Technology in the Classroom - The Bring Your Own Device (BYOD) to School Model

Most current educators agree that the use of technology in the classroom by students help them learn. The Peel District School Board's bring your own device (BYOD) to school model in the classroom is essential. Check it out!

A BYOD model, when used responsibly and combined with the right pedagogy, offers many significant benefits to the learning environment. The model provides access to content that is current, relevant, engaging and interactive. It promotes co-construction of knowledge as students learn more when they collaborate.  When offering technology to all students the instruction becomes more student centric versus teacher centric. On-line formative assessments provide instant feedback to the students. Even when class ends, students always have access to information. The BYOD model and use of technology is essential for the classroom.

Empowering Modern Learners.

Math Libs - Fun Activities For The Classroom

Fun activities in the classroom help students learn. Math Libs do work well in a grade 9 academic math class. Speaking from experience, I found that students get excited, competitive and work collaboratively when working in teams to solve a Math Lib. If posted on the walls of the classroom, students are forced to get up and move around. By completing the Math Lib they create a funny story about their teacher.

In this activity, students will practice finding the area of composite (irregular) figures. This includes squares, rectangles, trapezoids, triangles, and semi-circles. Check it out!

There are many resources out there, but some math libs can be found on www.teacherpayteachers.com . There is a small fee, but considering you don't have to spend a lot of your own time creating these activities, it is worth it.   

How to Grow Success?

Posting on behalf of Nick Swiatoschik:

Growing Success is a key document informing the practice of Ontario’s teachers. I find that many of the statements and strategies are very helpful to assessing where students begin, how they progress, and ultimately where they end up. I believe, when possible, allowing for students to earn marks by expressing their thoughts and ideas through varied mediums and technology is of massive benefit to them, their peers, and the teacher. The goal is to see what the student knows and how to help them improve their knowledge base as well as thought process.

I also use frequent and varied assessments that act to further the above philosophies. However, one of the roadblocks I confront on a regular basis is students who are discouraged. I know that this is certainly not a novel problem, but I am interested in hearing if there are any novel solutions.

What are some ways that you engage and motivate students who perform poorly in diagnostic and other formative assessments and become discouraged because of it?

Daily Quiz Perception vs Reality

Posting on behalf of Nick Swiatoschik:

The daily quiz is something that I have found to be very effective in my academic career. That includes administering and taking them; both as a student and teacher I have seen their benefit. However, I have also seen some of the problems and pains that come along with them. As a teacher, the marking load and prep time for each class is bumped up which many find too much of an inconvenience to even consider implementing this practice. As students, the practice can seem overwhelming having to be on your toes day after day and stay prepared.

Hopefully, as teachers we are able to see the other side of each of these problems and all that there is to be gained. First, the most effective quizzes I have used and seen are VERY brief and to the point. They focus on key concepts or terminology and relatively simple problems. They are meant to check understanding and promote student success. The marking and manufacturing of these assessments is a small price to pay for the great diagnostic and supportive power gained. These daily quizzes can be accompanied by a very lightly weighted mark, which also allows a teacher to have evidence for learning and study habits. From the student perspective, this can serve as incentive to stay on top of homework without the stress that large quizzes, assignments, and tests have due to the all or nothing feel of these heavy weights.

I am a proponent of the daily quiz; what are your thoughts?

Making the Most of Math Manipulatives

                Manipulatives in the classroom are nothing new. As a primary/junior educator, I see them in classrooms everywhere. Oftentimes, they are displayed in labeled buckets and the students readily use them; unfortunately, this is not always the case. In one of my practicum placements, manipulative tubs were pulled out during indoor recess to be used as toys. This certainly saddened me.

I have seen first-hand how this amazing tool can help students learn by providing hands-on learning and support to students. Not only would this be beneficial in the primary and junior years, but manipulatives can support student learning in the intermediate and senior years as well, so it is essential for educators to fit them into their instruction in order to improve math proficiency. Manipulatives take something abstract and turn it into something concrete; thereby allowing students to become engaged and take ownership of their own learning.

Marilyn Burns, is a math specialist who has been teaching for over thirty years. She is a highly respected educator and continually creates professional development resources for educators. Marilyn is an avid supporter of using math manipulatives and backs the idea that these tools help students get a grasp of math concepts. She is such a strong believer that she created a Scholastic resource on how parents and educators can use manipulatives to help with math education. It is definitely worth a read, especially if you’re on the fence about whether or not to use them in your classroom.

How Can We Make Math Meaningful?

My earliest memory of math is from way back in grade three, which is over thirty years ago. We had to memorize our multiplication tables. The class would chant as a collective, while the teacher pointed to where we were on a chart. I knew my multiplication facts inside and out. Unfortunately, I did not really have a grasp of what multiplication was or meant. Luckily, that did not seem to matter to my teacher. The class would often play a multiplication “racing” game. We would form two lines, side-by-side, on one end of the classroom. The teacher would stand somewhere in the middle of the room facing us, and she would hold up multiplication flash cards. The first student to answer the question correctly would move forward one step. The first to the finish line was the winner. I was very competitive and was very often the winner, thanks to my diligent work done at home, repeating the times tables over and over each night.

In grade three, this was fun for me; unfortunately, the fun in math did not last and things went downhill from there. Not my grades, though—my math grades remained exceptional. I was always good in math, and by good I meant that I was able to memorize formulae and follow prescribed algorithms to arrive at the correct answer, in the exact way the teacher expected. Unfortunately, as the years passed, math was no longer fun for me. Despite my grades, I did not really feel like I completely understood it. I did not know why the steps involved were important to follow, and, just like with multiplication, I did not understand what many concepts meant. Math class always started with taking up the previous night’s homework. We would then move on to definitions, formulae, algorithms, and procedures. Next, it was time to watch the teacher put an example up on the board. Finally, homework would be assigned. This was the same, day in and day out—a never-ending cycle.

As an educator in the 21^st century, I feel that it is essential to move away from this model of teaching. Rather than the student being a “blank slate” and the teacher the giver of knowledge, we must make math meaningful. Kyle Pearce and Jon Orr are two math educators who are revolutionizing the mathematics classroom. They strive to “make math moments that matter” . They share their strategies on how to create a classroom where students want to keep exploring. The main idea is that the way I learned math is not how it should be taught today because that format rarely leads to students becoming interested or curious about math. They suggest that we start with some kind of a hook activity to spark the students’ curiosity. Then we let the students explore the topic. Let them come up with strategies and answers of their own on how to solve the problem. After they have made sense of it all on their own, or at least tried, then we come together as a group to consolidate our learning. Looking at this model from a young student’s perspective, I can see how this would certainly make the learning more meaningful, less boring, and highly engaging.

Building Them Up Through Literacy in Math

Math Literacy: An Integral Strand While Weaving the Basket of Learning

It wasn't so long ago that teachers were seen as the givers of knowledge who were meant to fill the empty vessel: the student. A great paradigm shift has taken place in education and the goal of the teacher is now known to be to build up the student with the many fabrics (i.e. facets) of learning in the model of weaving a basket. A facet of learning in the Math classroom that must not be overlooked in the regular incorporation of literacy in Math. You may ask yourself, "Did she mean to use the term 'numeracy' since she is referring to a Math classroom?" To that, my answer is an emphatic, "No!" Literacy in the Math classroom starts by making the concepts in Math accessible and meaningful to all of your students through the use of language, text, graphics and questions that put students in a position to ask meaningful questions and access information themselves. Chad Broome is an American middle school teacher who uses YouTube videocasts to showcase how Disciplinary Literacy in Mathematics can be used to encourage literacy in the Math classroom. Broome begins a new concept by showing the class a graphic or piece of text and then poses the questions, "What do you notice and what do you wonder?" By opening up the discussion in a conversational manner, students are encouraged to introduce their own thoughts and ideas based on their own observations and curiosities on the topic at hand. Through this approach Broome encourages neighbouring students to collaborate and identify trends and patterns in data presented and to formulate problem solving strategies based on their own reasoning and collaborative input from their peers. Broome encourages literacy in the classroom and uses it as a key strand in the fabric of higher order thinking that allows students to problem solve and ask important and meaningful questions of themselves and of each other. Students are able of asking and answering the 'big questions' if only we give them the opportunities and encouragement to do so!