{"content":{"sharePage":{"page":0,"digests":[{"id":"36636014","dateCreated":"1301279444","smartDate":"Mar 27, 2011","userCreated":{"username":"tinabrayan","url":"https:\/\/www.wikispaces.com\/user\/view\/tinabrayan","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1300670593\/tinabrayan-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/problem3group2.wikispaces.com\/share\/view\/36636014"},"dateDigested":1532389756,"startDate":null,"sharedType":"discussion","title":"real life activities","description":"Had a few ideas - unfortunately there really isn't much call for long division in the 'real' world especially with the proliferation of calculators available today....anyway a few ideas:
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\n1. As a reward a class has been given a pizza lunch. The students have to work out how many pieces of pizza each child will get if they buy a certain no. of them.
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\n2. Lolly guessing competition - a number of people guess the correct amount therefore the lollies need to be divided amongst all winners.","replyPages":[{"page":0,"digests":[{"id":"36645976","body":"i like them both. Relevant and will get their interest.","dateCreated":"1301302894","smartDate":"Mar 28, 2011","userCreated":{"username":"serenagilligan","url":"https:\/\/www.wikispaces.com\/user\/view\/serenagilligan","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"36646494","body":"Tim found that quote in a Hakkinen paper that i read. Its more about poorer learners not doing as well in open learning environments-although the paper is all about challenges for design of computer based learning environments....
\n"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)","dateCreated":"1301303479","smartDate":"Mar 28, 2011","userCreated":{"username":"serenagilligan","url":"https:\/\/www.wikispaces.com\/user\/view\/serenagilligan","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"36646882","body":"remember this is due tomorrow to give others 24hrs reading time.
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\nIm happy with either of the above contexts or one I posted re: school fete.
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\nSerena it still sounds like the Hakkinen article is relevant and lets proceed with option one but with modification to ensure it is truely blended rather than just classroom control.
\n
\ngiven time restrictions I suggest we run with the post I put up re: Tina's option one and modify as required.
\n
\nPS I have posted our Wiki site on blackboard for others to monitor.","dateCreated":"1301304193","smartDate":"Mar 28, 2011","userCreated":{"username":"tsloane1","url":"https:\/\/www.wikispaces.com\/user\/view\/tsloane1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"36647142","body":"Option one's a go - happy to flesh out the activities if someone wants to work on the back up from articles.
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\nWill add some more ideas on ideas page.","dateCreated":"1301305865","smartDate":"Mar 28, 2011","userCreated":{"username":"tinabrayan","url":"https:\/\/www.wikispaces.com\/user\/view\/tinabrayan","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1300670593\/tinabrayan-lg.jpg"}},{"id":"36647436","body":"Have fleshed out ideas for option one at the bottom of the ideas page - same as you Tim not precious at all about my ideas - so if you want to change or whatever go for it!
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\nWill check it all again tomorrow.","dateCreated":"1301307682","smartDate":"Mar 28, 2011","userCreated":{"username":"tinabrayan","url":"https:\/\/www.wikispaces.com\/user\/view\/tinabrayan","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1300670593\/tinabrayan-lg.jpg"}}],"more":0}]},{"id":"36606092","dateCreated":"1301215680","smartDate":"Mar 27, 2011","userCreated":{"username":"tsloane1","url":"https:\/\/www.wikispaces.com\/user\/view\/tsloane1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/problem3group2.wikispaces.com\/share\/view\/36606092"},"dateDigested":1532389756,"startDate":null,"sharedType":"discussion","title":"transfer of info","description":"Ideas
\n
\nThought we should brainstorm some ideas here and go from there....
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\nTina
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\nI 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.
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\nThere could be a few options that follow -
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\n1. Mrs Herbert does some sums with the whole class and marks them. From this maybe groups could be formed according to ability.
\nGroup 1: The more competent students could use the computers to complete set tasks (eg Mathletics)
\nGroup 2: The middle group of students could complete set worksheets or book work with the teaching assistant
\nGroup 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
\n
\n2. Different group combinations could be
\nGroup 1: The less competent students could work on the computers with the teaching assistant working on sums at their level.
\nGroup 2: The middle group could work with Mrs Herbert in consolidating their understanding
\nGroup 3: The more competent students could be working together on problem solving activities involving long division
\n
\nTim
\nLove the idea of the mini pre-test to determine prior knowledge.
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\nOnly 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.
\nNot 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.
\n
\nAnother 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.
\n
\nTina
\n
\nYou 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.
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\nI 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.
\n
\nMathletics 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???
\n
\nTim
\nBeing 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??
\n
\nI think from the ideas above we arent to far off. Just need to decide on which final option to go with.
\n
\nMy final thoughts are:
\npre-test
\nmathletics sounds great
\ncomputer rotation throughout week
\nand 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
\nUse teacher and learnig support as discussed in your option 2
\n
\nTim and Serena discussion: 27th March
\nJustification
\nTrasler article: relevant quotes
\n1. Flexibilty, variety and adaptibiltiy is the name of the game in terms of attracting, retaining and motivating learners.
\n2. 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.
\n3. E-learning should be used where it genuinely adds value.
\n4. 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.
\n
\nCONTEXT for Mrs Herbert
\nSchool 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.
\n
\nThe following is to occur over several week program.
\n
\nPRETEST: to determine prior knowledge
\n
\nLesson 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.
\nThen
\nMrs Herbert breaks up class according to ability based on results of pretest and ability to grasp long division from lesson.
\n
\nInitially
\nGroup 1 More able students:uses computers to complete set tasks like Mathletics.
\nGroup 2: The middle group of students: could complete set worksheets or book work with the teaching assistant.
\nGroup 3: Lesser able students: work with Mrs Herbert on interactive SMART board to ensure they develop better understanding.
\n
\nPLEASE 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.
\n
\n
\nTo ensure a genuine blended experience: the following must occur.
\nTowards 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)
\n
\nThere will be a marking rubric provided that outlines all content required.","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}