As we are coming to the end of the course, I am realising that I have learned a lot in this time. A lot more than I have in other course, and a lot more that is relevant to what I am doing in education.
The text book has caused me to reflect and wonder if I am doing enough when it comes to project based learning. I have incorporated more into my lessons and I am currently turning my grade 7 unit 4 into a completely project based unit. I already have done so with my grade 8's in unit 8 and it has worked wonders. I decided to do the same with the grade 7 unit because they tend to have some trouble with it. I am a little nervous that it is not going to work, but I am going to stick to it.
Also, my inquiry into calculator use has opened my eyes up to all kinds of possibilities when it comes to using it in the classroom. I have to make sure that my students do not become dependant on it, but to learn when appropriate times are to be using it. I am now using calculators in class more and more but at the same time, controlling when students are allowed to use it to try and get them to understand when they should be using it.
Dr. Stordy referred me to a book to read (Elementary and Middle School Mathematics: Teaching Developmentally by John A, Van de Walle) for my inquiry project which turned out to be a great read, and I am looking forward to try and incorporate more of the things I read in there into my own teaching practises.
As for the blogging. Not sure how affective I have been with this. I do see it as a great tool that I can use in class. I am very interested in including technology into my classrooms and this could be a very positive tool to use. I wonder if I should have posted more, or if I should have posted more deep thinking into my posts. I find that I do most of my thinking about my courses when I have time to do so, which tends to be on my drive to or from work (50 minutes of my life each day in total). If I could transfer those thoughts directly into my blog, maybe that would lend to a better read here... or maybe not...
My posts to our discussion forum has been interesting. I was nervous about hosting my week, but my chapter was, like many, an interesting one so it wasn't too bad. I found that I would read the chapter in the book and get to a part that really interested me and I would write in the margins to remind myself to post about it when I got home only to find that it had already been posted to death. Nice to see that other students are seeing the same thing as me, but at the same time, argh... Now what will I talk about... ;) My fellow students are very good at presenting their thoughts and I am afraid that my postings were not as thought provoking or as well informed, but I think that I did my best, so I am ok with what I have done there.
Overall, I have enjoyed the course. It is only early into my masters program and I hope that my other course will be as good as this one.
Sunday, 4 December 2011
Saturday, 26 November 2011
Inquiry Project
Well... had some trouble getting my topic narrowed down for my Inquiry project. But, through some great guidance (thank you Dr. Mary Stordy) I am well into it now... actually, just about done. Once I finally had it figured out, I spent all of my free time digging into it and learned a lot. I did notice that I spent a lot of the time searching though. I remember the days when courses were along the lines of "here you go, here is everything you need" but those days are gone when it comes to working on your masters. Though I did find in this course the guidance is there if you ask! Maybe I should more time asking... like I tell my students. HAHA!
Anyway, I hope that I am doing this along the right lines. Sometimes I wonder if what I am doing is even close to what I am supposed to be doing. Especially after the initial problems I had narrowinf down my topic... I wonder if anyone else was having the same trouble... Probably not . lol.
The end of term is approaching fast. I am feverishly working at getting everything done. My wife and kids went to her mothers for the next 5 days so that I could try and get everything done. Hope I can. If I never had to go to work it would be easy to do. :) But, at least what I am reading in this course is interesting.
Well I must get back to it I suppose.
Anyway, I hope that I am doing this along the right lines. Sometimes I wonder if what I am doing is even close to what I am supposed to be doing. Especially after the initial problems I had narrowinf down my topic... I wonder if anyone else was having the same trouble... Probably not . lol.
The end of term is approaching fast. I am feverishly working at getting everything done. My wife and kids went to her mothers for the next 5 days so that I could try and get everything done. Hope I can. If I never had to go to work it would be easy to do. :) But, at least what I am reading in this course is interesting.
Well I must get back to it I suppose.
Monday, 14 November 2011
The time, the time... and project based learning too!
Seems as though the year/semester is flying by! 5 more weekend until the Christmas weekend!!!WHAT!?! Guess I better get a move on... inqury project is going slow, but I think I am on the right track. Time is of the essence now and there doesn't seem to be enough of it in one day. Hopefully, time will slow down over the next few weeks so that I can get some of the work done that has been piling up. Who knew that there would be so much of it.
Found out that I am going to have an intern in the new year. This my first time having one and I am looking forward to the experience. I hope that she gets something from my experiences I have to sharer and that she becomes a better teacher than I. We will see.
I am working on incorporating the method that Pheonix Park has been using into my classroom... kind of... I like the idea of project work in class and have done so in a unit in grade 8, so I am trying to create one for a unit in grade 7 that is a unit that the grade 7 students tend not to do as well in. I am not sure the reason for it, be it the way I present it, the time of year it comes up , or maybe the back ground that they have in it. But, I am going to try a different approach this year to see if that works. It is not a unit that has been trouble in other schools that I have been in so I am wondering if it is a background thing. Either way, I am going to try a project based approach. Though I am not going to give my grade 7 students the freedom that is given at PP. I will be continually keeping them on task and guiding them in the right direction. We will see how it goes. Hopefully I won't have to abandon it and go back to what I did in the past.
They are a lovely group though and I think it will work well. Wish me luck!
Found out that I am going to have an intern in the new year. This my first time having one and I am looking forward to the experience. I hope that she gets something from my experiences I have to sharer and that she becomes a better teacher than I. We will see.
I am working on incorporating the method that Pheonix Park has been using into my classroom... kind of... I like the idea of project work in class and have done so in a unit in grade 8, so I am trying to create one for a unit in grade 7 that is a unit that the grade 7 students tend not to do as well in. I am not sure the reason for it, be it the way I present it, the time of year it comes up , or maybe the back ground that they have in it. But, I am going to try a different approach this year to see if that works. It is not a unit that has been trouble in other schools that I have been in so I am wondering if it is a background thing. Either way, I am going to try a project based approach. Though I am not going to give my grade 7 students the freedom that is given at PP. I will be continually keeping them on task and guiding them in the right direction. We will see how it goes. Hopefully I won't have to abandon it and go back to what I did in the past.
They are a lovely group though and I think it will work well. Wish me luck!
Wednesday, 2 November 2011
PD on technology
Yesterday we had our junior high close out. I attended a grade 7 and 8 math DI sharing session. Got a lot of great tech uses for classes. The presenter focused at one point on how we can use the cell phone in our classes. Instead of fighting with students about bringing their cell phones to class, we can embrace the fact that they almost all have them and use it to our advantage. I was really interested in this as I had considered using this idea as a focus for my inquiry project. I intend on getting more information on this topic and was hoping that I could "killl two birds with one stone" if you will, but it does not focus enough on math and can be applied to other subject areas. Which I think is a good thing. There are not enough hours in the day to tackle everything at the one time, so it may have to wait until another date.... maybe. We'll see. In the end, I thought it was very interesting.
Another thing that was pointed out was that in the students eyes their parents use email, a student texts. A valid point I think! I think that we have to remember that students have interestes in things that we may not. I think that in order to be very effective as a teacher we should embrace these things and use them to our advantage.
Another thing that was pointed out was that in the students eyes their parents use email, a student texts. A valid point I think! I think that we have to remember that students have interestes in things that we may not. I think that in order to be very effective as a teacher we should embrace these things and use them to our advantage.
Thursday, 27 October 2011
Pheonix Park VS. Amber Hill
Aside from having a much cooler name, it is looking like the folks from Pheonix Park are doing better than those from Amber Hill. But my issue right now is that both of these schools are at the bottom nationally. I hope that later in the book Boaler discusses the approach used by some of the more success ful schools and see how they are similar to the methods used in these two schools. I am thinking that the project based learning is the right way to go, but if the students are not up to par nationally, maybe it is not! Or maybe the issue is that the method of project based laerning is excellent but the teachers attitude towards exams and the lack of disciplin is the problem. Hopefully the rest of the book will clear this up.
Also, I must say that this is the most interesting reading I have done in any of my courses. I find myself wanting to read ahead, but I am afraid that I will mix up the chapters when doing my postings in the forum. :)
Also, I must say that this is the most interesting reading I have done in any of my courses. I find myself wanting to read ahead, but I am afraid that I will mix up the chapters when doing my postings in the forum. :)
Tuesday, 18 October 2011
Math-o-autobiogrpahy
Ok, between the jigs and reals i am late on this one. I am finding that the D2L website has so many different areas to check for course info, and then there is the items outside of the D2L, oh yeah, and BTW, in case no one tells you, you actually have two email accounts if you didn't know. One inside of the D2L and your mun.ca one. Found this out most of the way through my first Masters semester. Anyway, enough of that, below is what I should have already blogged.
The most I can remember about math previous to grade 6 was memorizing multiplication facts. I also remeber a moment when my class was sitting on the floor around our teacher and she was holding out various amounts of change for us to count. I remember being able to do this quite easily and she laughed and said "Here Todd, why don't you count the entire amount?" holding out her hand. I immediately told her there was $6.73. I remember she got a great kick out of that. As for being descriptive, I honestly can't remember much else aside from some exercises out of a workbook that had pictures in it for adding and subtracting... or maybe that was my younger sister... not sure.
I always found math quite easy through out school. Whne the teacher went over a new concept, I understood it right away. The teacher tended to stand at the chaulk board and show us how to do something and then we practiced it. I do not remember any "investigations" or "discovery groups" were we led our own learning. But that was fine by me, I understood everything that was presented. Although I know that some other students did not. We did our assignments, tests, and exams. There were no journals, projects, or portfolios. No surprises, we knew what assessments were going to happen every unit.
When I went to MUN after highschool, I again found math fairly easy to learn. Once I got into some of the higher level (beyond first year) courses I found many of them challenging. Did a joint major in Pure Math and Computer Science and then did my education degree after I was accepted three times and turned it down the first two. Life gets in the way...
During these years I tutored at all levels. I also held some T.A. positions. One of which was in Labrador city where I had my own class once a week for first year university students. I always figured that I would be a math teacher. I always enjoyed helping other to understnad what I grasped so easily in school. The feeling that you get when someone that you are helping realizes that they actually "get it" is addicting.
I did my internship at MPI (a junior high). I also spent some time under replacement at the high school level but found myself spending more time with the junior high groups. As for which I like more... both have ther goods and bads, but in the end, not everyone can survive at the junior high level, and I actually enjoy it. There is never down time, there is always something on the go. even if you do not know it, there is something happening in your classroom at all times. It's fun!
As a math teacher, I try to get the students to like me and enjoy coming to my class. I make an effort to include laughter during my lessons. The students, usually, usually respond well to it and I find that if they like you, they will work like dogs for you. When they feel comfortable (and safe) in your classroom, they are more likely to be comfortable enough to ask for help or to take a chance and answer a question in class even if they are wrong. I absoolutely love what I am doing and would not change it for the world. I have been asked if I would stop teaching if I won the lottery, and I am unsure. I would want to keep teaching, but I know from experience of being a teacher trying to get a permanent position that I would feel bad about holding a position when there are so many young teachers out there that are in need of work. So I may stay until the end of the year and then throw my hat in. Or maybe start up my own tutoring service... Hope I get to find out. ;)
The most challenging thing about teaching mathematics is when you do everything in your power to help a student and either they work hard at not learning. In order for a student to succeed in math, they do have to want to succeed. It is very hard to drag someone through concept after concept if they do not want to do so. Luckily this is VERY rare. Those students who I get that tend to be a challenge usually come around enough so that I can help them. Again, if they like you, they will work like dogs for you... or at the least maybe like a cat...
I have been very lucky in my years teaching. I was lucky enough to be a math department head while under replacement a few years ago, which is rare. I learned more that year teaching than any other year. That year, at one of the department head meeting at the board office, I was introduced to the SmartBoard and quickly seen the power behind it and how it could change the way I teach maht forever. That year my principal was very forward thinking and when I mentioned it to him he was all over it and I was lucky enough to be one of the first teachers in the province to get my habds on one. I have been involved with Professional Developement with the board to educate teachers in there use and the possibilities that are now available to teachers. I find that I am an advocate for the use of technology in the classroom and I see the potential that is there in some of the new developments that I would love to get my hands on to use inthe classroom. But, all these schools have invested a lot of money into smart boards (and now the upkeep of smart boards) that finding money for yet another new technology is very difficult. This is where my interests lie these days. Trying to find ways to incorporate technology into the classroom. I am a lover of the SamrtBoard!!
Maybe if I win the lottery, that is what I can do with all that money... or maybe not when my wife hears the new plan... :)
The most I can remember about math previous to grade 6 was memorizing multiplication facts. I also remeber a moment when my class was sitting on the floor around our teacher and she was holding out various amounts of change for us to count. I remember being able to do this quite easily and she laughed and said "Here Todd, why don't you count the entire amount?" holding out her hand. I immediately told her there was $6.73. I remember she got a great kick out of that. As for being descriptive, I honestly can't remember much else aside from some exercises out of a workbook that had pictures in it for adding and subtracting... or maybe that was my younger sister... not sure.
I always found math quite easy through out school. Whne the teacher went over a new concept, I understood it right away. The teacher tended to stand at the chaulk board and show us how to do something and then we practiced it. I do not remember any "investigations" or "discovery groups" were we led our own learning. But that was fine by me, I understood everything that was presented. Although I know that some other students did not. We did our assignments, tests, and exams. There were no journals, projects, or portfolios. No surprises, we knew what assessments were going to happen every unit.
When I went to MUN after highschool, I again found math fairly easy to learn. Once I got into some of the higher level (beyond first year) courses I found many of them challenging. Did a joint major in Pure Math and Computer Science and then did my education degree after I was accepted three times and turned it down the first two. Life gets in the way...
During these years I tutored at all levels. I also held some T.A. positions. One of which was in Labrador city where I had my own class once a week for first year university students. I always figured that I would be a math teacher. I always enjoyed helping other to understnad what I grasped so easily in school. The feeling that you get when someone that you are helping realizes that they actually "get it" is addicting.
I did my internship at MPI (a junior high). I also spent some time under replacement at the high school level but found myself spending more time with the junior high groups. As for which I like more... both have ther goods and bads, but in the end, not everyone can survive at the junior high level, and I actually enjoy it. There is never down time, there is always something on the go. even if you do not know it, there is something happening in your classroom at all times. It's fun!
As a math teacher, I try to get the students to like me and enjoy coming to my class. I make an effort to include laughter during my lessons. The students, usually, usually respond well to it and I find that if they like you, they will work like dogs for you. When they feel comfortable (and safe) in your classroom, they are more likely to be comfortable enough to ask for help or to take a chance and answer a question in class even if they are wrong. I absoolutely love what I am doing and would not change it for the world. I have been asked if I would stop teaching if I won the lottery, and I am unsure. I would want to keep teaching, but I know from experience of being a teacher trying to get a permanent position that I would feel bad about holding a position when there are so many young teachers out there that are in need of work. So I may stay until the end of the year and then throw my hat in. Or maybe start up my own tutoring service... Hope I get to find out. ;)
The most challenging thing about teaching mathematics is when you do everything in your power to help a student and either they work hard at not learning. In order for a student to succeed in math, they do have to want to succeed. It is very hard to drag someone through concept after concept if they do not want to do so. Luckily this is VERY rare. Those students who I get that tend to be a challenge usually come around enough so that I can help them. Again, if they like you, they will work like dogs for you... or at the least maybe like a cat...
I have been very lucky in my years teaching. I was lucky enough to be a math department head while under replacement a few years ago, which is rare. I learned more that year teaching than any other year. That year, at one of the department head meeting at the board office, I was introduced to the SmartBoard and quickly seen the power behind it and how it could change the way I teach maht forever. That year my principal was very forward thinking and when I mentioned it to him he was all over it and I was lucky enough to be one of the first teachers in the province to get my habds on one. I have been involved with Professional Developement with the board to educate teachers in there use and the possibilities that are now available to teachers. I find that I am an advocate for the use of technology in the classroom and I see the potential that is there in some of the new developments that I would love to get my hands on to use inthe classroom. But, all these schools have invested a lot of money into smart boards (and now the upkeep of smart boards) that finding money for yet another new technology is very difficult. This is where my interests lie these days. Trying to find ways to incorporate technology into the classroom. I am a lover of the SamrtBoard!!
Maybe if I win the lottery, that is what I can do with all that money... or maybe not when my wife hears the new plan... :)
Tuesday, 11 October 2011
Getting into it
Well, now I am getting into this blog thing... I think. Having read the first bit of the text book, I am actually looking forward to reading further. The schools that are discussed are somewhat alike, yet very different.
One of the things that perked my interest was how the students behaved very similarly in both schools but they were run in completely different ways. It makes me wonder if it is because of the cultural aspect of the area in which the schools are situated more so than it is the effect of the administration at the schools. Maybe the students would have behaved the same way in a school run by chickens...well, maybe not.
Also, I was surprised that "Pheonix Park" which used an open ended method, ended up switching back to the chaulk and talk method when they got close to exam time. I guess that the teachers wanted to make sure that the students are prepared for the style of questions on the exam. Yes, the students do learn the concepts that they are required to, but since the exam is an assessment that is done in a certain style, the teacher is responsible to make sure that students are capable of performing up the their ability in this style. Since the students have not been experiencing the exam-style assessments, it is importnat that they be exposed to this common assessment so that they are able to perform.
One of the things that perked my interest was how the students behaved very similarly in both schools but they were run in completely different ways. It makes me wonder if it is because of the cultural aspect of the area in which the schools are situated more so than it is the effect of the administration at the schools. Maybe the students would have behaved the same way in a school run by chickens...well, maybe not.
Also, I was surprised that "Pheonix Park" which used an open ended method, ended up switching back to the chaulk and talk method when they got close to exam time. I guess that the teachers wanted to make sure that the students are prepared for the style of questions on the exam. Yes, the students do learn the concepts that they are required to, but since the exam is an assessment that is done in a certain style, the teacher is responsible to make sure that students are capable of performing up the their ability in this style. Since the students have not been experiencing the exam-style assessments, it is importnat that they be exposed to this common assessment so that they are able to perform.
Thursday, 22 September 2011
Welcome to my blog... or is it "to my blogger"... not sure...
I am new to this blogging idea and hope that it isn't going to be too difficult to learn to use. We shall see...
I am currently teaching math at Villanova Junior High. I just started my masters this past summer. I have two children (3 years old and 9 months), just moved at the end of August just before the new school year, and I decided to do two courses this fall... I figured I had lots of spare time... oops!
I'm sure it will be fine. :o(
I am currently teaching math at Villanova Junior High. I just started my masters this past summer. I have two children (3 years old and 9 months), just moved at the end of August just before the new school year, and I decided to do two courses this fall... I figured I had lots of spare time... oops!
I'm sure it will be fine. :o(
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