Grade-level teams focused on student learning have also been supported by research
I agree purely by experience. My school schedules our department planning based on grade-level and content area and I know we create engaging activities together that helps our students learn.
This resulted in the teachers engaging in intensive discussions about mathematical discourse while collaboratively and substantively examining each other's practices
I think it is great to see how you teach from a "students perspective". I also agree that intensive discussions can come from examing each other's practices.
how we interact with information
! - There is a large population that never meets face-to-face with people because of that. Is this the direction we want to go in?
The Maker Mindset
Good to keep in mind. Maybe even useful for a blog post of some sort.
A maker is someone who makesthings, of course, but like the term artist, it can be difficult tooffer a precise definition of what it means to be a maker
Definition of Maker. We could potentially use this
digital and physical technologies to exploreideas
Doesn't have to be tangible. Digital examples: Scratch
Many young children have trouble giving up the notion that one-eighth is greater than one-fourth, because 8 is more than 4 (Gelman and Gallistel, 1978)
Students would learn quickly if we brought in a large candy bar of some sort. Give them two options, see which one they pick, and then explain which fraction they chose.
For example, imagine being asked to design an artificial artery—would it have to be elastic? Why or why not?
I think the rigor and application of this example is excellent. I constantly try to use real world applications in my lectures, but I find it challenging with lower level math classes. I look forward to doing this more when I teach Calculus or Trigonometry.
Thorndike argued that rewards (e.g., food) increased the strength of connections between stimuli and responses.
I constantly struggle to find unique ways to reward my students. I usually use positive reinforcement and I find that works very well. Teaching in Philadelphia has shown me that positive reinforcement goes a long way and students rarely hear it at home.
information and knowledge are growing at a far more rapid rate than ever before in the history of humankind
Technology companies are constantly in competition to try create the next best device. Young kids are being introduced to technology at such young ages and are becoming fluent much quicker. I feel like technology companies have to maintain this quick turn around to keep the interest in the users.
Now, at the end of the century, these aspects of high literacy are required of almost everyone in order to successfully negotiate the complexities of contemporary life.
Individuals need to learn how to find their own answers by using technology as a resource. I agree that simple reading, writing, and calculating should be heavily tested because it required numerous types of thinking. Biology has recently become a requirement for Pennsylvania, which I am happy about as well.
Emerging technologies are leading to the development of many new opportunities to guide and enhance learning that were unimagined even a few years ago.
The beauty of technology is that it can even change to atmosphere of learning. You can guide instruction outside the classroom and create innovative ways of learning. I constantly pull my classes from my classroom and take them to various rooms in my school like the cafe on the first floor. I feel like changing locations may help prepare them for higher education and/or post schooling.
variety of research approaches
Which also allows for a variety of resources. We are pulling information from endless resources with the help of technology.