8, 2009
Summary for "What-If-Not"
This strategy of WIN provides us an abilty to create a diversity of problems to involve students in learning. It also provokes our prior knowledge and brings the new information regarding the questions which we ask to students. It does have the steps or a procedure which follows the pin points of the strategy. It has its own starting point, and procedure follows through the attributes of the problem. It analyses the hypothesis of that what could happen if it is not like that. It provides us an idea to think about the other possibilty of the question. So students will apply the other aspect of the problem or theorem and understand that why it is not like that how it suppose to be. a teacher can enhance learning through asking questions and providing them problems to solve. In the end, the analysation of problem will be done.
So for our lesson plan for estimation I don't think deeply about that how can we pose or apply this strategy? But as the topic of estimation is very practical for our daily life activities, it can be easily understood through this strategy. It is assumed that our groceryy will cost around $150.00, but when we are on the counter we noticed that it way more than our estimation. Then we can retrospect and think What-If-Not. That retrospection can give you more clear picture of where your mistake is. And for each starting point you will think agian "What-If-not" again for your grocerry list. This estimation will work well with this strategy.
The best thing in this strategy is that it provides a deeper undestanding of the concept. It prospects all the horizons of an answer which are very deep and there is logic behind those answers.
The weakness of this strategy is that it is time consuming, and some time for some students it is hard to think the other side of the coin.
Overall it is informative, reasonable and logical strategy to apply for understanding and students' interaction.
So for our lesson plan for estimation I don't think deeply about that how can we pose or apply this strategy? But as the topic of estimation is very practical for our daily life activities, it can be easily understood through this strategy. It is assumed that our groceryy will cost around $150.00, but when we are on the counter we noticed that it way more than our estimation. Then we can retrospect and think What-If-Not. That retrospection can give you more clear picture of where your mistake is. And for each starting point you will think agian "What-If-not" again for your grocerry list. This estimation will work well with this strategy.
The best thing in this strategy is that it provides a deeper undestanding of the concept. It prospects all the horizons of an answer which are very deep and there is logic behind those answers.
The weakness of this strategy is that it is time consuming, and some time for some students it is hard to think the other side of the coin.
Overall it is informative, reasonable and logical strategy to apply for understanding and students' interaction.
Sunday, October 4, 2009
Ten Questions for Problem Posing
Ten Problem Posing Questions:
Q1. While solving problems the relation between unknown data and given data somtime is hard to understand. So can problem posing questions make it easier?
Q2. How can a teacher keep students to be focused while posing these questions?
Q3. What ideas develop a "nonsensical" questions? Or the questions which don't provide any clue for a solution?
Q4. Is this technique of posing problamatic questions is beneficial to students or not?Or to students of different level of understanding ?
Q5. Does it provide an extensive understanding to students or not? Or there level of understanding stays same?
Q6. At what level do we able to understand students? Or assess their acquirement?
Q7. Does this technique of asking too many questions overwhelm the studens or not?
Q8. What is the best way to ask these "general questions" which can lead students to best understanding?
Q9. Can we construct questions for problems with the cooperation of students or only by the teachers? And how this construction can be helpful to frame the knowledge?
Q10. How and when observations are useful to create questions?
Q11. Is there any relationship between past experience and posing questions for problems?
Q1. While solving problems the relation between unknown data and given data somtime is hard to understand. So can problem posing questions make it easier?
Q2. How can a teacher keep students to be focused while posing these questions?
Q3. What ideas develop a "nonsensical" questions? Or the questions which don't provide any clue for a solution?
Q4. Is this technique of posing problamatic questions is beneficial to students or not?Or to students of different level of understanding ?
Q5. Does it provide an extensive understanding to students or not? Or there level of understanding stays same?
Q6. At what level do we able to understand students? Or assess their acquirement?
Q7. Does this technique of asking too many questions overwhelm the studens or not?
Q8. What is the best way to ask these "general questions" which can lead students to best understanding?
Q9. Can we construct questions for problems with the cooperation of students or only by the teachers? And how this construction can be helpful to frame the knowledge?
Q10. How and when observations are useful to create questions?
Q11. Is there any relationship between past experience and posing questions for problems?
Reflection from Students' Letters
Letters from my students reflecting my teaching
Reflection from the perspective of students’ responses
I am a teacher of math and i have already taught around 2000 students. I prepared a survey for my teaching experiences. I got different kinds of responses which can reflect my methods of teachings. I am going to analyze my perspective towards teaching.
Some students said that
Miss Smith
You are a wonderful teacher for our class. You are well organized and a best teacher for my subject. You explained the every concept through different techniques which led us to provoke our interests. You always wear a happy face mask when you entered in to our class room. The whole class was used to enjoy in your classroom. Your test preparation in classroom through groups was informative. I taught in those groups and that learning in spire me to learn math more and more. Our whole class was well focused in your teaching time. Assigning home work but with the instructions was you wonderful idea. You are my favorite teacher.
Thanks Lazy
On the other hand there are some negative points about me also.
Miss Smith
You are too sophisticated towards teaching. However I am an individual learner and your group work always irritates me. Your tests were too hard. I barely able to get pass marks. This is because of you I was not able to learn problem solving techniques because you were teaching through a hard way. You barely gave us notes. So I think you were the worst teacher for me.
Thanks David
Reflection from my students’ evaluation
I think I should not stop my learning and I have to think about my teaching techniques. Are they really too deep from the subject matter? Or they are always needed to evaluate. It is always good to take the considerations from the criticism we have from our students. Some students said that I am putting too many techniques for teaching. Some are saying that I am teaching subject matter very deeply which lead my students to learn comprehensively. I will try to be at teacher as my first student said.
Reflection from the perspective of students’ responses
I am a teacher of math and i have already taught around 2000 students. I prepared a survey for my teaching experiences. I got different kinds of responses which can reflect my methods of teachings. I am going to analyze my perspective towards teaching.
Some students said that
Miss Smith
You are a wonderful teacher for our class. You are well organized and a best teacher for my subject. You explained the every concept through different techniques which led us to provoke our interests. You always wear a happy face mask when you entered in to our class room. The whole class was used to enjoy in your classroom. Your test preparation in classroom through groups was informative. I taught in those groups and that learning in spire me to learn math more and more. Our whole class was well focused in your teaching time. Assigning home work but with the instructions was you wonderful idea. You are my favorite teacher.
Thanks Lazy
On the other hand there are some negative points about me also.
Miss Smith
You are too sophisticated towards teaching. However I am an individual learner and your group work always irritates me. Your tests were too hard. I barely able to get pass marks. This is because of you I was not able to learn problem solving techniques because you were teaching through a hard way. You barely gave us notes. So I think you were the worst teacher for me.
Thanks David
Reflection from my students’ evaluation
I think I should not stop my learning and I have to think about my teaching techniques. Are they really too deep from the subject matter? Or they are always needed to evaluate. It is always good to take the considerations from the criticism we have from our students. Some students said that I am putting too many techniques for teaching. Some are saying that I am teaching subject matter very deeply which lead my students to learn comprehensively. I will try to be at teacher as my first student said.
Thursday, October 1, 2009
Reflection on Movie
The movie shows a great interaction between teacher and students.Students were well focused on the topic . They were involved with teacher and topic and moreover attention to the peer's work. Teacher has shown his creativity through simple idea to complex idea. Teacher was well orchestrated and grabed the attention of students perfectly. Students were able to check their work. Teacher taught through auditory and imagination technique. Many topics were introduced such as problem-solving, linear equations and problem solving. Teacher was well informative through associative learning. Answering and questioning technique was used. The reflection which i got from the movie is that this technique is well working one for classroom management. Even though teacher did not introduced students to take notes, but the topic was very well. After instructions, students were able to solve and understand the topic very well. After instruction, students were able to solve the problems with cooperation and technique was well creative and informative to teach. In this movie, ther is a great interaction between teacher and students. Students were well involved in learning. They were able to solve the problems orally. They were able to find the value of an indeterminate number. Teacher was providing enouhg time to think for an answer.
Tuesday, September 29, 2009
Summary and Reflection
Summary of Battleground schools
This article is about the oscillation of mathematics education between two edges. This battle was occured in three periods. The one was the progressivist for mathematics through activity and inquiry and the second one was the New Math reform movement. The last one is "Math Wars" based on NCTM Standards from the 1990 to the present. There were diffrent types of concepts regarding math. the examples were like these that math is hard and not interesting to do it. The others were used to call the teachers who like math nerds and unadjustable with world. On the other hand, some teachers were not with math background and they have a phobia of math. Then twentieth-century mathematicians thought that something sholud be done towards the attitude of learning math. There was a reform movement in mathematics education. John Dewy differentiate between the terms i.e. knowing and doing and he introduced the process of experimentation. New teaching techniques were introduced. In the earlier stage of progressive time John Dewey's suggestions were not accepted but after that a great accecptance was given in progressive time. the new math was introduced. School Mathematics Study group took the intiation to work strongly on to the new math. then soon NCTM joined to them. This New Math movement is diffrent from the progressive one. The New Math expected that every student will be a scientist. But now in these days math is under wars. NCTM has many standards to teach math. It has been said that conservative attitude was given to students. So article also relating math education towards media and schools. That is a wonderful idea.
Reflection: I think article is giving as a tremendous and valuable information about the history and growthof math education. Before it was not as much growing as it is today. So it means it has gone through some growing and changing information. and change is our social need, it is reflected through our daily life activities. We perform the activities throgh our daily life activities. this article has a temting information which can reflect us to learn and listen. The three periods in which math has gone through are described through this writing.I came to know that how math education is playing role for our life.
This article is about the oscillation of mathematics education between two edges. This battle was occured in three periods. The one was the progressivist for mathematics through activity and inquiry and the second one was the New Math reform movement. The last one is "Math Wars" based on NCTM Standards from the 1990 to the present. There were diffrent types of concepts regarding math. the examples were like these that math is hard and not interesting to do it. The others were used to call the teachers who like math nerds and unadjustable with world. On the other hand, some teachers were not with math background and they have a phobia of math. Then twentieth-century mathematicians thought that something sholud be done towards the attitude of learning math. There was a reform movement in mathematics education. John Dewy differentiate between the terms i.e. knowing and doing and he introduced the process of experimentation. New teaching techniques were introduced. In the earlier stage of progressive time John Dewey's suggestions were not accepted but after that a great accecptance was given in progressive time. the new math was introduced. School Mathematics Study group took the intiation to work strongly on to the new math. then soon NCTM joined to them. This New Math movement is diffrent from the progressive one. The New Math expected that every student will be a scientist. But now in these days math is under wars. NCTM has many standards to teach math. It has been said that conservative attitude was given to students. So article also relating math education towards media and schools. That is a wonderful idea.
Reflection: I think article is giving as a tremendous and valuable information about the history and growthof math education. Before it was not as much growing as it is today. So it means it has gone through some growing and changing information. and change is our social need, it is reflected through our daily life activities. We perform the activities throgh our daily life activities. this article has a temting information which can reflect us to learn and listen. The three periods in which math has gone through are described through this writing.I came to know that how math education is playing role for our life.
Sunday, September 27, 2009
Reflection to interviews
Individual Reflection to Interviews
While analysing questions for our group and our classmates', There are many interesting ideas on which we can pay attention and learn more. What i learned is that a math teacher should not be lazy, he or she should not relate to board or formula only. He sholud be able to make a classroom as a fun place, so that every student can inpire himself in to that learning environment. A math teacher should create a congenial environment according to the students' needs. A teacher should be more energetic, and intelligent for his subject matter. A teacher should be able to put a variety of learning environment. That subject matter should be related to other learning subjects also. There should be interaction between students and teachers. Other classmates' point of homework is very intersting. . That new technique for giving homework is wonderful to learn. Try to relate modern tecnology with other topics. Different levels of learning will allow us to choose the work according to their levels. This will build students' confidence for the subject matter math. A teacher should have the ability to create the interst of students into topics. A teacher should have abilty to satisfy the arguments of students. The environment should be answerable to how and why questions.
While analysing questions for our group and our classmates', There are many interesting ideas on which we can pay attention and learn more. What i learned is that a math teacher should not be lazy, he or she should not relate to board or formula only. He sholud be able to make a classroom as a fun place, so that every student can inpire himself in to that learning environment. A math teacher should create a congenial environment according to the students' needs. A teacher should be more energetic, and intelligent for his subject matter. A teacher should be able to put a variety of learning environment. That subject matter should be related to other learning subjects also. There should be interaction between students and teachers. Other classmates' point of homework is very intersting. . That new technique for giving homework is wonderful to learn. Try to relate modern tecnology with other topics. Different levels of learning will allow us to choose the work according to their levels. This will build students' confidence for the subject matter math. A teacher should have the ability to create the interst of students into topics. A teacher should have abilty to satisfy the arguments of students. The environment should be answerable to how and why questions.
Group Report's Summury
Summary for Group Report
As a teacher's life long learning experience, math teacher should have this attitude of learning. This code of learning is taking a teacher towards his or her professional growth. This means we learn every moment either from our own experience, or from the environment around us. So, the purpose of our group assignmnet is that to look forward a new concept of learning. We interview two different students and two different teachers. One teacher is teaching grade 10-11 for 12 years, and other teacher is teaching grade 8-10 for 8 years. They both have shown their perspective on teaching as well as on learning. I am going to explain the concept of those questions. the first 3 questions were for students and the last two questions were for teachers.
Q1. What were your experience for your math teacher?
Ans. If I will explain in the form of summary, the answers were typically normal. One student said," The teacher was always busy with blackboard." This gives us a clue for interaction of teachers and students. While the other student said, Our teacher was very slow for marking our asignments." So i think a math teacher should be energetic.
Q2. How do you feel about math curriculum?
Ans. The answer was showing that there is different levels of understanding for math for different students. So as teacher we should keep in our mind the diversity of learning. Moreober, we should have prepared ourselves according to the needs of students.
Q3. What type of methods your teacher uses while teaching?
Ans. on student said that my teacher puts us in groups, while the other said," My teacher explains the topic and assign us practice sheet to work on it." She also added that she explains us the topic through instruction method.
Q4. Do you think we can relate modern tecnology to math curriculum?
Ans. One teacher's response was that,"Yes, most of the topic we can, but it is time consuming. we have to prepare students for the provincial exams also." While other teacher's response was directing the method of instructions.
Q5. How will you compare teaching math with other subjects?
Ans. One teacher was teaching math as major, while other teacher was teaching math minor. So what i learned is that teaching wit an entusiasm can lead you towards an amazing success.
In the end, I will say every individual either it is a teacher or it is a student has something valuable which can promote learning. Learning can grow mre and more through our sharing of knowledge. So these interview insipre me to learn and teach with enthusiasm.
As a teacher's life long learning experience, math teacher should have this attitude of learning. This code of learning is taking a teacher towards his or her professional growth. This means we learn every moment either from our own experience, or from the environment around us. So, the purpose of our group assignmnet is that to look forward a new concept of learning. We interview two different students and two different teachers. One teacher is teaching grade 10-11 for 12 years, and other teacher is teaching grade 8-10 for 8 years. They both have shown their perspective on teaching as well as on learning. I am going to explain the concept of those questions. the first 3 questions were for students and the last two questions were for teachers.
Q1. What were your experience for your math teacher?
Ans. If I will explain in the form of summary, the answers were typically normal. One student said," The teacher was always busy with blackboard." This gives us a clue for interaction of teachers and students. While the other student said, Our teacher was very slow for marking our asignments." So i think a math teacher should be energetic.
Q2. How do you feel about math curriculum?
Ans. The answer was showing that there is different levels of understanding for math for different students. So as teacher we should keep in our mind the diversity of learning. Moreober, we should have prepared ourselves according to the needs of students.
Q3. What type of methods your teacher uses while teaching?
Ans. on student said that my teacher puts us in groups, while the other said," My teacher explains the topic and assign us practice sheet to work on it." She also added that she explains us the topic through instruction method.
Q4. Do you think we can relate modern tecnology to math curriculum?
Ans. One teacher's response was that,"Yes, most of the topic we can, but it is time consuming. we have to prepare students for the provincial exams also." While other teacher's response was directing the method of instructions.
Q5. How will you compare teaching math with other subjects?
Ans. One teacher was teaching math as major, while other teacher was teaching math minor. So what i learned is that teaching wit an entusiasm can lead you towards an amazing success.
In the end, I will say every individual either it is a teacher or it is a student has something valuable which can promote learning. Learning can grow mre and more through our sharing of knowledge. So these interview insipre me to learn and teach with enthusiasm.
Tuesday, September 22, 2009
Favorite Math Teachers and reflection
I have two math teachers who are memorable. One is my high school math teacher. She taught me all those algebric expression and equations in a procedural and organisational way which helped me take math as a major subject in university. Second teacher, who is memorable is my university math teacher. She taught me for four years. All my knowledge in math concepts is developed through his teachings. I was the top student in my university due to his teaching. She encouraged me to do math and apply math. doesn't matter it is an algebra, calculus, or arithmatic. That's why math becomes my favorite subject.
Reflection on Article
The author of this article is telling about own teaching experience. The author is describing that when location was changed for teaching, everything was new for her teaching. The motto of the new school was different from the old one. The author was used to teach through lecture method, problems were given, students were able to perform well. However, students were not able to perform well in final examinations. Even an intelligent student was not able to perform well. The author was using the text book mostly, and not open to use other resources and research work for class. The Robinson realised that there must be something important for research work. The the author reflected the picture of teaching practice, and made some changes in her teaching technique, implemented them, and assessed them through the results of students. After changing the techniques the performance of students was different. She compared it compared it through the assessment of students. What i have learned from the article is new tecnology is giving you a new path for you profession. Just try to intouch with the technology which is availbe. Try to apply in differet way so that maximum potentiality can be taken out from the technology.
Reflection on Article
The author of this article is telling about own teaching experience. The author is describing that when location was changed for teaching, everything was new for her teaching. The motto of the new school was different from the old one. The author was used to teach through lecture method, problems were given, students were able to perform well. However, students were not able to perform well in final examinations. Even an intelligent student was not able to perform well. The author was using the text book mostly, and not open to use other resources and research work for class. The Robinson realised that there must be something important for research work. The the author reflected the picture of teaching practice, and made some changes in her teaching technique, implemented them, and assessed them through the results of students. After changing the techniques the performance of students was different. She compared it compared it through the assessment of students. What i have learned from the article is new tecnology is giving you a new path for you profession. Just try to intouch with the technology which is availbe. Try to apply in differet way so that maximum potentiality can be taken out from the technology.
Sunday, September 20, 2009
self assesment and Peer evaluation
Self Assessment & peer evaluation
I think my introduction went well. I used the technique of asking questions and checked their prior knowledge towards topic. Learning objectives were declared.
Ways to improve: My computer was not working so i think I'll be more prepared for using technology next time.That will provide me with an opportunity to participate well with children.
Reflection on Peer's feedback: Tecnology should be checked.
It should be set up before hand.
It shold be more interactive.
Students' involvement should be there.
Summary of Peer Evaluation
Everyone was satisfied with introduction part, and with prior knowledge test. Tw of them have said that i was well prepared and have deep knowledge of my topic. However, i should be ready for my lesson with technology prior to deliver my lesson. More teaching aids should be used. I will try to make my lesson more interactive than before.
I think my introduction went well. I used the technique of asking questions and checked their prior knowledge towards topic. Learning objectives were declared.
Ways to improve: My computer was not working so i think I'll be more prepared for using technology next time.That will provide me with an opportunity to participate well with children.
Reflection on Peer's feedback: Tecnology should be checked.
It should be set up before hand.
It shold be more interactive.
Students' involvement should be there.
Summary of Peer Evaluation
Everyone was satisfied with introduction part, and with prior knowledge test. Tw of them have said that i was well prepared and have deep knowledge of my topic. However, i should be ready for my lesson with technology prior to deliver my lesson. More teaching aids should be used. I will try to make my lesson more interactive than before.
Thursday, September 17, 2009
Microteaching lesson plan on deamand and supply
Introduction: Teacher will ask some questions related to the students' shopping habits or about the changes in prices by showing some school supplies.(penciles, pens or notebook)
Teaching Objectives: Teacher will assume that in the end of the lesson students will be able to understand the relationship between price and demand and price and supply. Teacher is also predicting that they will be able to understand the market system.
Learning Objectives: Students will be able to learn about the market system, the relationship between price and demand and price and supply.
Pre Test: Teacher will assess the studen's level towards the topic that how much they know about the topic by asking questions.
Participatory activity: Teacher will show student a power point and involve them into discussion.
Post test: Teacher will judge the understanding of the students towards the topic.
Summary: Teacher will precisely tell that that price and demand has opposite relationship while supply and price has not opposite relationship.
Teaching Objectives: Teacher will assume that in the end of the lesson students will be able to understand the relationship between price and demand and price and supply. Teacher is also predicting that they will be able to understand the market system.
Learning Objectives: Students will be able to learn about the market system, the relationship between price and demand and price and supply.
Pre Test: Teacher will assess the studen's level towards the topic that how much they know about the topic by asking questions.
Participatory activity: Teacher will show student a power point and involve them into discussion.
Post test: Teacher will judge the understanding of the students towards the topic.
Summary: Teacher will precisely tell that that price and demand has opposite relationship while supply and price has not opposite relationship.
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