Learning Objectives - Facilitating Learning Through Critical Thinking
Educators will be able to
Teachers can facilitate learning by making the educational process easier for students. This does not mean watering down the curriculum or lowering standards. Rather, facilitating learning involves teaching students to think criticallyLinks to an external site. and understand how the learning process works. Students need to learn how to go beyond the basic facts—who, what, where, and when—and question the world around them. Share an example of how you encourage your learners think critically and go beyond the basic facts of who, what, where, and when—and question the world around them. I try to encourage students to think critically about patterns and data in the world around them, fostering an understanding of how math is applied in real-life situations. This is a project I like to do at the beginning of the year to get them thinking about math outside of the classroom:
Purpose of this Assignment Facilitating Learning Through Critical Thinking
Project-Based Learning (PBL) experiences for 5th and 6th-grade math that incorporate Computational Thinking: **PBL Experience 1: Math Adventure Game Design** **Objective:** Engage students in designing a math-themed adventure game that requires computational thinking skills to solve puzzles and navigate challenges. **Steps:** 1. Introduction: Introduce the concept of computational thinking and its relevance in problem-solving. Explain that students will create an adventure game where players use math skills to progress. 2. Brainstorming: In small groups, have students brainstorm ideas for their math adventure game. They should consider themes, storylines, characters, and challenges that incorporate math concepts. 3. Math Integration: Assign specific math concepts to each group, such as geometry, fractions, or algebra. Groups should design game elements that require players to apply these concepts to overcome obstacles. 4. Game Design: Using digital tools or paper prototypes, students design their game's layout, characters, and levels. They should also outline how math challenges fit into the gameplay. 5. Coding (Optional): If resources allow, introduce block-based coding platforms or simple game development tools. Students can code the interactive elements of their game, adding computational thinking to the project. 6. Testing and Iteration: Students playtest their games and gather feedback from classmates. They refine their game mechanics, ensuring that math challenges are engaging but not overly difficult. 7. Reflection and Presentation: Each group presents their math adventure game to the class, explaining the computational thinking skills players need to use. They reflect on how they incorporated math concepts into gameplay. Celebration of Learning: GAME NIGHT **PBL Experience 2: Data-driven Art Showcase** **Objective:** Have students collect and analyze data to create visual artworks that reflect computational thinking in data interpretation. **Steps:** 1. Introduction: Explain the concept of data visualization and its importance in making sense of information. Introduce the project: students will create artworks based on data analysis. 2. Data Collection: Assign each student a topic (e.g., favorite colors, school subjects, hobbies). Students collect data from classmates, creating surveys or using online tools. 3. Data Analysis: Students analyze the collected data by calculating percentages, creating bar graphs, and identifying trends. They interpret the data to draw conclusions. 4. Art Creation: Using traditional or digital art tools, students create visual representations of their data findings. For instance, they might design pie charts as colorful mandalas or bar graphs as skyscrapers. 5. Artist Statements: Alongside their artworks, students write artist statements that explain their data-driven design choices. They describe how computational thinking played a role in the creation process. 6. Art Showcase: Organize an art gallery event where students display their data-driven artworks. Invite parents, teachers, and peers to view the pieces and listen to the artists' explanations. 7. Reflection: After the showcase, students reflect on how computational thinking informed their data analysis and art creation. Discuss the potential applications of data visualization in various fields. Both of these PBL experiences integrate computational thinking skills with math concepts in creative and engaging ways. They provide opportunities for hands-on learning, critical thinking, collaboration, and reflection, enhancing students' understanding of both math and computational thinking principles.
0 Comments
Learning Objectives - Facilitating Learning Through Communication
Educators will be able to
Clear and consistent communication is as helpful in the online and face-to-face context, helping to orient the students in the course and to your expectations. You should tell your students both the methods they can use to communicate with you and the response times to expect. Share how you communicate with your learners both in Face-to-Face and Online settings. Outline the methods you use and the response time they expect from you to their questions and concerns. Educators can implement various innovative strategies that leverage technology and promote responsible digital communication. Here are a few things that I do and will try: 1. **Online Discussions and Collaborative Platforms**: - Use dedicated online platforms for discussions, such as a classroom forum or chat, where students can discuss math concepts, solve problems together, and share their thoughts. - Assign group projects that require collaboration through digital tools like Google Docs, where students work together to explain complex math ideas. 2. **Digital Storytelling and Presentations**: - Encourage students to create digital presentations (using tools like PowerPoint, Google Slides, or Canva) to explain complex math concepts in a clear and engaging manner. - Use multimedia elements like images, videos, and interactive graphs to enhance their presentations. 3. **Video Reflections**: - Have students create short video reflections on specific math topics, explaining their thought process, problem-solving strategies, and any challenges they faced. - Encourage constructive feedback from peers by having students comment on each other's videos, fostering responsible and respectful online communication. 4. **Online Math Journals or Blogs**: - Ask students to maintain online math journals or blogs where they can write about challenging math problems they've encountered, explain how they solved them, and share insights. - Encourage commenting on each other's posts, providing constructive feedback and engaging in discussions. 5. **Virtual Math Challenges**: - Organize online math challenges or competitions where students need to communicate their solutions and strategies. - Create a platform where students can submit their solutions and provide feedback to others' approaches. 6. **Digital Peer Reviews**: - Implement a system where students review each other's work using specific criteria for effective communication. - Encourage students to highlight positive aspects of their peers' communication skills and suggest improvements in a supportive manner. 7. **Modeling Effective Communication**: - As an educator, demonstrate effective online communication through your interactions with students, providing a model for them to follow. - Share examples of clear and effective online communication from other sources, such as educational videos or articles. 8. **Digital Etiquette and Netiquette**: - Teach students about responsible online behavior, including respectful communication, citing sources, and appropriate language. - Set clear guidelines for online interactions and ensure students understand the importance of treating others with kindness and respect. By incorporating these innovative strategies, educators can create a dynamic and engaging learning environment that promotes responsible online communication and the effective sharing of complex math ideas. Learning Objectives - Facilitating Learning Through Creativity Part II
Educators will be able to
“Change your thoughts and you change your world.”—Norman Vincent Peale, author of The Power of Positive Thinking Negative Thinking is like a giant wall. It closes you in, keeps learners from accomplishing goals, and stops us from moving forward in life—whether you’re trying to learn, grow, or just be happy. A negative attitude will also hold a learner back from their true potential. By encouraging a positive attitude leads to positive outcomes. Whether they homeschool, use a traditional brick-and-mortar school, or are enrolled in an accredited virtual school —teachers and parents play a huge role in teaching school-age children how to be more positive and have a better attitude. In turn, those adults can have front-row seat for the amazing transformations that happens when K-12 students begin to believe in themselves and keep a positive attitude. Share an experience in which you have encouraged your learners to engage in positive attitudes, approaches, and/or mindsets. What has been your observation of your learners as they have seen the positive and positively affected his or her society as a result of their creative works. I will never forget my first day of my 3rd year of teaching third grade, nor will I forget that unforgettable class. A man pulling a tiny little boy with glasses too big for his face, walked up to me and introduced himself. Then proceeded to introduce this cute young man to me in the most horrendous way, claiming, "This is Dylan, he will be the worst child you will ever teach. He's stupid, can't learn, so far behind in school he can't even read. He's out of control, will lie, cheat, and steal. He's going to make your life miserable." Dylan looked down at the ground. He had the look of a beaten dog. I was shocked, but didn't miss a beat, looking straight at Dylan, I exclaimed, "I'm so excited you'll be in my class!" He looked up, and we locked eyes. "I believe in new beginnings. In my class you can make yourself into whatever you want to be, and what I see if a kind, brave, intelligent, wonderful, and very special young man with so much possibility. I can't wait for our day to begin, do you want to come with me?" He reached for my hand. I looked at his father and smiled a warm smile, "Thanks for introducing me to your wonderful son, I'm so glad he's in my class!" As with all children, it began with a belief in him, and continued with conversations of encouragement, goal setting, modeled behavior, and a slow shift of attitude, behavior, then academics. The first few weeks of school he gave me a run for my money...he would run through the halls and then kick his feet on the hallway walls as if he were running on the walls. I would invite him over for a conversation of his behavior, remind him that he could do it, then we would practice that behavior with positive praises, then end with him telling me what it felt like to behave the first way vs. the second way. I continued this approach with all things and when it would come to academic work would remind him of how smart he was and that he just needed to put some hard work into it now. Over time his attitude and mindset shifted, he began to believe in himself and his ability to do good things, as well as his ability to learn. He had a positive attitude, raised his hand to participate, turned in homework, and was actively engaging in every lesson. He was growing at an exponential rate. He went from being ostracized from the class because of his wild behavior, to accepted and even looked upon as a leader. He went from being a pre-primer reader to reading on grade level by March, as well as almost reaching benchmark in math. He went from being the most unruly, difficult, and unlearned student in my classroom to being a model citizen who could not learn fast enough. His classmates noticed the change in him as well and a large shift happened in the classroom before halloween, where it felt as though these third graders could run themselves. It seems that my positive, caring, consistent, and persistent attitude and approach in helping him helped to change his mindset, which allowed him to learn and create an unforgettable class experience for all within our walls In the realm of numbers, where math minds gleam, In the fifth and sixth-grade, where dreams take their stream, We're learning the power of our creative might, To shape our world, make it shine so bright. Imagine a canvas, not just filled with paint, But equations and graphs, a mathematical saint, We're artists of numbers, creators with flair, Curating our works, for a world we can share. From geometric wonders to algebraic expressions, We craft our own solutions, with boundless confessions, Each problem we solve, each puzzle we crack, We're building a future, there's no looking back. But math isn't just about numbers and grids, It's a tool for change, like a ship's sturdy skids, Our creative sparks, our innovative flare, Can positively impact, show others we care. We build bridges of logic, through math's open door, Solving real-world problems, making society soar, Inventions, solutions, from our young brilliant minds, Affecting our world, leaving marks that time finds. So embrace the math canvas, let your creativity flow, Solve problems, make art, let your brilliance glow, Fifth and sixth-grade math students, the future is here, With your creativity and numbers, there's nothing to fear. Curate your ideas, for a world that awaits, Facilitate change, don't let your dreams dissipate, Influence the future, make your mark with delight, With math, with creativity, our future's so bright! |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |