Thought we should brainstorm some ideas here and go from there....
Tina
I think initially the lesson should start as a whole group lesson - where introduction is done and maybe the teacher could gain some idea of who understands long division.
There could be a few options that follow -
1. Mrs Herbert does some sums with the whole class and marks them. From this maybe groups could be formed according to ability.
Group 1: The more competent students could use the computers to complete set tasks (eg Mathletics)
Group 2: The middle group of students could complete set worksheets or book work with the teaching assistant
Group 3: The students who aren't sure could do work on the board - interactive whiteboard - with Mrs Herbert to ensure they develop a better understanding
2. Different group combinations could be
Group 1: The less competent students could work on the computers with the teaching assistant working on sums at their level.
Group 2: The middle group could work with Mrs Herbert in consolidating their understanding
Group 3: The more competent students could be working together on problem solving activities involving long division
Tim
Love the idea of the mini pre-test to determine prior knowledge.
Only addition for the moment is whether in this particular lesson we rotate kids on the computers. Do the littlens get nancy if they dont all get a turn. If not at least work on the assumption we will rotate them next lesson.
Not sure sorry what Mathletics is?? but depending on approach I emailed you both some interactive maths sites. look like fun learning for any group be they the lower of higher achieving kids.
Another option could be to intentionally mix the kids (in terms of ability) and they then have to brainstorm how to use the computers to design some form of presentation on long division eg glogster which the group then presents to the class with the lesser able student leading the dispaly. Only food for thought as I certainly like both options above. Prob opt 2 preferred.
Tina
You are right - they will all want a go on the computers - so probably th best solution might be to have a lesson rotation where within a wekk all students will be exposed to all media.
I like the idea of some students presenting info to others - gives them ownership etc. Haven't heard of glogster but sounds interesting and sounds like a good way to go. Definitely getting the lower students onto it and then presenting could work....could give them confidence.
Mathletics is a website where students work there way through set activities. The teacher, as administrator, can determine and set what each student should do. Each student can have different activities set. The web sites you mentioned in your email Tim are also good fun. Would be good to include some fun ones for students - maybe as a reward???
Tim
Being first course in my masters Im not sure how detail to put in. for eg are we meant to provide the links to the websites I mentioned or to Mathletics (sounds fun) and are we meant to include any of the info from the articles we read on blended learning??
I think from the ideas above we arent to far off. Just need to decide on which final option to go with.
My final thoughts are:
pre-test
mathletics sounds great
computer rotation throughout week
and Tina to start with your option 2 but with some form of interactions between groups where they design a presentation on long divsion (maybe using glogster- check it out) and lesser able kids doing actual presentation
Use teacher and learnig support as discussed in your option 2
Tim and Serena discussion: 27th March
Justification Trasler article: relevant quotes
1. Flexibilty, variety and adaptibiltiy is the name of the game in terms of attracting, retaining and motivating learners.
2. Break down the existing program into its constituent parts and indentified the most appropriate medium for each to give greater flexibility; second they revised the underlying pedagogy to give learners much more responsibility for their own learning.
3. E-learning should be used where it genuinely adds value.
4. Speak to the target audience in their own voice, triggering an emotional response to the prospect of learning which combines with an intellectual understanding of the proposition to deliver and exceptionally powerful blend of "head" and "heart" commitment.
"Apparently there are some necessary conditions, which must be fulfilled in open environments in order to produce a positive influence on learning outcomes. These include, first, guidsnce and individualised support by the teacher......Students reopresenting a low level of achievement attain poorer outcomes in open and very unstructured environments compared to more structured environments." (Hakkinen, 2002)
CONTEXT for Mrs Herbert
School fete: Students fundraising for charity. Need to have a product that they will advertise and sell. All calculations on costings and money earnt will be done via long division.
The following is to occur over several week program.
PRETEST: to determine prior knowledge
Lesson structure whereby some instruction, demonstration and multiple examples are given preferably with multiple contexts that are relevant to everyday life. Students are then given some problems to solve.
Then
Mrs Herbert breaks up class according to ability based on results of pretest and ability to grasp long division from lesson.
Initially
Group 1 More able students:uses computers to complete set tasks like Mathletics.
Group 2: The middle group of students: could complete set worksheets or book work with the teaching assistant.
Group 3: Lesser able students: work with Mrs Herbert on interactive SMART board to ensure they develop better understanding.
PLEASE NOTE: As students develop their skills at each level, a movement of groups through each blend occurs, allowing differentiation to occur at each blend and an opportunity for each student to have the variety and flexibilty of learning environment.
To ensure a genuine blended experience: the following must occur.
Towards end of program the 3 groups are 'mixed' and the new mixed ability groups are to design some form of presentation for the class using a 'named' web2.0 tool. Their design must have included, the product, the sales pitch BUT be underpinned with the money aspect (long division). Although presenting to their own class their presentation must be aimed at teaching long-division to the year below them (year 3), in a fun and interesting way. (quote 2 & 4 above)
There will be a marking rubric provided that outlines all content required.
Fleshed out Option One
Whole class introductory activity. Mrs Herbert conducts whole class input to lesson - maybe in the form of a mini pre - test. Whilst Mrs Herbert is running this lesson the teachers aide will be roaming round the classroom observing students and their understanding of the concepts presented. Mrs Herbert will then separated the students into ability groups for the next part of the lesson before calling them back together to share their work with the class.
Group One: Competent Students
These students have a good understanding of the concept of long division. They are set to work on the maths programme Mathletics. Mathletics can be individually set to suit each student's need. They work through a set of problems on a specific topic which increase in difficulty as they progress through programme. If the answers are correct. before students begin the next set of questions, they are rewarded with a chance to play some Maths based games.If students finish the set tasks they can move onto other interactive Maths sites such as www.mathsisfun.com .
Group Two: Middle Students
The teacher's aide will assist this group. These students need a bit more consolidation work to ensure they fully understand the concept of long division. Worksheets have been prepared with get incrementally harder. With the help of the teacher's aide each student will receive individual attention when needed. Students can also help each other - thus developing their own understanding of the concept as they explain it to their peer.
Group Three: Lower Students
Mrs Herbert will help this group. These students have a limited understanding of the concept of long division. Students will use Maths equipment and actually deal out and divide various objects into groups. This will then be transferred onto paper - so students can see the link between the concrete and the written work. As in the middle group students can peer teach - ensuring that students have a chance to explain out loud their understanding of the concept.
After a time working in these ability groups students are bought together as a class and re- organised into mixed ability groups and given some real life problems to solve together. Their solution must be recorded either on paper or electronically to present to the class.
Activites
1. the class has been rewarded for their good work throughout the term with a pizza lunch. The students are allowed to buy a certain number of pizzas. The group must work out how many slices each student will receive when divided out.
2. The class has run a lolly guessing competition to raise money for the people affected by the Queensland floods. When the guessing has been completed it was found that a number of students had guessed the correct amount. Therefore the lollies will have to be divided equally among all the winners.
3. The class needs to run a cake stall to raise money for the people affected by the earthquake in New Zealand. They need to organise all the cakes/slices to sell and then run the store on the day. All their calculations need to invovle long division.
After all groups have decided on a solution to their problem and have prepared a report to share with the class - all students come back together and group by group share their ideas.
Thought we should brainstorm some ideas here and go from there....
Tina
I think initially the lesson should start as a whole group lesson - where introduction is done and maybe the teacher could gain some idea of who understands long division.
There could be a few options that follow -
1. Mrs Herbert does some sums with the whole class and marks them. From this maybe groups could be formed according to ability.
Group 1: The more competent students could use the computers to complete set tasks (eg Mathletics)
Group 2: The middle group of students could complete set worksheets or book work with the teaching assistant
Group 3: The students who aren't sure could do work on the board - interactive whiteboard - with Mrs Herbert to ensure they develop a better understanding
2. Different group combinations could be
Group 1: The less competent students could work on the computers with the teaching assistant working on sums at their level.
Group 2: The middle group could work with Mrs Herbert in consolidating their understanding
Group 3: The more competent students could be working together on problem solving activities involving long division
Tim
Love the idea of the mini pre-test to determine prior knowledge.
Only addition for the moment is whether in this particular lesson we rotate kids on the computers. Do the littlens get nancy if they dont all get a turn. If not at least work on the assumption we will rotate them next lesson.
Not sure sorry what Mathletics is?? but depending on approach I emailed you both some interactive maths sites. look like fun learning for any group be they the lower of higher achieving kids.
Another option could be to intentionally mix the kids (in terms of ability) and they then have to brainstorm how to use the computers to design some form of presentation on long division eg glogster which the group then presents to the class with the lesser able student leading the dispaly. Only food for thought as I certainly like both options above. Prob opt 2 preferred.
Tina
You are right - they will all want a go on the computers - so probably th best solution might be to have a lesson rotation where within a wekk all students will be exposed to all media.
I like the idea of some students presenting info to others - gives them ownership etc. Haven't heard of glogster but sounds interesting and sounds like a good way to go. Definitely getting the lower students onto it and then presenting could work....could give them confidence.
Mathletics is a website where students work there way through set activities. The teacher, as administrator, can determine and set what each student should do. Each student can have different activities set. The web sites you mentioned in your email Tim are also good fun. Would be good to include some fun ones for students - maybe as a reward???
Tim
Being first course in my masters Im not sure how detail to put in. for eg are we meant to provide the links to the websites I mentioned or to Mathletics (sounds fun) and are we meant to include any of the info from the articles we read on blended learning??
I think from the ideas above we arent to far off. Just need to decide on which final option to go with.
My final thoughts are:
pre-test
mathletics sounds great
computer rotation throughout week
and Tina to start with your option 2 but with some form of interactions between groups where they design a presentation on long divsion (maybe using glogster- check it out) and lesser able kids doing actual presentation
Use teacher and learnig support as discussed in your option 2
Tim and Serena discussion: 27th March
Justification
Trasler article: relevant quotes
1. Flexibilty, variety and adaptibiltiy is the name of the game in terms of attracting, retaining and motivating learners.
2. Break down the existing program into its constituent parts and indentified the most appropriate medium for each to give greater flexibility; second they revised the underlying pedagogy to give learners much more responsibility for their own learning.
3. E-learning should be used where it genuinely adds value.
4. Speak to the target audience in their own voice, triggering an emotional response to the prospect of learning which combines with an intellectual understanding of the proposition to deliver and exceptionally powerful blend of "head" and "heart" commitment.
"Apparently there are some necessary conditions, which must be fulfilled in open environments in order to produce a positive influence on learning outcomes. These include, first, guidsnce and individualised support by the teacher......Students reopresenting a low level of achievement attain poorer outcomes in open and very unstructured environments compared to more structured environments." (Hakkinen, 2002)
CONTEXT for Mrs Herbert
School fete: Students fundraising for charity. Need to have a product that they will advertise and sell. All calculations on costings and money earnt will be done via long division.
The following is to occur over several week program.
PRETEST: to determine prior knowledge
Lesson structure whereby some instruction, demonstration and multiple examples are given preferably with multiple contexts that are relevant to everyday life. Students are then given some problems to solve.
Then
Mrs Herbert breaks up class according to ability based on results of pretest and ability to grasp long division from lesson.
Initially
Group 1 More able students:uses computers to complete set tasks like Mathletics.
Group 2: The middle group of students: could complete set worksheets or book work with the teaching assistant.
Group 3: Lesser able students: work with Mrs Herbert on interactive SMART board to ensure they develop better understanding.
PLEASE NOTE: As students develop their skills at each level, a movement of groups through each blend occurs, allowing differentiation to occur at each blend and an opportunity for each student to have the variety and flexibilty of learning environment.
To ensure a genuine blended experience: the following must occur.
Towards end of program the 3 groups are 'mixed' and the new mixed ability groups are to design some form of presentation for the class using a 'named' web2.0 tool. Their design must have included, the product, the sales pitch BUT be underpinned with the money aspect (long division). Although presenting to their own class their presentation must be aimed at teaching long-division to the year below them (year 3), in a fun and interesting way. (quote 2 & 4 above)
There will be a marking rubric provided that outlines all content required.
Fleshed out Option One
Whole class introductory activity. Mrs Herbert conducts whole class input to lesson - maybe in the form of a mini pre - test. Whilst Mrs Herbert is running this lesson the teachers aide will be roaming round the classroom observing students and their understanding of the concepts presented. Mrs Herbert will then separated the students into ability groups for the next part of the lesson before calling them back together to share their work with the class.
Group One: Competent Students
These students have a good understanding of the concept of long division. They are set to work on the maths programme Mathletics. Mathletics can be individually set to suit each student's need. They work through a set of problems on a specific topic which increase in difficulty as they progress through programme. If the answers are correct. before students begin the next set of questions, they are rewarded with a chance to play some Maths based games.If students finish the set tasks they can move onto other interactive Maths sites such as www.mathsisfun.com .
Group Two: Middle Students
The teacher's aide will assist this group. These students need a bit more consolidation work to ensure they fully understand the concept of long division. Worksheets have been prepared with get incrementally harder. With the help of the teacher's aide each student will receive individual attention when needed. Students can also help each other - thus developing their own understanding of the concept as they explain it to their peer.
Group Three: Lower Students
Mrs Herbert will help this group. These students have a limited understanding of the concept of long division. Students will use Maths equipment and actually deal out and divide various objects into groups. This will then be transferred onto paper - so students can see the link between the concrete and the written work. As in the middle group students can peer teach - ensuring that students have a chance to explain out loud their understanding of the concept.
After a time working in these ability groups students are bought together as a class and re- organised into mixed ability groups and given some real life problems to solve together. Their solution must be recorded either on paper or electronically to present to the class.
Activites
1. the class has been rewarded for their good work throughout the term with a pizza lunch. The students are allowed to buy a certain number of pizzas. The group must work out how many slices each student will receive when divided out.
2. The class has run a lolly guessing competition to raise money for the people affected by the Queensland floods. When the guessing has been completed it was found that a number of students had guessed the correct amount. Therefore the lollies will have to be divided equally among all the winners.
3. The class needs to run a cake stall to raise money for the people affected by the earthquake in New Zealand. They need to organise all the cakes/slices to sell and then run the store on the day. All their calculations need to invovle long division.
After all groups have decided on a solution to their problem and have prepared a report to share with the class - all students come back together and group by group share their ideas.