I had my first practical engagement in teaching at the school. My group said that the tasks effectively engaged the students. The sense of critical thinking of the students was highly tasked. Although, a group of students was able to solve the problem a level 8 grade task without procedures and explained the solutions to rest of the class, the task could span more than one class period. Also my choice of vocabularies would require a step down. My vocabulary has to be appropriate with the grade level. Initially when none of the groups was getting the required solution I almost had to bite my tongue. The concept of LET GO held me back from telling them the answer, which would have eroded their confidence. But they made mistakes, realized their mistakes and made appropriate corrections and this enhanced their confident levels.
Wednesday, July 25, 2007
Refection on our first group practical teaching at Sandtown Middle school
The teaching process went very well. The use of different shapes of containers and the measuring of the length of the water level in each container every 15 seconds was very engaging to the students.
The hook of a cold soda and or a hot coffee left on a table over time to depict the concept of change was very simple and was easily grasped by the students.
The pleasant surprises to the students was that the length of the water levels in some containers did not change within some specific time intervals of 15seconds despite pouring water into them due to the different shapes of the containers. The graphs produced were also different illustrating the differences in the shapes of the containers
One of the team members decided to work independently and got a different result, he was corrected and reestablished in his group.
Using Algebra to solve students’ male orientated task and female orientated task.
a. Male orientated task:
Four students started a business during the summer break to remodel old cars and sell them. They were paying $600 to rent an empty barn as their workshop and obtained the old cars for $250 each and the materials to for remodeling cost $410 per car. The remodeled cars with better shapes and big silencers were sold for $1,500 each. How many remodeled cars should the students sell to obtain a profit of $7000.00, $8,000, and $10,000. Explain sequence of steps in getting the results and the use of placeholder, prepare a table of two columns showing profit and number of cars made and plot a graph of profit against number of cars remodeled. Prepare a table of two columns of total cost and number of cars made and plot the total cost against the number of cars remodeled. Explain the use of the two tables
b. Female orientated task:
Melanie is shopping for work clothes. She has found a dress for $75 and a two-piece suit for only $60. She does not have enough money for both, so she must choose only one. Of course, both are "dry clean only." If her dry cleaner charges $4.50 for a dress or $3 for each piece of a suit, which will be a better deal in the long run? How many times will she have to dry clean the purchased item before it is the better deal? Plot the total amount used to purchase the two piece suit and cost of dry cleaning for 5 times , 10 times, 15 times and 20 times against these numbers of times she dry cleans i.e. 5,10,15 and 20 times. Do the same for the dress on the same graph sheet. Explain your findings.
Friday, July 6, 2007
Re: Geometric Objects in our House
Hi
These aresome of the geometric shaped objects I noticed in my house. There are lots of them including tables, chairs. Let us exchange ideas. I did not need to even look around my neighborhood, the objects are everywhere in different geometric shapes and patterns.
Toks
Tuesday, July 3, 2007
Invented Learning
Invented learning
We can damage the confidence of young children by insisting they use conventional spelling. To the child, it's impossible to understand how words can be spelled conventionally. Many kids believe "of" is spelled "uv." If we wait a while, the child will read "of" in a text and decide that "o" and "f" have more than one sound and begin to write "of" conventionally.
The five distinct levels prefer the term "invented spelling" because if you obtain samples of a child's writing over several years, you'll see that a child's spelling develops from drawing pictures to scribbles to letter strings to shorter letter strings, some letter-sound correspondence, and then increased correct letters, until the words are conventionally spelled.
I view spelling along a continuum marked by five distinct levels. There's no one right level for all children at a given age. Kids who live in highly-literate homes and who've had quality preschool experiences are usually at higher levels because of the number of literacy episodes they've had. The levels are:
Level 0 Children draw pictures, scribble or don't make letter-like forms.
Level I Children write strings of letters that have no set length.
Level II Children still write in strings but the strings usually range from three to nine letters. There's no letter-sound correspondence at this level.
Level III Children begin to write in invented spelling that can be read. They use primarily consonants and letter-name vowels. This is the consonantal level.
Level IV Children make all letter-sound correspondences using almost all consonants and most vowels even though there is some vowel confusion.
Level V Children spell conventionally almost all words that are age-appropriate.
Using these descriptions, you can easily determine the levels of your students. Ask individual kids to write the following words: tomato, punishment, karate, motion, cement, vacation and ocean. These words were not haphazardly chosen but reveal the logical system of the child. If he or she uses the same letters (sn, son, shn, un) for the end of motion, vacation and ocean, he or she has invented a logical system.
It's important to assess levels early in the year because then you know how to support the child in interactive writing situations. Inform parents of their child’s level spelling development so they don't insist upon conventional spelling at an inappropriate time.
At Levels I and II, interactive writing is often the most appropriate strategy and at Levels III and IV, students can benefit from a whole range of teaching strategies and activities. Many strategies support the spelling development of your students as you help them move to the next level. Here are some of mine.
Encourage students to write throughout the day, whether it's a full page of letter strings, the labeling of pictures or compositions.
Conduct many writing demonstrations throughout the day. A "daily news" activity is an especially effective strategy for kindergarten and first grade children.
Keep monthly writing samples so you can observe the addition of correct vowels and consonants. The collection of monthly samples serve as valuable information during parent conferences.
Use reading response journals even before children are reading independently. As soon as the child can write a few words summarizing picture books that you’ve read aloud, begin journaling.
Assign words for practice only when students are one letter away from being conventional. For instance, if the child spells "monkey" as "monke," the word might be a candidate for a short list. I like the way many New Zealand teachers chose from the writing of the Level IV five- and six-year-old children three words that are one letter from conventional spelling. The children wrote their name and the three words spelled correctly three times on a small piece of paper. The teacher compiles a running list of the words each child has been assigned so she can observe if the words are spelled correctly in future writing.
Be aware of the reading and writing connections as you conduct shared and guided reading sessions. For example, when you mask certain letters or words for a teaching point, the child will use the knowledge in both reading and writing.
Use word walls or charts to remind kids of the correct spelling of high frequency words. Taking the Words Off the Wall by Libby Larrabee and Kathie Heap (Dominie Press, 2004) has many ideas that support spelling development.
Provide Level IV kids with a notebook to record the words they can spell. I especially like the Zaner-Bloser Word Books. They provide space for a personal word list in addition to an age-appropriate dictionary to help kids become independent.
Kids invent their own relationships and then move on to a higher level of spelling as they build new knowledge about conventions. The teaching strategies and reading and writing activities we use can support development and not cause damage to the literacy confidence that the spelling test era did for many young children.
We can damage the confidence of young children by insisting they use conventional spelling. To the child, it's impossible to understand how words can be spelled conventionally. Many kids believe "of" is spelled "uv." If we wait a while, the child will read "of" in a text and decide that "o" and "f" have more than one sound and begin to write "of" conventionally.
The five distinct levels prefer the term "invented spelling" because if you obtain samples of a child's writing over several years, you'll see that a child's spelling develops from drawing pictures to scribbles to letter strings to shorter letter strings, some letter-sound correspondence, and then increased correct letters, until the words are conventionally spelled.
I view spelling along a continuum marked by five distinct levels. There's no one right level for all children at a given age. Kids who live in highly-literate homes and who've had quality preschool experiences are usually at higher levels because of the number of literacy episodes they've had. The levels are:
Level 0 Children draw pictures, scribble or don't make letter-like forms.
Level I Children write strings of letters that have no set length.
Level II Children still write in strings but the strings usually range from three to nine letters. There's no letter-sound correspondence at this level.
Level III Children begin to write in invented spelling that can be read. They use primarily consonants and letter-name vowels. This is the consonantal level.
Level IV Children make all letter-sound correspondences using almost all consonants and most vowels even though there is some vowel confusion.
Level V Children spell conventionally almost all words that are age-appropriate.
Using these descriptions, you can easily determine the levels of your students. Ask individual kids to write the following words: tomato, punishment, karate, motion, cement, vacation and ocean. These words were not haphazardly chosen but reveal the logical system of the child. If he or she uses the same letters (sn, son, shn, un) for the end of motion, vacation and ocean, he or she has invented a logical system.
It's important to assess levels early in the year because then you know how to support the child in interactive writing situations. Inform parents of their child’s level spelling development so they don't insist upon conventional spelling at an inappropriate time.
At Levels I and II, interactive writing is often the most appropriate strategy and at Levels III and IV, students can benefit from a whole range of teaching strategies and activities. Many strategies support the spelling development of your students as you help them move to the next level. Here are some of mine.
Encourage students to write throughout the day, whether it's a full page of letter strings, the labeling of pictures or compositions.
Conduct many writing demonstrations throughout the day. A "daily news" activity is an especially effective strategy for kindergarten and first grade children.
Keep monthly writing samples so you can observe the addition of correct vowels and consonants. The collection of monthly samples serve as valuable information during parent conferences.
Use reading response journals even before children are reading independently. As soon as the child can write a few words summarizing picture books that you’ve read aloud, begin journaling.
Assign words for practice only when students are one letter away from being conventional. For instance, if the child spells "monkey" as "monke," the word might be a candidate for a short list. I like the way many New Zealand teachers chose from the writing of the Level IV five- and six-year-old children three words that are one letter from conventional spelling. The children wrote their name and the three words spelled correctly three times on a small piece of paper. The teacher compiles a running list of the words each child has been assigned so she can observe if the words are spelled correctly in future writing.
Be aware of the reading and writing connections as you conduct shared and guided reading sessions. For example, when you mask certain letters or words for a teaching point, the child will use the knowledge in both reading and writing.
Use word walls or charts to remind kids of the correct spelling of high frequency words. Taking the Words Off the Wall by Libby Larrabee and Kathie Heap (Dominie Press, 2004) has many ideas that support spelling development.
Provide Level IV kids with a notebook to record the words they can spell. I especially like the Zaner-Bloser Word Books. They provide space for a personal word list in addition to an age-appropriate dictionary to help kids become independent.
Kids invent their own relationships and then move on to a higher level of spelling as they build new knowledge about conventions. The teaching strategies and reading and writing activities we use can support development and not cause damage to the literacy confidence that the spelling test era did for many young children.
The importance of math by teachers of our young ones
This a column on the importance of mathematics by the young people from 2nd grade to 7th-8th grade in The Newspaper In Education to mark the 2007 anniversary of Mathematics Education month which comes up in the month of April of every year. The title was: Why is mathematics important and how do you use it everyday.
The followings were the views of some of our young ones and their teachers:
I like to look at the calendar to learn my numbers.Joseph Frazier, Kindergarten,
Lincoln Elementary, Teacher
If you don't know math, you can't count on the calendar. You won't know how to add or subtract. If you know math you can add and subtract or you can tell time. You can do everything if you know math. Math is important to everybody. Cole Robinette, 2nd Grade,Hilton Elementary, J. Beavers, Teacher
Math is important! Without math, I do not know what the world would be. You use math everyday. Math is everywhere. Math is fun. You can do lots of stuff with numbers. Matthew Griffin, 3rd Grade,Shoemaker Elementary, D. Kegley, Teacher
I think math is important because it teaches you to add, subtract, divide and a lot more. When you get older you need to know how to do that stuff so you can pay bills. It would be pretty silly if you grew up and didn't know how to add. Don't you agree? Payton Austin, 3rd Grade,Shoemaker Elementary, M. Leighton, Teacher
Math is important because you use it everyday in school.You also use it when you go shopping. When you're home,you probably add up your chores to see how many you have done or have to do. Math is so important. Lea Dougherty, 3rd Grade,Rock Springs Elementary, G. Hillman, Teacher
Math is very important. I use it everyday. One way I use math is when I call people on the phone. I have to look at the numbers to see if I dialed right. Also, when I hang up the phone, I usually look and see how long we talked. Say a recipe calls for 1.5 cups of sugar, but your measuring cup in only in ounces. If you don't know math, how are you going to figure out how many ounces you will put in? If you don't learn math you won't be able to get through life!Bridgette Floyd, 6th Grade,Hilton Elementary, P. Whitley, Teacher
Math is important because we use it to do everyday things like shopping, cooking, and even cleaning. Without math it would be hard to do anything. First, when shopping, you have to use math to find out how much of an item you need or how much you can get with the amount of money you have. When cooking, you have to use math to measure all the ingredients. If you don't use the right amount of what you need, then your food won't turn out right. You also use math when cleaning. You have to mix the right amount of cleaner together. Math is important because you use it in everyday life. Brittany Simpson, 7th Grade,Ketron Intermediate, C. Starnes, Teacher
You probably don't realize it, but you use math every day.You use math in the store, at school, and even in the park. Math is important to know when you are spending, saving, or investing money. If you have to budget your monthly income, then it is good to use math so you don't exceed your spending limits. Math skills help you have fun as well.Take a game of basketball for instance. Don't you use math to keep score? When you play board games, you even have to count. These are just a few reasons why I think math is very important! Math is something I will use daily for the rest of my life. Danielle Gillespie, 7th Grade,Gate City Middle School, R. Dorton, Teacher
Equations, equations, equations! We use them to find distance, speed, rate, and time. We use math everyday.Whether it is finding how much gas needed for the car, or simply for doing math homework, we use it. We need math for our everyday life. Math is very important and we need it to have essential things. Without math, the world would be in chaos. Hunter Blakely, 8th Grade,Fall Branch, L. Summar, Teacher
Math is very important to me. There are some ways that math helps me. First, it helps me get ready for the big test in April. Second, it helps people get a good job. Math is lots of fun, too. Morgan Leach, 3rd Grade,Rock Springs Elementary, S. Blevins, Teacher
Math is important because it can help you with everyday life. It can help you with counting money or making fractions with your friends. Division can help you divide fractions to make sure everything is equal.Jordan Whittington, 4th Grade,Rock Springs Elementary, M. Tomlinson, Teacher
Why is math so important? If you go shopping and the cashier gives you the wrong change, and you can't count your money, what happens? Math is very important,because without it you can't do these things: find perimeter and area, divide, multiply or even count money!! Abby Childress, 5th Grade,Sullivan Elementary, S. Cassidy, Teacher
Math is important because you use it in almost every job.You use it everyday for homework, buying things at the store, and for taxes. Adults have to pay their taxes and bills so they use math a lot. When you get older and have a job you will need math for your job. I use math for homework and some video/computer games, too. Math can be so much fun and you use it whether you like it or not. You better get used to it because you are going to deal with it in every day life! Katelynn Sobota, 5th Grade,Miller Perry Elementary, J. Bellamy, Teacher
Math is important because you do it everyday. You pay taxes by adding up the sums. You use math by seeing how much you make in a certain amount of time. You also do math when you buy things like the newspaper and when you do certain jobs. That is why math is important. Peyton Nanney, 5th Grade,Miller Perry Elementary, J. Thornton, Teacher
My parents use math for taxes, knowing the speed limit, and getting up in the morning. I use math for knowing how long school is, counting money, and for math class. It's important because it's an everyday thing. My parents especially use it for bank deposits, checks, and knowing how many miles they drive. It's important in sports for certain degree passes. That is why math in important. Kyle Iacino, 5Th Grade,Rock Springs Elementary, S. Marlow, Teacher
Culled from The Newspaper In Education of march 30Th, 2007 and the details of the paper is:
The Newspaper In Education • Kingsport Times-News108 East Main Street • Suite 202 • Kingsport, TN 37660(423) 245-4954 • eriner@timesnews.net
The followings were the views of some of our young ones and their teachers:
I like to look at the calendar to learn my numbers.Joseph Frazier, Kindergarten,
Lincoln Elementary, Teacher
If you don't know math, you can't count on the calendar. You won't know how to add or subtract. If you know math you can add and subtract or you can tell time. You can do everything if you know math. Math is important to everybody. Cole Robinette, 2nd Grade,Hilton Elementary, J. Beavers, Teacher
Math is important! Without math, I do not know what the world would be. You use math everyday. Math is everywhere. Math is fun. You can do lots of stuff with numbers. Matthew Griffin, 3rd Grade,Shoemaker Elementary, D. Kegley, Teacher
I think math is important because it teaches you to add, subtract, divide and a lot more. When you get older you need to know how to do that stuff so you can pay bills. It would be pretty silly if you grew up and didn't know how to add. Don't you agree? Payton Austin, 3rd Grade,Shoemaker Elementary, M. Leighton, Teacher
Math is important because you use it everyday in school.You also use it when you go shopping. When you're home,you probably add up your chores to see how many you have done or have to do. Math is so important. Lea Dougherty, 3rd Grade,Rock Springs Elementary, G. Hillman, Teacher
Math is very important. I use it everyday. One way I use math is when I call people on the phone. I have to look at the numbers to see if I dialed right. Also, when I hang up the phone, I usually look and see how long we talked. Say a recipe calls for 1.5 cups of sugar, but your measuring cup in only in ounces. If you don't know math, how are you going to figure out how many ounces you will put in? If you don't learn math you won't be able to get through life!Bridgette Floyd, 6th Grade,Hilton Elementary, P. Whitley, Teacher
Math is important because we use it to do everyday things like shopping, cooking, and even cleaning. Without math it would be hard to do anything. First, when shopping, you have to use math to find out how much of an item you need or how much you can get with the amount of money you have. When cooking, you have to use math to measure all the ingredients. If you don't use the right amount of what you need, then your food won't turn out right. You also use math when cleaning. You have to mix the right amount of cleaner together. Math is important because you use it in everyday life. Brittany Simpson, 7th Grade,Ketron Intermediate, C. Starnes, Teacher
You probably don't realize it, but you use math every day.You use math in the store, at school, and even in the park. Math is important to know when you are spending, saving, or investing money. If you have to budget your monthly income, then it is good to use math so you don't exceed your spending limits. Math skills help you have fun as well.Take a game of basketball for instance. Don't you use math to keep score? When you play board games, you even have to count. These are just a few reasons why I think math is very important! Math is something I will use daily for the rest of my life. Danielle Gillespie, 7th Grade,Gate City Middle School, R. Dorton, Teacher
Equations, equations, equations! We use them to find distance, speed, rate, and time. We use math everyday.Whether it is finding how much gas needed for the car, or simply for doing math homework, we use it. We need math for our everyday life. Math is very important and we need it to have essential things. Without math, the world would be in chaos. Hunter Blakely, 8th Grade,Fall Branch, L. Summar, Teacher
Math is very important to me. There are some ways that math helps me. First, it helps me get ready for the big test in April. Second, it helps people get a good job. Math is lots of fun, too. Morgan Leach, 3rd Grade,Rock Springs Elementary, S. Blevins, Teacher
Math is important because it can help you with everyday life. It can help you with counting money or making fractions with your friends. Division can help you divide fractions to make sure everything is equal.Jordan Whittington, 4th Grade,Rock Springs Elementary, M. Tomlinson, Teacher
Why is math so important? If you go shopping and the cashier gives you the wrong change, and you can't count your money, what happens? Math is very important,because without it you can't do these things: find perimeter and area, divide, multiply or even count money!! Abby Childress, 5th Grade,Sullivan Elementary, S. Cassidy, Teacher
Math is important because you use it in almost every job.You use it everyday for homework, buying things at the store, and for taxes. Adults have to pay their taxes and bills so they use math a lot. When you get older and have a job you will need math for your job. I use math for homework and some video/computer games, too. Math can be so much fun and you use it whether you like it or not. You better get used to it because you are going to deal with it in every day life! Katelynn Sobota, 5th Grade,Miller Perry Elementary, J. Bellamy, Teacher
Math is important because you do it everyday. You pay taxes by adding up the sums. You use math by seeing how much you make in a certain amount of time. You also do math when you buy things like the newspaper and when you do certain jobs. That is why math is important. Peyton Nanney, 5th Grade,Miller Perry Elementary, J. Thornton, Teacher
My parents use math for taxes, knowing the speed limit, and getting up in the morning. I use math for knowing how long school is, counting money, and for math class. It's important because it's an everyday thing. My parents especially use it for bank deposits, checks, and knowing how many miles they drive. It's important in sports for certain degree passes. That is why math in important. Kyle Iacino, 5Th Grade,Rock Springs Elementary, S. Marlow, Teacher
Culled from The Newspaper In Education of march 30Th, 2007 and the details of the paper is:
The Newspaper In Education • Kingsport Times-News108 East Main Street • Suite 202 • Kingsport, TN 37660(423) 245-4954 • eriner@timesnews.net
Letting Go!!v My view
Response from Toks Onabanjo July 3, 2007
The term Letting Go has been used by Van de Walle and in our classrooms to represent how teachers teach THROUGH problems. Where are you on this at this point? Examing the teaching stations, and your own ideas. Key- When should the mathematics teacher let go and when do you believe it is best to do otherwise?
I believe in let go concept of Van de Walle. It should be used along with the three- part format for problem-base lessons. The three-part format is:
1. BEFORE
* Getting the students ready to work on a task
* Establishing clear expectation of results of products
2. DURING
* Letting Go!!!!! !!!!! Let the students reveal their understanding of the task, reflect on different possible solutions and refine their solutions, using sophistication i.e. soundness of ideas, and relationship of the elements. Strategizing by using their previous knowledge base for systematic synthesis of strategies that make sense and effecting interaction among peers in the group with the ability to communicate both orally and in written forms solution arrived at during critical thinking in solving the task. The teacher is expected to just listen and provide hints but not the solutions by asking questions that reveal more about the task and possible solutions, asking questions that would make the students reflect on their approaches and strategies and finally by asking questions that would engineer the minds of the students in refining their results or products
The teacher should also observe each group and assess their progress.
3. AFTER
* Accepting the students’ solutions without evaluation, bringing all the various groups together and allowing class discussions to enable the students to justify and evaluate their results and methods and share these with their peers in class.
The letting go occurs at the DURING phase. It means giving students a chance to use their ideas not merely following directions.. This means finding out how different groups are thinking, what ideas they are putting on the table, and how are they approaching the problem. The students must be made to have confidence in their abilities that they could solve the problems and that the teacher does not have any preferred method.
The teacher should not allow the student thoughts to stumble down the wrong path but at the same time must not divulge the answer. The teacher should simply ask the students what ideas the group has and try to focus them to reveal more on the various strategies suggested by the students, reflect more on their strategies and refine their solutions or results. The teacher may suggest the use of manipulative or drawing a picture to clarify their ideas. If the students should ask if a result or method is correct. The teacher should ask “How can you decide?” or Why do you think that is right? Or how can you check your answers to be correct or that they make sense? Reminding the students that results without reasons are unacceptable.
The teacher should listen. Ask tell me what you are doing? Can you show me how you are using your ideas? Teachers must not tell the students how to do the problem but simply lead or trick them to use their ideas that make sense in solving the problems.
The term Letting Go has been used by Van de Walle and in our classrooms to represent how teachers teach THROUGH problems. Where are you on this at this point? Examing the teaching stations, and your own ideas. Key- When should the mathematics teacher let go and when do you believe it is best to do otherwise?
I believe in let go concept of Van de Walle. It should be used along with the three- part format for problem-base lessons. The three-part format is:
1. BEFORE
* Getting the students ready to work on a task
* Establishing clear expectation of results of products
2. DURING
* Letting Go!!!!! !!!!! Let the students reveal their understanding of the task, reflect on different possible solutions and refine their solutions, using sophistication i.e. soundness of ideas, and relationship of the elements. Strategizing by using their previous knowledge base for systematic synthesis of strategies that make sense and effecting interaction among peers in the group with the ability to communicate both orally and in written forms solution arrived at during critical thinking in solving the task. The teacher is expected to just listen and provide hints but not the solutions by asking questions that reveal more about the task and possible solutions, asking questions that would make the students reflect on their approaches and strategies and finally by asking questions that would engineer the minds of the students in refining their results or products
The teacher should also observe each group and assess their progress.
3. AFTER
* Accepting the students’ solutions without evaluation, bringing all the various groups together and allowing class discussions to enable the students to justify and evaluate their results and methods and share these with their peers in class.
The letting go occurs at the DURING phase. It means giving students a chance to use their ideas not merely following directions.. This means finding out how different groups are thinking, what ideas they are putting on the table, and how are they approaching the problem. The students must be made to have confidence in their abilities that they could solve the problems and that the teacher does not have any preferred method.
The teacher should not allow the student thoughts to stumble down the wrong path but at the same time must not divulge the answer. The teacher should simply ask the students what ideas the group has and try to focus them to reveal more on the various strategies suggested by the students, reflect more on their strategies and refine their solutions or results. The teacher may suggest the use of manipulative or drawing a picture to clarify their ideas. If the students should ask if a result or method is correct. The teacher should ask “How can you decide?” or Why do you think that is right? Or how can you check your answers to be correct or that they make sense? Reminding the students that results without reasons are unacceptable.
The teacher should listen. Ask tell me what you are doing? Can you show me how you are using your ideas? Teachers must not tell the students how to do the problem but simply lead or trick them to use their ideas that make sense in solving the problems.
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