According to About.com, Daily warm ups or do nows are tools that every teacher should have in their educational arsenal. Warm ups can be given to students at the beginning of the period to review a previous topic or to introduce new material. They give students something to accomplish of an educational nature while allowing the teacher time to take roll and perform other housekeeping duties.They can also reinforce the key points that you want students to remember. Therefore, every teacher can benefit from including warm ups each day.
Warm-ups in math education serve many purposes for both teachers and students. The purposes it can serve for the teacher are: Student assessment, focused students in the class, introduces or reviews materials, promotes individual and group work, and allows the teacher to complete clerical tasks. Warm-ups can become something the students expect when they walk into the classroom. They serve as a "jump start" for students.
The purposes it can serve for the student are: Allows practice or review of the material, test preparation, provides a stress-free environment for students to make mistakes, and allows them to work on individual or group work.
In my experience with warm-ups in the classroom so far, I have seen a few strategies implemented that I thought to be effective use of the time. The first was a warm-up activity focused on individual students. Students were to complete the task alone and then be ready to explain to the class their reasoning. The second was a group-based activity. Essentially the same idea as before, but promoting group work and roles as a focus. Material in the warm-ups was a variety of review and an introduction into new knowledge.
In all, math warm-up are good for both student and teacher. It provides that first 10 or so minutes of class to focus and initiate the "math brain." I know I will use warm-ups in my classroom.
Wednesday, October 19, 2011
Wednesday, October 5, 2011
Appropriate Use of Technology
Fraction Models | |
Explore different representations for fractions including improper fractions, mixed numbers, decimals, and percentages. Additionally, there are length, area, region, and set models. Adjust numerators and denominators to see how they alter the representations and models. Use the table to keep track of interesting fractions. http://illuminations.nctm.org/ActivityDetail.aspx?ID=11
For my project, I had numbers and operations related to fractions and decimals. I copied and pasted the above description of the activity I found and used to relate to this topic. The mathematics that it reinforces is fractions, decimals, mixed numbers, and percents. As the numerator and denominators are adjusted, the student can see the related decimal, mixed number, and percent. The activity also displays a visual representation of the fraction.
I thought the activity could be very effective as is addresses the kinestetic and visual learner. The technology offers a quick reference to fractions that may be difficult to picture in a students mind. It teaches the student what a mixed number or a percent looks like. This technology should be coupled with a supporting teacher lesson, using many types of materials to explain fractions as they relate to other numbers (ratios, percents, and decimals). If I were to teach the lesson, I would either do this activity as a warm up to the lesson, or after I taught an introductory lesson.
Standards, Standards, Everywhere
My group had numbers and operations and the associated standards. I found the NCTM standards/expectations for numbers and operations were pretty general as they covered 6 - 8 in general terms. There were a total of seven general standards for three grade levels. These were:
As I viewed the Common Core and CMP standards, I found they were more difficult to decipher. For example, for the number system in the common core standards, there were broad headings like "Apply and extend previous understandings of numbers to the system of rational numbers." After the heading there are more specific objectives or benchmarks for the student to achieve.
In the CMP standards, there were focused objectives for Number and Operation goals. It also had guided objectives in relation to standards and the texts being used for the material. In my middle school classroom, we are using Connected Math and I have found it user friendly and comprehensive. It breaks down the standards into daily student objectives.
Overall, I found the National Standards to be broad concepts and Common Core and CMP standards more focused. It was like a "funnel effect" for the standards, as I got to CMP, they were more focused and deliberate to daily or lesson objectives.
- work flexibly with fractions, decimals, and percents to solve problems;
- compare and order fractions, decimals, and percents efficiently and find their approximate locations on a number line;
- develop meaning for percents greater than 100 and less than 1;
- understand and use ratios and proportions to represent quantitative relationships;
- develop an understanding of large numbers and recognize and appropriately use exponential, scientific, and calculator notation;
- use factors, multiples, prime factorization, and relatively prime numbers to solve problems;
- develop meaning for integers and represent and compare quantities with them.
As I viewed the Common Core and CMP standards, I found they were more difficult to decipher. For example, for the number system in the common core standards, there were broad headings like "Apply and extend previous understandings of numbers to the system of rational numbers." After the heading there are more specific objectives or benchmarks for the student to achieve.
In the CMP standards, there were focused objectives for Number and Operation goals. It also had guided objectives in relation to standards and the texts being used for the material. In my middle school classroom, we are using Connected Math and I have found it user friendly and comprehensive. It breaks down the standards into daily student objectives.
Overall, I found the National Standards to be broad concepts and Common Core and CMP standards more focused. It was like a "funnel effect" for the standards, as I got to CMP, they were more focused and deliberate to daily or lesson objectives.
Wednesday, September 21, 2011
Best Practices Research
Best Practice in Education
Based on some of the research I found, I felt best practice in education is defined as procedures, methods, and practices that actually work. According to the SERC website I found, best practice in education was based on solid research of what actually works. The website provided nine standards for best practice in education. These standards were:
1. Clear and common focus
2. High standards/expectations
3. Strong leadership
4. Supportive, personalized, and relevant learning
5. Parent community involvement
6. Monitoring, accountability, and assessment
7. Curriculum and instruction
8. Professional development
9. Time and structure
http://www.ctserc.org/s/index.php?option=com_content&view=section&id=8&Itemid=28
Some of the principles that stood out to me was a clear and common focus, parent involvement, and professional development.
Having a clear and common focus among all members of the school is important. If there was not a focus on high achievement, or if everyone had different goals for education, the system would suffer. Having a common goal means that it can be reached and expectations and strategies can be made to reach the common goal.
Parent involvement and community collaboration is important for best practice. This starts with good communication between schools and the community. And collaboration is the key. I would think that most parents would want their child to succeed at school. Keeping these lines of communication open is important for accountability and a communites sense of "worth" in the educational process.
Professional development for teachers and staff should be paramount. The landscape of schools are constantly changing. Knowing the trends, rather than reacting to them is best practice.
Finally, I agree with empirical research and evidence to support best practice in education. As a teacher, parent, and tax payer, I would want my educational system to follow best practice to ensure students are receiving the best education possible.
Best Practice in Instruction
As in best practice for education, the same "what works" strategy should be implemented for best practice in teaching. The link below offers this explanation by evaluating teaching practices that work for you. In addition to that, theory and research should back up your practice and development in teaching should be an ongoing practice.
http://www.ttms.org/best_practice/best_practice.htm
The Marzano instructional strategies below give a nice framework for best practice in instruction.
They are:
Identifying Similarities and Differences
Nonlinguistic Representations
Summarizing and Note Taking
Setting Objectives and Providing Feedback
Reinforcing Effort and Providing Recognition
Generating and Testing Hypotheses
Homework and Practice
Cues, Questions, and Advanced Organizers
Cooperative Learning
Some principles that stand out to me are setting objectives, reinforcing effort, and cooperative learning. Setting objectives gives direction for learning and sets clear expectations for student acheivement.. To me, it provides clear understanding of what is expected of the student and how they can be successful. As stated in the article, reinforcement for effort can help motivate students to perform at a higher level. To me this means constant meaningful reinforcement. Cooperative learning, teaching method variety can give different types of learners the best opportunities to succeed. It also avoids the subject matter from becoming stale.
http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html#similar
Based on some of the research I found, I felt best practice in education is defined as procedures, methods, and practices that actually work. According to the SERC website I found, best practice in education was based on solid research of what actually works. The website provided nine standards for best practice in education. These standards were:
1. Clear and common focus
2. High standards/expectations
3. Strong leadership
4. Supportive, personalized, and relevant learning
5. Parent community involvement
6. Monitoring, accountability, and assessment
7. Curriculum and instruction
8. Professional development
9. Time and structure
http://www.ctserc.org/s/index.php?option=com_content&view=section&id=8&Itemid=28
Some of the principles that stood out to me was a clear and common focus, parent involvement, and professional development.
Having a clear and common focus among all members of the school is important. If there was not a focus on high achievement, or if everyone had different goals for education, the system would suffer. Having a common goal means that it can be reached and expectations and strategies can be made to reach the common goal.
Parent involvement and community collaboration is important for best practice. This starts with good communication between schools and the community. And collaboration is the key. I would think that most parents would want their child to succeed at school. Keeping these lines of communication open is important for accountability and a communites sense of "worth" in the educational process.
Professional development for teachers and staff should be paramount. The landscape of schools are constantly changing. Knowing the trends, rather than reacting to them is best practice.
Finally, I agree with empirical research and evidence to support best practice in education. As a teacher, parent, and tax payer, I would want my educational system to follow best practice to ensure students are receiving the best education possible.
Best Practice in Instruction
As in best practice for education, the same "what works" strategy should be implemented for best practice in teaching. The link below offers this explanation by evaluating teaching practices that work for you. In addition to that, theory and research should back up your practice and development in teaching should be an ongoing practice.
http://www.ttms.org/best_practice/best_practice.htm
The Marzano instructional strategies below give a nice framework for best practice in instruction.
They are:
Identifying Similarities and Differences
Nonlinguistic Representations
Summarizing and Note Taking
Setting Objectives and Providing Feedback
Reinforcing Effort and Providing Recognition
Generating and Testing Hypotheses
Homework and Practice
Cues, Questions, and Advanced Organizers
Cooperative Learning
Some principles that stand out to me are setting objectives, reinforcing effort, and cooperative learning. Setting objectives gives direction for learning and sets clear expectations for student acheivement.. To me, it provides clear understanding of what is expected of the student and how they can be successful. As stated in the article, reinforcement for effort can help motivate students to perform at a higher level. To me this means constant meaningful reinforcement. Cooperative learning, teaching method variety can give different types of learners the best opportunities to succeed. It also avoids the subject matter from becoming stale.
http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html#similar
About me
Hello everyone, my name is Chad Barr. My interest is to teach middle school math, science, or late elementary school. I have a wife and 2 young kiddos. My interests include my family, the Portland Trailblazers, the NFL and all of college football. I like to camp, be outside, and travel. This is a second career for me and I am excited to get started.
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