Comments and reflection on BattelGround Schools:
While I was reading the article “BattleGround Schools”, the first part of the article drew my attention to an interesting word which was ‘math phobic’. I used to be a math phobic myself and it was really interesting for me that this article was describing how and why people become a math phobic. Overall, I think this article gave me a great clue about the history of mathematics curriculum in America from early nineteenth century. I also think that learning about those three movements was required for us since mathematics curriculum is something that we always must deal with. In addition, I believe that the mathematics curriculum must be designed in a way that it can develop students’ abilities in understanding math deeper and help them to overcome their fear in problem solving. All in all, I am glad that I got a little bit familiar with the history of mathematics curriculum.
Tuesday, September 29, 2009
Monday, September 28, 2009
Summery of "school battels
Summery of "BattleGround Schools"
Among people in North America, there has been always an existence of the “math phobic” attitude. Most people who have math phobias are the ones who do not have a good understanding of math and always attempted to memorize math rather than comprehending it. This is extremely endemic among element teachers who unfortunately transfer the same attitude to their students. Due to such attitudes, mathematics education in North American has been varying between two poles, progressive and conservative, since early nineteenth century and it resulted in battles around three periods and movements.
The first movement, “Progressivist Reform (circa 1910-1940) which was originally led by John Dewey, was based more on “activities” and “inquiries” rather than “sitting still and taking in what the teacher presented”. Back to early nineteenth century, there were many analysis/critiques about the mathematics curriculum which was based on complex trials that were led to an answer “with no sense of why those particular procedures worked.”After a growth in population through immigration, and some other factors such as urbanization and World War (I), demands raised for more practical mathematics curriculum; and as a result, John Dewey’s teaching techniques was accepted the most since it was all about “ ‘programming the environment’.”
The second movement, The New Math (1960(s)), appeared as soon as American sensed that USSR was “beating” the US in the “space race”. The launch of the Soviet Sputnik significantly shocked Americans which led to a change in America’s mathematics curriculum. The new curriculum was completely based on abstractions and set theories to make students ready to compete with USSR. But not much after, this curriculum failed because teachers found it highly complicated to teach abstract math. Also, parents found themselves powerless in helping their kids with their math homework since they learned math differently. This was the end of “The New Math” curriculum which opened the space for third movement, “Math Wars”.
After the second movement, in the late 1970(s) and 1980(s) education policies started to put their emphasis on “back-to basic” curriculum. In addition, the National Council of Teachers of Mathematics (NCTM) started building its own standard program which later led to a “Math War.” After NCTM started publishing their own curriculum, which was “well-received” by governments and teacher, governments saw this as teachers’ agreement however, most of the educators were not pleased with the content of the curriculum and they believed that the content of the standards are “supporting a balanced, progressive approach.” In 1996, the Third International Mathematics and Science Study (TIMSS) found America’s grade eight students in 28th rank which was shocking for American and brought anxiety. They found that the key is a deeper conceptual understanding of mathematics that most countries like Japan, Hong Kong Singapore and South Korea were following. Currently, the media, which come with their own beliefs and philosophies, are playing a significant role in “creating” education in North America.
Among people in North America, there has been always an existence of the “math phobic” attitude. Most people who have math phobias are the ones who do not have a good understanding of math and always attempted to memorize math rather than comprehending it. This is extremely endemic among element teachers who unfortunately transfer the same attitude to their students. Due to such attitudes, mathematics education in North American has been varying between two poles, progressive and conservative, since early nineteenth century and it resulted in battles around three periods and movements.
The first movement, “Progressivist Reform (circa 1910-1940) which was originally led by John Dewey, was based more on “activities” and “inquiries” rather than “sitting still and taking in what the teacher presented”. Back to early nineteenth century, there were many analysis/critiques about the mathematics curriculum which was based on complex trials that were led to an answer “with no sense of why those particular procedures worked.”After a growth in population through immigration, and some other factors such as urbanization and World War (I), demands raised for more practical mathematics curriculum; and as a result, John Dewey’s teaching techniques was accepted the most since it was all about “ ‘programming the environment’.”
The second movement, The New Math (1960(s)), appeared as soon as American sensed that USSR was “beating” the US in the “space race”. The launch of the Soviet Sputnik significantly shocked Americans which led to a change in America’s mathematics curriculum. The new curriculum was completely based on abstractions and set theories to make students ready to compete with USSR. But not much after, this curriculum failed because teachers found it highly complicated to teach abstract math. Also, parents found themselves powerless in helping their kids with their math homework since they learned math differently. This was the end of “The New Math” curriculum which opened the space for third movement, “Math Wars”.
After the second movement, in the late 1970(s) and 1980(s) education policies started to put their emphasis on “back-to basic” curriculum. In addition, the National Council of Teachers of Mathematics (NCTM) started building its own standard program which later led to a “Math War.” After NCTM started publishing their own curriculum, which was “well-received” by governments and teacher, governments saw this as teachers’ agreement however, most of the educators were not pleased with the content of the curriculum and they believed that the content of the standards are “supporting a balanced, progressive approach.” In 1996, the Third International Mathematics and Science Study (TIMSS) found America’s grade eight students in 28th rank which was shocking for American and brought anxiety. They found that the key is a deeper conceptual understanding of mathematics that most countries like Japan, Hong Kong Singapore and South Korea were following. Currently, the media, which come with their own beliefs and philosophies, are playing a significant role in “creating” education in North America.
Saturday, September 26, 2009
MAED 314A – Summary to Interviews with Teacher and Students
In compliance with BCCT standards, “educators will engage in career-long learning”. Similarly, as teacher candidates and future educators we will continue to learn from our professors as well as from teacher and student interviews. In this interview, we have in our group of three collaboratively created a list of nine questions we most wanted to ask high school math teachers and students. From our interview with a math teacher and two high school students, we learned of the various resources and styles of teaching that we can make available to students to facilitate their learning in math.
Our first two interviewees were high school female students in grades nine and twelve respectively. We asked these students if they have troubles doing math, what would they do and why? The grade nine student said “if I have problem[s] doing math, I will go and ask my teacher” since she felt her teacher was approachable. The second student said that she will ask her friends because “discussions with her friends are good enough”. As teacher candidates then, we must recognize that our availability and approachability for students plays an important role in helping them learn math.
We also asked our two interviewees which area of math they find difficult and how their teachers can help them learn the topic better. One student has difficulties with volumes and angles and she prefers to learn “by sitting and taking notes” whereas the other student has difficulties with trigonometry and prefers to learn math “visually.” Thus, as teacher candidates we must keep in mind that each individual’s ways of learning is as different as the colors of the rainbow.
Our forth question was what can teachers do to motivate the students to learn math. In general, both students said it was hard to motivate them in a subject they disliked. However, they suggested that their teachers can try to interest them by making “the lesson a funner [group] activity.” Ironically, this ties into our last question, in which we asked the students how they would define a good math teacher. The grade nine student described “a good math teacher [as] someone [who] makes the class a little more fun and keeps everyone from NOT falling asleep.” On the other hand, the grade twelve student said a good math teacher “shoudn’t be monotone” and should make her “feel interested in what he/she teaches.”
In our interview with the high school math teacher however, we asked her what is the hardest thing to be a good math teacher? She replied “the most difficult part of being a math teacher is getting the students to get excited about Math.” What is interesting, however, is that she told us “some students say that they were once interested in Math” Therefore, as teachers it’s important that we try our best to teach math in fun and interesting ways.
This led into our second question inquiring any teaching advice(s) that our interviewee can give to teacher candidates. In her response, she told us we should avoid getting “disillusioned with teaching especially if the students are unmotivated.”In other words, it is important for teachers to overcome any teaching difficulties or harsh criticisms that she/he may encounter in the profession by approaching these problems optimistically and continuing to learn and develop professionally. For example, if a student is distracted, we shouldn’t take it personally and lose our initiative in teaching. Rather, we can refocus students back to the math lesson by “asking the distracted student to answer the question.” Distracted students also serve as a valuable sign in how well teachers are engaging their students in the class.
Thus, we asked the interviewee which is/are the most effective techniques she has used in teaching and why? She replied “I try to use real life examples…so that the seemingly abstract concepts can be more concrete.” This method however, “works only most of the time.” The reason for this as reflected by the interviewee is that she “wasn’t accommodating other learners especially those who have learning differences.” She also noted that “it was challenging to NOT teach the way she learned the concept.” Therefore, as teacher candidates, we should be flexible and adaptive in our teaching so that we are able to accommodate most if not all our students. Another effective teaching technique the interviewee had used all the time was “simplifying a complex concept using simpler examples.”
In conclusion, the interviews with the students helped us gain insight into their expectations from their math teachers and the methods that can be used to facilitate their learning in math. Generally, a great math teacher should be flexible and open-minded in his/her teaching to create a comforting classroom environment that involves plenty of excitement and fun group activities for students to engage in.
In compliance with BCCT standards, “educators will engage in career-long learning”. Similarly, as teacher candidates and future educators we will continue to learn from our professors as well as from teacher and student interviews. In this interview, we have in our group of three collaboratively created a list of nine questions we most wanted to ask high school math teachers and students. From our interview with a math teacher and two high school students, we learned of the various resources and styles of teaching that we can make available to students to facilitate their learning in math.
Our first two interviewees were high school female students in grades nine and twelve respectively. We asked these students if they have troubles doing math, what would they do and why? The grade nine student said “if I have problem[s] doing math, I will go and ask my teacher” since she felt her teacher was approachable. The second student said that she will ask her friends because “discussions with her friends are good enough”. As teacher candidates then, we must recognize that our availability and approachability for students plays an important role in helping them learn math.
We also asked our two interviewees which area of math they find difficult and how their teachers can help them learn the topic better. One student has difficulties with volumes and angles and she prefers to learn “by sitting and taking notes” whereas the other student has difficulties with trigonometry and prefers to learn math “visually.” Thus, as teacher candidates we must keep in mind that each individual’s ways of learning is as different as the colors of the rainbow.
Our forth question was what can teachers do to motivate the students to learn math. In general, both students said it was hard to motivate them in a subject they disliked. However, they suggested that their teachers can try to interest them by making “the lesson a funner [group] activity.” Ironically, this ties into our last question, in which we asked the students how they would define a good math teacher. The grade nine student described “a good math teacher [as] someone [who] makes the class a little more fun and keeps everyone from NOT falling asleep.” On the other hand, the grade twelve student said a good math teacher “shoudn’t be monotone” and should make her “feel interested in what he/she teaches.”
In our interview with the high school math teacher however, we asked her what is the hardest thing to be a good math teacher? She replied “the most difficult part of being a math teacher is getting the students to get excited about Math.” What is interesting, however, is that she told us “some students say that they were once interested in Math” Therefore, as teachers it’s important that we try our best to teach math in fun and interesting ways.
This led into our second question inquiring any teaching advice(s) that our interviewee can give to teacher candidates. In her response, she told us we should avoid getting “disillusioned with teaching especially if the students are unmotivated.”In other words, it is important for teachers to overcome any teaching difficulties or harsh criticisms that she/he may encounter in the profession by approaching these problems optimistically and continuing to learn and develop professionally. For example, if a student is distracted, we shouldn’t take it personally and lose our initiative in teaching. Rather, we can refocus students back to the math lesson by “asking the distracted student to answer the question.” Distracted students also serve as a valuable sign in how well teachers are engaging their students in the class.
Thus, we asked the interviewee which is/are the most effective techniques she has used in teaching and why? She replied “I try to use real life examples…so that the seemingly abstract concepts can be more concrete.” This method however, “works only most of the time.” The reason for this as reflected by the interviewee is that she “wasn’t accommodating other learners especially those who have learning differences.” She also noted that “it was challenging to NOT teach the way she learned the concept.” Therefore, as teacher candidates, we should be flexible and adaptive in our teaching so that we are able to accommodate most if not all our students. Another effective teaching technique the interviewee had used all the time was “simplifying a complex concept using simpler examples.”
In conclusion, the interviews with the students helped us gain insight into their expectations from their math teachers and the methods that can be used to facilitate their learning in math. Generally, a great math teacher should be flexible and open-minded in his/her teaching to create a comforting classroom environment that involves plenty of excitement and fun group activities for students to engage in.
Self Reflection on our interview
Self Reflection on our interview
As future educators and new teacher candidates, we must keep in mind that we are all long-time learners. This interview was a great opportunity for me to learn more about students and their needs in different level math classes. It also taught me styles of teaching that I can offer to my future students to help them understand math better. What I understood from our interview candidates, a teacher and two high school students, was that teenagers especially in math classes get bored easily, or they simply fall into asleep. To keep the students away from boredom I, as a new teacher candidate, must be able to make a fun environment for my class. In order to do so, I sometimes need to provide the students with some interesting math puzzles, or engage them with fun actives in group works. Another way to avoid any boredom in classrooms is to let the students talk more. I have also learned that being available for students is very essential. As a future educator I have to be open and show them that I am accessible anytime they need me to. This interview also made me realize that each individual ways of learning and understanding are as different like the colors of the rainbow. Thus, as an educator that I will be, I should be able to provide my students with different types of methods of teaching so that each student can learn and understand math better.
As future educators and new teacher candidates, we must keep in mind that we are all long-time learners. This interview was a great opportunity for me to learn more about students and their needs in different level math classes. It also taught me styles of teaching that I can offer to my future students to help them understand math better. What I understood from our interview candidates, a teacher and two high school students, was that teenagers especially in math classes get bored easily, or they simply fall into asleep. To keep the students away from boredom I, as a new teacher candidate, must be able to make a fun environment for my class. In order to do so, I sometimes need to provide the students with some interesting math puzzles, or engage them with fun actives in group works. Another way to avoid any boredom in classrooms is to let the students talk more. I have also learned that being available for students is very essential. As a future educator I have to be open and show them that I am accessible anytime they need me to. This interview also made me realize that each individual ways of learning and understanding are as different like the colors of the rainbow. Thus, as an educator that I will be, I should be able to provide my students with different types of methods of teaching so that each student can learn and understand math better.
Tuesday, September 22, 2009
Comments on H. J. Ronbinson's article
Comments on “using research to analyze, inform, and assess changes in instruction” by Heather J. Robinson
I truly believe that the instructional techniques that are used by teachers play an important role in students’ achievements. Students’ lack of attention that starts from the begging of the class shows the teacher’s poor instructional methods. That is why “beginning with an essential [, or an interesting] question” is a crucial step to take in order to draw students’ attention to the subject. I also agree with the fact that teachers must “let the students talk more” in the class rather than them lecturing the whole time. “[L]ecturing a lot curtails the student opportunity to think” more because they must comprehend and write at the same time. This indeed brings confusion for most of the students. Thus, teachers must be aware that multitasking is not for everyone. My last comment would be on the sentence that says: “Math teachers just tell you stuff…learn this skill so that you can get it right on the test”. I am somehow convinced that this sentence refers back to the teachers who do not provide any opportunities for their students to think more deeply about their leaning subject. It also may refer to the teachers who like to teach instrumentally more than relationally since they want their students to get a nice page of “right” answers on their “test”. All in all, a great educator is the one who has the right tool for his/ her students to learn more effectively.
I truly believe that the instructional techniques that are used by teachers play an important role in students’ achievements. Students’ lack of attention that starts from the begging of the class shows the teacher’s poor instructional methods. That is why “beginning with an essential [, or an interesting] question” is a crucial step to take in order to draw students’ attention to the subject. I also agree with the fact that teachers must “let the students talk more” in the class rather than them lecturing the whole time. “[L]ecturing a lot curtails the student opportunity to think” more because they must comprehend and write at the same time. This indeed brings confusion for most of the students. Thus, teachers must be aware that multitasking is not for everyone. My last comment would be on the sentence that says: “Math teachers just tell you stuff…learn this skill so that you can get it right on the test”. I am somehow convinced that this sentence refers back to the teachers who do not provide any opportunities for their students to think more deeply about their leaning subject. It also may refer to the teachers who like to teach instrumentally more than relationally since they want their students to get a nice page of “right” answers on their “test”. All in all, a great educator is the one who has the right tool for his/ her students to learn more effectively.
My second memorable teacher
My Second Memorable teacher
In my life, I have always tried to remember people for their good manners and leave behind any negative memories from them; however, this particular chemistry teacher that I had in grade 11 was one the worst. That is why he is one of most memorable teachers that I have ever had in my entire life.
I remember him having a chalk in hand and writing without paying any attention whether students really understood the material that he was offering. Even when students raised their hands to ask a question, he would tell them to ask their questions at the end of the hour. However, with many questions piled up at the end, he would answer a couple of them in a rush and leave the rest unanswered due to different excuses. By doing so, he would fulfill his duties as a teacher, but not as a real educator. I truly believe that “It's easy to make a buck. It's a lot tougher to make a difference.” (Tom Brokaw)
However, I decided if I see him one day I would thank him because I have learned a lot from his manner. I have learned that a real educator is the one who should be the opposite of him. Indeed he was one of my most memorable teachers that I have ever had.
By: Maryam.A
In my life, I have always tried to remember people for their good manners and leave behind any negative memories from them; however, this particular chemistry teacher that I had in grade 11 was one the worst. That is why he is one of most memorable teachers that I have ever had in my entire life.
I remember him having a chalk in hand and writing without paying any attention whether students really understood the material that he was offering. Even when students raised their hands to ask a question, he would tell them to ask their questions at the end of the hour. However, with many questions piled up at the end, he would answer a couple of them in a rush and leave the rest unanswered due to different excuses. By doing so, he would fulfill his duties as a teacher, but not as a real educator. I truly believe that “It's easy to make a buck. It's a lot tougher to make a difference.” (Tom Brokaw)
However, I decided if I see him one day I would thank him because I have learned a lot from his manner. I have learned that a real educator is the one who should be the opposite of him. Indeed he was one of my most memorable teachers that I have ever had.
By: Maryam.A
who was my most memorable teacher?
Who was one of my most memorable teacher
In my life, there have been many teachers who have influenced me by their good professional and personal manners. Out of those teachers my grade 12 math teacher was one of the most memorable one since she influenced me the most.
Mss. Swaniak was a great educator rather than a teacher. She always paid extra attention to her students’ social and personal issues along with their educational needs. That indeed inspired me the most to pursue a career in teaching and educating. I would never forget how patiently and uncomplainingly she listened to me.
Since I was little, I have always suffered from teachers whom I saw sings of inequality in their classrooms. However, I never witnessed any sings of unfairness in her classroom.
By creating a fun environment in our class, she made math much easier and that made me interested and confident to count this subject as my undergraduate major and that is why she is one of the most memorable teachers.
By: Maryam
Sunday, September 20, 2009
comments on my sewing lesson
Comments my sewing lesson:
The lesson that I taught on Friday afternoon, went really well. I was really happy with my timing ,and I managed to go though all my peers’ work. I got the same feed back from my peers too, however the only thing that bothered me and them was my standing position. Since it was a sewing lesson I could not teach them on the table because we were too separated. I took my peers to the corner of the classroom but still it was difficult for some people to see my hand movements. In order to control students, a teacher must have a good standing position. Hope that next time I can take a better standing position so that everyone can take a better advantage of the lesson.
The lesson that I taught on Friday afternoon, went really well. I was really happy with my timing ,and I managed to go though all my peers’ work. I got the same feed back from my peers too, however the only thing that bothered me and them was my standing position. Since it was a sewing lesson I could not teach them on the table because we were too separated. I took my peers to the corner of the classroom but still it was difficult for some people to see my hand movements. In order to control students, a teacher must have a good standing position. Hope that next time I can take a better standing position so that everyone can take a better advantage of the lesson.
Thursday, September 17, 2009
Sewing lesson :>
A lesson plan to teach how to sew like a sewing machine by:
Maryam Alamzadeh
Bridge:
I am in no doubt that we have had situations that we bought something and it was either too big or too long. Today I want to show you how to do your own alterations without using a sewing machine. My focus it to teach you how to sew properly by hand so that you can save money.
Teaching object:
In order to sew, all you need is a needle and thread. They can be bought from Walmart, home-Sense, and most of other places.
Pretest:
Before getting to this, I would like to know how many people are familiar with sewing , or if anyone has ever worked with a needle and thread?
Learning Object:
- First, we need to know how much thread we are required.
- Then we pass the thread through the eye of the needle which sometimes is not an easy task to do and we make the thread even from both sides of the needle’s eye. Then, make a nod at the end of the thread. The size of the nod has to be big enough so that it doesn’t pass through the material while sewing.
- In order to make sure we are sewing the right place, we can draw the patter that we want to sew by a dry soap since it is easier to erase.
- The place that we start sewing is 2 cm from the origin. we leave about 2 cm space from the begging of our line and push the needle from underneath the material toward up and pull it fully out.
- Instead of going forward we go backward to the origin about that 2 cm that we left at the beginning, then in order to fill it with our thread, or sew it, we push the needle in from above ( since our needle is above the material now ) .
- Now we sewed a little dash and the needle is now located underneath the material.Think about a 2 cm space after the dash-line that we just sew and push the needle from beneath to there. Pull the needle fully out and go backward to the end of the dash-line that you just sewed.
- Continue the same patter. Think about drawing a spring on a horizontal line. Your material is that line and your hand movement is exactly like drawing a spring.
Participatory:
Now I would like you all to try it out and if you have any question please don’t hesitate to ask me. I will give you 2 min to make your first dash-line.
Test assessment:
Now I would like to see how you all did to make sure everybody understands the process.
Summery:
The best way of fixing your clothes if you don’t have a sewing machine handy is to sew them by hands. This way you can save more money and enjoy your work as well.
by Maryam Alamzadeh
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