Posts tagged ‘MathEdu’
Anyone get any responses yet from the blog posts you commented on for teachers in your specialty area? I posted on two blogs, and both comments are still awaiting moderation.
“Who Is Chimp Girl?”: The first blog post I found on wordpress about a lady who is studying to become a math teacher. She has a tremendous curiosity about the world, and as well as history and other academic subjects. She knew that many people found math topics like calculus intimidating or boring, so she decided to try it out to see what all the fuss was about. She fell in love with it, taking on the challenge, and that is how she decided to become a math teacher. She is looking for new ways to deliver the material to students in a way that is fun and entertaining, even though it would still require a diligent effort on their part. Since her son is a big fan of monkeys, he inspired her to start making word problems involving monkeys to make math problems amusing and entertaining, no matter how hard they are. She plans to write about math concepts with monkeys as part of a major math project, and plans to do this with her son. What inspired me to comment on her blog was her incredible passion and curiosity about math, people, and learning in general, and her desire to make math fun, which is something I am also looking to do. As I just commented on her blog recently, asking her about what are some of the major lessons she learned for her teaching practice moving forward, and how she intends to deliver the material in a way that is fun and effective, I have not gotten a response yet.
“Dr. Nicki’s Guided Math Blog” : I also found this on wordpress. I commented on this blog because I was fascinated with the diversity of tools Dr. Nicki included in the blog. He says that he will include classroom pictures, links to helpful websites, and videos of sample lesson plans, and some lesson plan postings, to help math teachers looking to teach their students more effectively. He also provides a space for math teachers to collaborate and learn ideas from one another in a sort of mastermind group where teachers can grow together. The other thing I was really intrigued with was that this blog was directed at teachers working to increase children’s mathematical proficiency in the classroom setting of small groups. It was aimed at differentiating instruction and putting students together in small groups based on learning style, level of mathematical proficiency, and so forth. It was also aimed at promoting a conceptual understanding of mathematics, not just a procedural one. Since this is much of the topic of my study since last semester, at School of One where they work in small groups, as well as in two math education classes I am taking right now, I knew this topic would be very much in sync with what I am studying and looking to accomplish as a math teacher. I commented on Dr. Nicki’s blog post telling him that I found his teaching philosophy and strategy very similar to that of School of One, and I asked him what are some of the ways he decides how to group students together, as well as some of the assessments he uses. As I have just commented within the last five minutes, he has not responded yet.
The Use of YouTube as “Do Now”
When I student taught last semester in high school, I often showed students YouTube video clips about the day’s math topic at the beginning of lesson. I mostly used YouTube videos as “Do Now” to bring students’ attention. I was able to feel that students were much less distracted and engaged more in class. YouTube video clips worked wonderfully as a connection between students and class. Students usually can’t focus on class right away when class starts. It is important for teacher to help students to switch their attention to class shortly after break. That’s why “Do Now” is very important in lesson plan. “Do Now” should be short(5-10 minutes) and very impressive. It plays a significant role in class by stimulating students’ motivation. Many mathematical video clips in YouTube can be used as “Do Now” because they can stimulate students’ curiosity and learning desire. Also, since many longtime videos at once can exceed students’ available cognitive capacity, it is appropriate to use videos as “Do Now”. By showing a short YouTube video clip as “Do Now”, teacher can help student learning and achievement better.
Pros and Cons for the use of YouTube
1. Many mathematical video clips in YouTube can increase students’ motivation and interest in Math. By showing fun and interesting YouTube video clips in class, teacher can draw students’ attention to class.
2. Students can learn that math is closely connected to the real world from YouTube videos. Many students might think math is useless in their real lives, which make them lose their interest in Math. By showing the videos of Fibonacci Sequence, Pascal’s Triangle, or any other mathematical concepts in nature and human life, teacher can help students to increase their mathematical connection skills.
3. Students can learn further via YouTube. YouTube contains many Math lecture videos. Students can do E-learning not only at class but also at home individually. YouTube can boost students’ autonomous and independent learning.
1. Lesson relying too much on YouTube can cause cognitive load. We can easily see students’ distractions when teacher shows too many video clips for a long time. For meaningful learning, I think teacher should constrain time or video numbers when using YouTube in class.
2. It is hard to say that all YouTube video clips are educational. Some videos might have uneducational and harmful scenes for students. If teacher just lets students freely surf YouTube site, then students can be easily exposed to uninstructive information or visual scenes.
3. It is dangerous to fully believe information offered in YouTube videos. It is important to know that a YouTube video has to contain its producer’s opinion and personal thought. When showing a YouTube video in class, it is significant for teacher to lead students’ discussion about the video.