The actions towards achieving my goal are going to be ongoing through my teaching career. I have initiated my search for technology tools that will supplement my teaching, allowing my students to learn the material at a higher level. I was looking at some virtual manipulatives this week and found a great way to help teach my class to add integers. Another tool that I discovered, which was mentioned in our reading for this week, was creating tessellations using a computer program. All of these different tools are just a start; I hope to continue this search throughout my career. I have also learned about more ways to explore data through calculators and computer programs. Geometer’s sketchpad has also been useful in my classes, but I am now getting a better understanding of how to use it in a problem-based learning activity.
I think PBL (problem-based learning) units and lessons can be very beneficial in a math classroom, but it will take some time to determine the correct way to implement them that will allow my students to learn at a higher level. One method I am going to try is to use “mini PBL units” to get started (Ertmer &Simons, 2006, p. 43). Integrating technology in my classrooms by using PBL units, my students will see how beneficial the technology was for solving a problem as well as the benefits of using technology in general. One change that I would like to make to my plan is to integrate PBL units. Accomplishing this change will require a lot of practice and will be something the students need to get used to.
References
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from
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Jenna,
ReplyDeleteI teach math as well. I was wondering if you're concerned about time as far as integrating problem based learning units? I realize you mentioned using "mini PBL units," however I still think that would take time. Any details you could give me about how you will be implementing PBL would be helpful to me.
Allison
Jenna,
ReplyDeleteYour class sounds really fun. I grew up in a house full of mathematicians and engineers, but was always drawn toward art and language. One love we shared with equal fervor was the work of M.C. Escher. It sounds like I really would have enjoyed your math class.
I believe your decision to explore PBL through mini units is very sensible, and I think I will follow Ertmer and Simons’ (2006) suggestion and your example as I practice implementation of this type of learning. Taking risks and the occasional folly that results are inevitable parts of professional growth, but this approach can help to mitigate potentially undesirable consequences of unforeseen “learning experiences.”
-Dug
Reference
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from
Response to Jenna,
ReplyDeleteWhat are tessellations? I looked this up, and saw that they were graphic designs (I am not a mathmetician)but how could someone use this technology in a class other than math? How did you use it as a lesson for your students? What website did you use? I am interested in this, but not sure how to use it?
Jenna,
ReplyDeleteI think that PBL lessons are great in any classroom. I think that whenever content can be framed in a way that is more real, it should. I was having a discussion with two English teachers today about how they work with their Freshmen English classes. One gets planning time with other teachers to figure out how to integrate CAPT questions into their curriculum, and lesson plans for the week. The other gives lesson plans that include CAPT questions, calling them CAPT questions and presents them to the students as a drill. The latter wishes he had the time and support that the former teacher has.
This is what it comes down to, more often than not. I know that it almost seems like a backward way of planning - to have the content presented as a result of a need, as opposed to learning the content being the need. But it is really the best way to learn.
Allison,
ReplyDeleteI have always had the same concern that you have. Recently I decided to have my students create a PowerPoint presentation explaining a chapter rather than me teaching everything to them. I was amazed at how well they did on the test. My initial idea was to not have them take the test, but I wanted to compare my last two years with this year. I actually saw an increase in test scores. It seems like it takes a lot of time, but that time is well worth it.
Jenna Enevoldsen
Marcella,
ReplyDeleteTessellations are ways that an area can be completely covered with no overlapping or extra space; for example tiling a floor. There are many object that can do this other than just the regular square tiles. This idea helps students to see patterns and symmetry. The website I got this off of was The Shodor Foundation website. I hope this helped on how you might use it in your classroom.
Jenna Enevoldsen
I like the idea of using mini PBL units sprinkled throughout your curriculum instead of a complicated, overarching project. State standards require an essential question for each lesson and that is how I would use the PBL strategy. I definitely think it will take a great deal of time to implement them correctly; however, in order to survive we must always be flexible. It is worth the time and effort, as Cennamo, Ross, and Ertmer (2009, pg. 25) explain: "By involving students in creative thinking tasks, you facilitate and inspire high levels of engagement in the content to be learned and thus promote deep learning".
ReplyDeleteGood luck in putting your GAME plan into action!