As I learn about all these tools, I realize more and more
why I decided to become a math teacher: I am not creative. Coming up with a
lesson for this mini project stretched my mind a little. However, I realize the
importance of making the material relevant and engaging for our students. Why I
love pure mathematics, most students want to know why they have to sit
there and learn the material, as well as how it will help them in the real
world. For my second Mini Project, I selected a Google Maps Trek. Students look
at examples of architecture around the world that employ geometric concepts in
a unique way. Of course, with geometry being the study of the measurements of
the world, shapes are all around us. Hopefully this activity will get the
students thinking about the concepts we cover in class in a more practical and
useful method. I integrate it as an introduction into a lesson on 3-D shapes.
A couple of topics stood out to me in the reading for this
week. In Coffman’s Using Inquiry in the
Classroom, the idea of bringing inquiry into assessments really caught my
eye. The importance of authentic assessments is discussed regularly among
teachers. However, this is the first time I heard about bringing inquiry into
assessment. After all, we are trying to build the inquiry skills in our
students, so shouldn’t the assessment reflect that philosophy as well? The goal
of creating an inquiry-based activity is to have students think, question, and
explore a concept, rather than being told what they should know. So why would
the assessment not reflect that as well? Coffman (2013) defines
assessment “as the process of documenting, in measurable terms, knowledge and
skills gained from the lesson or activity” (p. 139). Making sure that the students are
exploring and understanding the concepts they need to know is important in
designing an inquiry-based activity. We want for the students to be engaged and
excited about material, but that is not enough if they do not gain the understanding
and skills meant to be acquired.
Another topic that caught my interest in this week’s reading
was the concept of a virtual world. I have mixed feelings about these
personally, and I do not know that this is a tool I would use in my classroom.
However, after reading about the virtual worlds available, I do not doubt the
usefulness of such a tool. For example, teachers can use it for their own
professional development in order “to improve their practice, reflect on their
activities, and learn from others” (Solomon & Schrum, 2010, p. 125). Likewise, students can use
virtual worlds to “play, build, interact, and explore” (p. 118). I can see that
just like many other Web 2.0 tools, virtual worlds can play a valuable role in
education. However, I do not like the trend where interactions are becoming
more web-based. Virtual worlds afford opportunities that might not be available
otherwise, but I am a huge advocate of getting away from the computer and
exploring the world around us, which includes human interactions that are not
over an impersonal computer. I do not see myself using this tool. I like for
all my social networking to be based on in person interactions.
Sources
Coffman, T. (2013). Using Inquiry in the Classroom:
Developing Creative Thinkers and Information Literate Students (2nd
ed.). Lanham, MD: Rowman & Littlefield Education.
Solomon, G., & Schrum, L. (2010). Web 2.0: How-to for Educators.
Washington, DC: International Society for Technology in Education.
No comments:
Post a Comment