Wednesday, June 18, 2008
Mr Chua from NIE shared with us some aspects in using
problem solving in our class, based on a constructivist approach.
Here is the scope of his sharing:
--> Problem posing strategies for Mathematics (a constructivist approach)
Math prompts:
a. Needs a prompt/ context
b. Algorithm
c. Time bound
d. Motivation to engage
What to look out for in a Math lesson:
a. Oral interaction
b. Written (create their problems and present them in class)
c. Active responses from the learners (suggests something about the teacher)
Key concerns:
a. How to pose good Qs?
b. What is needed to foster a culture of asking good Qs?
Why necessary?
1. For assessment/ classroom interaction/understanding/ engagement/creativity
2. For understanding /ownership of problems
3. Generic skills
4. To relate to a context
5. A form of evaluation/ gather feedback on the learners’ process
Nature:
a. Routine (solvable)
b. Non-routine (statements/meta problems/ unsolvable)
c. Teacher needs to provide the scaffolding (problem formulation/content/objectives etc)
d. Use of problem solving heuristics
STEMS:
a. Statement
b. Diagram/ picture
Types of Qs:
M ~ Modify the problem
E ~ Extend the problem (HML)
M ~ Max/Min problems (modify the problem/ adding constraints)
G ~ Generalization
SUMMARY:
a. Pick an interesting topic/Q/situation of interest
b. Impose your own conditions
c. Students’ presentation
d. Competition
e. Gallery walk on posed problems
I have attended problem solving workshops before. This time round, I gathered more concrete steps in HOW to go about constructing such problems. From a Sec Sch Tr's pov, I find it very refreshing as the conditions are usually few but concise.
For Pri school, I seem to gather that pupils not only must come out with a feasible method, they also need to have a certain command of EL to put the appropriate Mathematical terms in the questions. . . easier said than done.
I believe it's wiser to dispense such sums in small dosage...increase gradually so that the students are reasonably inspired to create their problems. For the teacher, she needs to be realistic about the pupils' abilities. A lot of scaffolding is needed before the pupils have the courage to venture into the unknown with the peers. If done correctly, the pupils will be more motivated to come out with the problems of their own.
They will be proud of their achievements and hopefully, be more willing to try questions or even pose questions to their peers.
I believe this approach will take a while to find its 'fans'... to overcome people's resistance. I believe more should be done to share with the educators/ parents that this is the buzz word for learners.
Having a corner for the best Math problem being posed sounds cool too! This will definitely spur the pupils to outwit one another in the search of creative questions and solutions.
Innocence
9:35 PM
Hi. Here is a highlight of what took place on 18 June 2008. We had an action packed day...
a.Open ended Qs performance tasks
b.NUS High School visit
c.NIE Classroom of the future
This day was an eventful one. When the presenter *Mdm Foo shared more about herself in her journey as a Master teacher, I could sense a lot of passion and dedication on her part. It was heartening to see a teacher like her with so much care for her students. She even motivated them to take part in the Olympiad in 1999.
She moved on to
OE Performance Tasks with us. She combined conceptual knowledge with hands on Qs for solving. On the whole, I gathered that she has a brilliant mind. A few of us were clueless in the beginning but there were some bright sparks among us. She encouraged us to look up on the Internet for further resources.
After lunch, we proceeded to
NUS High school for a briefing about the school. The Research Director welcomed us and guided us through an hour of presentation. I marvelled at the rigour of the programme. The students are stretched to the best of their abilities. The Research Director was very helpful in the questions posed by us. Some mention on the use of hostels were highlighted in the sharing too.
Around 330pm, we moved to
NIE @ Boon Lay. The facilitator led us to a
classroom of the future. In there, they conjured three futuristic possibilities:
a. Starbucks (eat & learn @ same time; give orders on table; play around with the tablet)
b. Learn with a game (use a video game to reinforce learning of a concept; pupils can engage in
interplay among one another)
c. Virtual classroom (seats with ID recognition/ Interactive wall/ online learning with Tr)
On the whole, I found this place so cool! However, I wonder if there will be an element of personal touch if the environment is so high tech… Hmmm… some food for thought.
Innocence
9:32 PM
Hi folks, here is a list of activities I went through during the TWA on 16 and 17 June 2008.
a.Resource Package
b.Website surfing (EDUmall/ COE Math)
c.Webquest/ Windows Video encoder/ Blogging
I had an interesting time surfing the net for Math resources using Edumall and COE @ ZE Math. Indeed, there are a plethora of resources in these 2 virtual platforms. Somehow, I wonder where did the teachers have the drive to initiate new projects in their schools? Perhaps, they attended courses in other institutions. I am inspired to start but hopefully, I can find a fuss free and enjoyable way of creating such resources.
In connection with the PETALS framework, I find these resources very useful in supporting it. I will make an effort to develop my competence in communicating Mathematics to my pupils.
For a start, I can make use of these OPEN tools to create:
WEB quest (pose follow up Qs on Learning Journey)
Blogging (reflection on the topics taught; pupils’ response; pose challenging Qs)
Last but not least, we need to work on our resource package as our final part of TWA. 4 of us came out with a topic on Money for P2. The components include:
1. Lesson plans/ Curriculum design (using PETALS framework)
2. Card game
3. Websites
4. Webquest *Interdisciplinary (tie in with HE on nutrition/ EL on food)
5. Activity sheet/ manipulative (fake money)
All these are included to make the lessons more lively and engaging for the pupils. I am eager to try out these ideas and see if this lesson plan can bring about a new energy amongst the pupils.
Innocence
9:27 PM
Monday, June 16, 2008
This was the 2nd part of the lesson for today. 16 June.
The facilitator showed us how to make use of the open tool 'Web Quest' to create web pages with different components.
In my personal opinion, I believe it is a fuss free tool to create web pages. However, as the time to learn was rather rushed, we could not go through the entire process. However, I believe with the browsing, I should be able to come out with a reasonably decent web quest for my lower primary pupils.
If I am successful, hope this can inspire my colleagues to create their class web quests. Unfortunately, the greatest enemies for this tool are time and effort.
Well, guess I just need to get used to this tool and figure out how it can help my pupils.
Innocence
1:46 AM
Sunday, June 15, 2008
Wow... so cool!
Never know you can select the 'skin' from the blogskin website.
Guess I'm really behind in this area.
Just wonder hmmm.....what to put in the blog.
If itz for personal viewing, will prefer to share more of personal stuff like...
a. new life partnership
b. views abt anything under the sun
c. fun quotes or pix/ video to unwind
All for good clean fun. :)
Innocence
11:53 PM
This happened on a cool Monday, 16 June.With a total of 16 other teachers, we had our ice breaker activity, followed by a session on Petal framework by a specialist from CPDD.
He guided us on the framework and give us examples on how the framework can be used in the light of teaching Math topics.
I found this approach to be rather relevant and refreshing. A lot of us perhaps have the impression that teaching Math is based on 3 stages:
a. concrete
b. symbolic
c. abstract
However, an effective math teacher goes beyond these basics. from the e.g.s shown to us, I realise effective teaching is more than just delivering. There are a lot of other concerns which could be more important than content teaching.
For instance,
a. questioning techniques
b. anticipation of students' entry point (how much they know abt the topic)
c. customized teaching (for HA/MA/LA learners)
d. types of follow up (remediation activities)
Although the session was rather technical, the specialist provided a great insight on how PETALS work in a classroom setting.
I looked forward to learn more from the experts and equip myself further.
You may wish to look @ the website below and see what engaged learning is about.
Ciao...
Innocence
11:00 PM
