PATTERNING GRADE 3 – UNIT PLAN AN ONGO ING PROC ESS O F LEA RNING
Transcript
Slide 1
PATTERNING GRADE 3 UNIT PLAN AN ONGOING PROCESS OF
LEARNING
Slide 2
REFLECTION OF UNIT PLAN -Clear expectations have always been
the key in my schooling -Teachers have always given me, WHATS
REQUIRED -Our professor did give us an outline but there wasnt a
list, a diagram, an example that we were to follow -This was the
first time feeling lost, where do I start, how would I organize it,
do I collaborate with others or try this on my own -I look back and
felt a bit lost at how I would handle this task, this learning
experience
Slide 3
REFLECTION ASSIGNMENT #1 GRADE 3 FRACTIONS -Excited, I called
my partner-teacher from second semesters placement to borrow a
Grade 3 math text Math makes sense: 3 from her. -I was invited to
explore unit planning with her and thought to myself: with Ms.
Partes guidance, this unit plan will be a breeze -She said, let me
show you patterns, not fractions, Im not that far in the text yet.
It is only September -I wanted her guidance but suddenly what I was
learning at school in regards to traditional teaching methods was
right in front of me. I didnt realize it then
Slide 4
IN TEACHING MATH: IS THERE A PERFECT ORDER OR NOT? -With a
couple of classes under the guidance of Dr. Jo Towers, I was
becoming a tiny bit confused as to her expectations -My evening
with my partner-teacher, where she showed me her step by step
process was colliding with the information I was reading for math
and what Dr. Jo Towers was conveying -Before the evening was over I
posed a question to my partner-teacher, why dont you begin with
fractions go to geometry, and back to and teach other disciplines
in
Slide 5
MY PARTNER TEACHERS OPINION ABOUT INTERDISCIPLINARY STUDIES AND
MATH. - the math curriculum should be open to the teachers, not be
imposed on usand because I teach two classes of grade 3 math, it
makes interdisciplinary teaching even harder (Parte, 2012). -the
program of studies, interferes with my freedom to teach combined
different disciplines as I have to cover what is set out and
mandated by the program of studies, so rather than trying to change
my teaching style, I just follow the math text book how it is set
outif I was free to teach anything it would be easier (Parte,
2012). -The statement my partner teacher made confirms the findings
of that teachers are not able and willing to prepare
interdisciplinary projects and collaborate (Holubova, 2008)
(Anderson et al., 2010, p.2). -States: with two math classes along
with other courses hinders her possibilities of interdisciplinary
teaching. I find that difficult to believe as I even visualize math
being integrated with with religion -Math and Religion 12 disciples
(counting) & the breaking of bread (fractions)
Slide 6
ASSIGNMENT #1 IM MORE CONFUSED -I begin laying out the
foundation for my unit plan. -There seems to be something missing
-Im sensing boredom, probably the children will as well - How do I
create something more interesting - Pearson text Im not being drawn
to it
Slide 7
GRADE 3 PATTERNING MY NEW PLAN OF ACTION! -Im going to
integrate Grade 3 Social Studies into the math curriculum -I want
the children to build and create, what I call LANDMARKS and see the
patterns within any -Everything went well for me, so I thought -My
unit plan was about patterns but throughout I keep on mentioning
LANDMARK
Slide 8
WHAT DO YOU MEAN BY LANDMARKS, ROSELLE? -I thought it was odd
for our teacher to be asking me, what do you mean by landmarks? -I
demonstrated with paper and pencil a LANDMARK to Dr. Towers, ah,
LANDMARKS now I understand you -My mind begins thinking if she
couldnt see that, how can I make an activity that demonstrates what
I mean -I still dont put 1 and 1 together, I re-submit Assignment
#1
Slide 9
MY LANDMARK A FELLOW CLASSMATE ALSO WANTED ME TO EXPLAIN
LANDMARK SO I PURPOSELY STAYED UP TO SHOW HER WHAT I MEANT
Slide 10
A NEW LANDMARK PATTERN EMERGES This will be a simple bridge
pattern
Slide 11
IT A STRUCTURE An Aha Moment What developed: The time Dr. Jo
Towers took to get me on the path The time I took to actually
describe a STRUCTURE During the time I took to do the whole unit
plan I realized something huge, I as a math teacher cannot simply
put an X on a childs answer if it isnt what Im looking for Set
children on the path of learning, theyll figure it out if I can
Dont set limits
Slide 12
THE NEXT GENERATION OF MATH SPECIALISTS OWEN, MY 3 YEAR OLD SON
PROUDLY COUNTING I WOULD WANT YOU, MY CLASSMATES, TO TEACH HIM
Slide 13
TEACHING MATHEMATICS I love this wonderful subject and I would
love to pass my passion on to the next generation of children I
teach