Weekly Math Report & Reflection Week #3

     Many people have the fixed mindset that they are bad at math. The Brain Crossing video's message that everyone can reach the highest level in mathematics through experiences and beliefs was inspiring and disputes that way of thinking. As a future educator, my goal is to enrich my students who are frustrated with math with positive experiences.

     Although I was nervous about my presentation, I managed to take away some important resources from class. There are two types of understanding; relational (conceptual) and instrumental. We discussed the benefits and critiques of both. I came away thinking that relational encourages confidence and flexibility because students learn the "how" and "why." This promotes critical thinking rather than memorizing. Developing conceptual understanding of math will be an objective of mine. On the other hand, instrumental understanding involves steps and procedures and has some instantaneous positive rewards. Here, students know how to solve a problem. I would like to use a combination of both approaches, so that my students are able to understand mathematics.

     The importance of conceptual understanding, and building it was another focus in class. We examined Quantity Relationships that included representing, comparing and ordering numbers. It is important to establish the fundamentals of math and help students understand when to use them (why and how). For example, a common denominator is needed when adding or subtracting fractions, but not when multiplying.

Norris, D. (June 2016). Math, Mathematics [Online image] Retrieved
     from https://pixabay.com/en/maths-mathematics-maths-symbols-1426891/


     It was encouraging to read that views on assessment have changed. There is more emphasis on assessment for learning and assessment as learning. I prefer that instructors assess student's performance relative to the curriculum expectations/outcomes rather than comparing students to each other (Small, 2013). That eliminates judgement and ranking. These changes will benefit teachers as they implement standardized procedures.

     When reflecting on the presentations, it was evident that there were many calculation procedures and algorithms for adding, subtracting or multiplying larger whole numbers. The presentations helped me gain insight as to what is needed to be an influential math teacher; acquire mathematical knowledge that consists of the processes, strands, and assessment components of the 2005 Ontario Junior / Intermediate Mathematics Curriculum.  My fellow presenters' handouts, activities, and strategies allowed me to examine and compare alternative mathematical solutions. Their different approaches (refresher mini lesson) and resources gave me ideas.  Hopefully, I can only get better as a mathematics teacher.

   

Venita, O. (November 2015). Mathematics [Online image] Retrieved
     from https://pixabay.com/en/mathematics-banner-teach-school-1018807/

     Personally, I gained a lot of knowledge when I prepared my Number Sense and Operations presentation. I learned the overall and specific content expectations for Grade 4 math students (read, represent, compare and order whole numbers to 10, 000). Knowing these expectations allowed me to choose the right target grade level for my activity.  I concluded that a Grade 3 student would find this activity very challenging. It is very important for a teacher to plan lessons that are grade appropriate and engaging.
   
     Ten minutes to lead a lesson activity is short. While I was relieved when my time was up, it was crucial to be organized in my thoughts, objectives, and resources.  For me, it was imperative that the class communicated the importance of showing different ways to problem solve (how) and why that was important; students benefit when inventing their own procedures (Small, 2013).  As a visual learner, I wanted to provide visual cues for those type of learners.  As a future teacher I wish that my students reach their highest level in mathematics through positive experiences that I offer.

References:

Norris, D. (June 2016). Math, Mathematics [Online image] Retrieved
     from https://pixabay.com/en/maths-mathematics-maths-symbols-1426891/

Small, M. (2013). Third edition making math meaningful to Canadian students, K-8. United States:
     Nelson Education

Venita, O. (November 2015). Mathematics [Online image] Retrieved
     from https://pixabay.com/en/mathematics-banner-teach-school-1018807/

Genius Hour Blog Post Week 3

     While this blog will focus mainly on my GH work, there was plenty to reflect upon from this week's class.  I was most inspired by Sugata Mitra and his creation of the Schools in the Cloud where children explore and learn from one another.  This set the stage for me to realize that children can teach themselves and each other through curiosity.  In particular, I was impressed with this new Education Model that will probably shape the future of education and will affect my teaching strategies.  Considering that disadvantaged children learned how to use a computer by themselves, impressed me and made me think that we as a new generation of teachers must move past traditional styles.  I like the concepts of creating thinking classrooms, finding information and asking the big questions.  It is exciting! 

     For this class, I added more slides to Powtoon and the three rules of GH.  I did not cite my images because that will be something I learn how to do more effectively next week and I have not added any pictures to my slides yet.  Watching the student samples of GH projects was very interesting to me.  It was evident that everyone has different passions about problems they think they can solve.  I was encouraged by their energy and emotions.  The core learning activity of observing Mr. D's way of marking papers and considering my own opinion of assessment / evaluation made me conclude that since traditional classroom education is changing, so should assessment / evaluation.  There are so many different practices; self, group, using technology, rubrics, homework, journals, tests, performance tasks, etc.  I really think that a broader range of strategies and tools is needed.  The weekly tasks are helping me become more confident when developing tech enhanced activities. 

     For my GH project, I learned that 64% of females between the ages of 12 -19 are physically inactive (Gibbons & Gaul, 2006).   More are involved in sedentary type behaviours (engaging in more screen time, watching television, reading) compared to males and that there is an obesity epidemic for both genders (Stevens, 2007).   Research provides evidence that females prefer individual, and non-competitive activities (Hannon & Ratcliffe, 2007).  Since adolescence is a critical period for the development of self-esteem, I will concentrate on this age group (13-14 yrs) to provide a fitness program that will be unique.

     Some trouble that I encountered was determining a program name.  I am getting closer though.  I have to determine a wide range of physical activities that will empower females in this age group and keep them motivated.  My program will include circuit training activities.  At this point, I just have to narrow them down.

Own Image

     Some questions I have are; what types of endurance, flexibility and strengthening exercises would achieve optimal health and maintain engagement?  Why circuit training and what will be the benefits?  What equipment will be used?  How will I promote this program?

     Next, I will refine the program and research my questions.  I want to consider having high school students act as mentors.  I found out that F.U.E.L ( Females Using Energy for Life) is a successful program for high school females.  Some of their non-competitive activities include Zumba, yoga, and Pilates.  

     What I want to know is how to create a fitness plan that helps combat female inactivity, body image concerns, low participation in high school physical education programs, and obesity? I need to determine if elementary schools' gyms and resources will work.  I am confident I can design a program that will effectively accomplish my goals.  I want to develop a fitness regiment that can be done at school or at home. 

References:

Gibbons, S.L., & Gaul, C.A. (2004). Making physical education meaningful for young women: Case      study in educational change. Avante, 10(2), 1-16.

Hannon, J., & Ratcliffe, T. (2005). Physical activity levels in coeducational and singlegender high     

     school physical education settings. Journal of Science and Medicine in Sport, 24 (2),149-164.

Stevens, J. (2007). Objectively assessed associations between physical activity and body 

     composition in middle-school girls. American Journal of Epidemiology, 166 (11), 1298-1305.

Weekly Math Report & Reflection Week 2

     Upon examination of this week's readings, it is evident that the Ontario Junior/Intermediate Curriculum content in Mathematics emphasizes that learning math facts, skills, and procedures are important for everyone.  It equips learners with knowledge and skills that are needed in society.  The principles underlying the curriculum recognizes diversity where everyone can learn mathematics and should have that opportunity through active participation.  For grades 1-8, the knowledge and skills that are expected are identified.  The curriculum offers a gradual, balanced math program.  Current technologies that would help math learners are promoted without losing sight that mastering math is the priority (Ministry of Education, 2005). 
     Mathematics is a powerful learning tool that helps students identify relationships between math concepts and everyday/work situations.  It allows students to make connections between math and other subjects; science.  Everyone can do well in math.  It is imperative that students, parents, teachers and principals understand their roles and responsibilities in math education so that vision is realized.  This includes effort, attention, support and encouragement.  
     Learning mathematics prepares students with a powerful way to communicate.  As a teacher, it is imperative to know the overall and specific expectations for each grade in the five strands; Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra and Data Management and Probability.  Concepts from each strand are interspersed and used to apply to everyday life activities.  Collectively, there is counting, understanding four basic operations, recognizing shapes, measuring, organizing data, and identifying graphs (Ministry of Education, 2005). 
     More importantly are the mathematical processes that support effective learning.  They include problem solving, reasoning, reflecting, connecting, communication, reasoning and proving, and selecting tools and computation strategies (Ministry of Education, 2005).  In particular, I want to concentrate on the process, problem-solving and apply this model.  I will make my students aware that they need to understand the problem and ask themselves what the question is really asking. They will be encouraged to make a plan (generate examples) and consider possible strategies (diagram, formula).  Next they will carry out their plan, look back at the solution, and communicate how the solution was reached.  To ensure that my students develop a good understanding of math, I hope to be able to explain different ways of getting the answer, provide resources, encourage them to ask questions, and construct their own understanding of mathematics. This strategy encourages independence. 

User:Phidauex. (April 6, 2008). Example of a Magic Square [Online image] Retrieved
     from https://commons.wikimedia.org/wiki/File:Magicsquareexample.svg    


     My main objective is to make math meaningful and provide positive feedback.  The readings for this week helped me develop a better knowledge and understanding about the curriculum content in Mathematics. 
     Excellent math teachers take every opportunity during the instructional/learning processes to help their students develop a positive attitude and understanding.  They empower their students with the seven interconnecting math processes.  Since students learn differently, exceptional teachers use a variety of strategies, instructional and assessment tools to address these needs.  These could include considering individual, co-operative, independent or hands- on instruction followed by practice.   An exceptional math teacher is patient.  They create a classroom environment that actively engages student interest and provide math activities that allow students to construct their own understanding and reasoning. 
     Unfortunately, there are different perceptions of mathematics.  Some are negative. There is a stigma that mathematics is complicated.  It should be every educators goal to support students in developing good math skills and to be comfortable with math.  I learned that when children struggle, they likely give up. There are many ways that I can make learning math fun.  It was evident in class that a starter activity such as "Complete the Settler" allows a student to practice a skill and enjoy the process.  This activity is easy to mark.  The student solves each question, crosses off its answer on the grid which leaves five answers.  The boxes are put at the bottom and the student just has to add them up for the right answer.  It is brilliant.  Another example is to consider the "Handshake Problem" task.  It is an opportunity to show how we solved the problem and explained our different strategies.  The conclusion is that everyone can learn math and everyone deserves this opportunity.

Resources:

Ministry of Education. (2005). The Ontario curriculum grades 1-8 mathematics.  Retrieved
     September 19, 2016 from
     http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf

Small, M. (2013). Third edition making math meaningful for Canadian students, K-8. United
     States: Nelson Education

User:Phidauex. (April 6, 2008). Example of a Magic Square [Online image] Retrieved

     from https://commons.wikimedia.org/wiki/File:Magicsquareexample.svg

Genius Hour

     My Genius Hour topic: What kind of fitness program would keep adolescent girls interested in physical activity? My goal is to encourage females to become more active when there is a tendency for activity levels to drop off. I want to create an environment for girls that is fun, social, and motivating. This program has to be affordable, adaptable and non-competitive.
     I hope that this Genius Hour (GH) project will inspire and help me to understand the GH concept as a valuable learning activity. It will give me the confidence to integrate GH into my instruction across the curriculum. My wish is to increase student engagement. Since fitness is something that I am passionate about, I want that excitement to be transferred to females.
     My progress will be measured by timeline expectations. By the end of Week 1, I plan to research fitness programs. Depending on the research, I hope to outline an idea for the program, name it, and determine where it can be implemented by Week 2. Weeks 3 and 4 will be used to refine the program. By the 5th week, the program will be in its final form and I will present it.
     I am motivated to answer my research question because physical activity is important to me. It has so many benefits; physically, mentally and physiologically, more energy, fights off illness and reduces stress. This gives me the opportunity to explore fitness, and concentrate on a target group that presents a challenge. Perhaps, I will find a new way to keep females interested in physical activity and that will help solve stereotypical problems associated with traditional physical education classes.
     Today, I put Google slides on my blog.  This was easier than I thought.  I learned how to embed my google slides onto my blog and I found this simple to do.
     I would use Powtoon slides in my classroom presentations in place of traditional tools. The Powtoon slides are a great way to use creative technology with teaching. The graphics are animated characters and I think it would grab students' attention quickly. The slides can be adapted or manipulated to suit anyone's needs for different age groups and grades. I think they would appeal to visual learners. Templates are available or they can be customized. Powtoon slides offer choices of text, images,characters, props and music. In my opinion, this will increase student engagement and excitement.

Math Post

Welcome,

My name is Matt. I graduated with my Honours in Physical Education in 2015 from Brock University. I am back in the classroom after a self-imposed sabbatical that lasted a year. That adventure gave me opportunities to do the things that I always wanted to do. I worked at a few part-time jobs (minor official operating the shot clock for the Brock Badgers and Niagara River Lions Basketball teams), tutored at an elementary school and volunteered in a Grade 4 class. I travelled to China, Thailand, and Vietnam. I have great memories of the beaches, museums, Vietnam tunnels, ethnic dishes, and the people. Other personal interests include playing basketball, and cooking new Thai foods. All my experiences supported my future goal to become a teacher and alleviated any doubts about choosing this profession. It has been an amazing journey so far!

Now as a teacher candidate, I hope to learn how to develop a working knowledge and understanding of the nature of school mathematics to pass onto my students. Education can be complicated because of different learning styles. This course will provide me with strategies and suggestions for improved communication of that information. I plan to expand my mathematics knowledge by learning from others and blogging. This tool will be a new and exciting way for me to share information, express my opinions, increase math communication, and connect with my peers.

Weekly blogging about mathematic lessons will provide many benefits for me. This modern platform is a way for me to learn how to teach math to students of different grades and ages via technology. I will document my discoveries with on-going self-reflective posts that will keep me updated. They will allow me to express my ideas, triumphs and frustrations of problem-solving math questions with others. Feedback will be welcomed. Those tips and opinions will be used for personal growth.

Math is a universal subject that can be interpreted in different ways. I realized this fact after completing the Math Refresher Course during the Pre and Post assessment exercises. Resources offered the same answers, but they were often calculated in a variety of ways. In class, it was evident when we complete the Four 4's exercises. As our group engaged in discussion, there were different ideas and processes. These brain storming sessions developed a culture of collaboration.

Overall, online journaling in this course will help me gain confidence and learn about myself (good and bad) as a mathematics learner. Also, I hope to assist and mentor my classmates with any struggles that they might have with EDBE 8P29.

Dizigen Badge 1: Copyright

     Copyright matters.  Basic copyright law means that all exclusive rights are reserved for the author of the original work to produce, reproduce, sell, perform, publish, or license.  Others must obtain permission or pay in order to copy, distribute, perform, display or adapt digital media found online.  In Canada, fair dealing is a law that allows the use of works for purposes of private study, research, criticism, review or news reporting.  As a teacher, it is most important to set the right example and educate students as to what is legal and what is prohibited in terms of using protected materials.  For example, in order for a Canadian teacher to show a YouTube video, it must have a Creative Common (CC) license that allows distribution. This standard enables sharing and reuse of creativity and knowledge through the provision of free legal tools.  Creative Commons established four types of copyright; attribution, share alike, non-commercial and no-derivative works.  These can be combined to form six types of licenses.  Also, teachers can use copied documents as long as payment has been made to the copyright owners through a licensing service such as Copibec.  To encourage copyright awareness and respect, educators should encourage students to investigate sources listed on Copyright Friendly Wiki or the Creative Commons page from the Clever Sheep Blog.  It is the law to obtain permission or pay for using original work. Also,it is important to cite sources of any Internet materials used. 

Ribeiro, L. (June 30, 2008). Children at school [Online image] Retrieved       
     from https://www.flickr.com/photos/lupuca/8720604364/

Bartmoni. (November 22, 2009). “Students working at computers at

     Walden School in Louisville”. [Online image] Retrieved from

      https://upload.wikimedia.org/wikipedia/commons/3/3f/Walden_computer.JPG

First Blog

Hi Everyone,

Welcome to my blog!
School started this week, I am back in the classroom after a self-imposed sabbatical that lasted a year.  That adventure gave me opportunities to do things that I always wanted to do.  I worked at a few part-time jobs ( minor official working the shot clock for the Brock Badgers and Niagara River Lions Basketball games), tutored at an elementary school and volunteered in a grade 4 class.  I travelled to China, Vietnam, and Thailand). Those experiences supported my future goal to become a teacher and alleviated any doubts.  What a ride!

Now I am ready for a new adventure and my goal is to learn how to competently teach with technology and enhance learning in EDBE8YO8  I want to build a positive digital footprint and be a good digital citizen too. This blog allows me to bounce ideas off my peers and comment on resources that integrate technology into the classroom.

That brings me to the concept of Genius Hour, an opportunity for students to learn what they want and unleash their creativity for sixty minutes weekly.  Students can research anything they want, not what a teacher wants.  After formulating a research question, the student can use numerous resources: Internet, magazines,videos, and books. They can brainstorm how they want to showcase their passionate topic and that can be a report, poster, model, demonstration, graphics, multi-media presentation. The sky is the limit here.

This concept is brilliant as it makes learning fun and solves some of the problems associated with traditional classroom teaching.  It is logical to me that these opportunities would increase student engagement, confidence, self-esteem and creativity.  Teachers who promote Genius Hour and integrate it in their classrooms are providing tech-enhanced opportunities for their students to focus on their own passions and improve learning.  It is a win/win scenario.  As a teacher candidate, I look forward to incorporating this strategy in my classroom and see it as a  benefit of working with technology.