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MMAP Middle School Math Through Applications Project Dahwun Deepak Gazi Scott Sun-Young

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-Students seem lost -Teachers don't know how to help the students -Media doesn't help to visualize solutions -Learning environment doesn't promote peer collaboration Learning Problem

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Cognitive Principle (C1) Interactive environments for construction of understanding (Greeno, et. al.) Situative/Pragmatist-Sociohistoric Principle: (S3) Development of disciplinary practices of discourse and representation (Greeno, et. al.) Design Rationale

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(C1) Interactive environments for construction of understanding 1. Math problems that the students cannot relate to makes it difficult for the student to understand the problem –Problems that the students can relate to will minimize the time spent on trying to understand the problem. Students will become more interested and be at ease in applying their knowledge. 2. Difficulties in visualizing the problems –The students need interactive tools to visualize their process of thinking and for them to make connections with math concepts. Design Rationale

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(S3) Development of disciplinary practices of discourse and representation 1.More time was spent on clarifying what they meant and not on the actual problem solving -Students need structure and guidelines in order to effectively communicate with each other. -There is a need for a social structure in the learning setting so that the students will not get lost in the communication. -In a structured curriculum, the teacher can give goals and objectives to the group and break out the session so that the students will know what to focus on and have an effective communication. Design Rationale

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MEDIA I Build a new dream school based on the current school location Grouped and assigned to build certain parts of school buildings After completion of work, groups assemble their work together Design Solution

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During the process of building the school campus, an additional part of the project is to create a motion visualized computer graphic using 3D visualizations. Students will be given the task to access the dynamic media program to input their progress after each session. Their progress will be viewed in a 3-dimensional graphic that rotates and could be viewed from any direction. This will help students develop a sense of number, geometry, spatial sense, and measurement. The computer graphic functions so that students can extract a certain aspect of the motion that most interests them and see how it relates to the whole architecture. MEDIA II Create a motion visualized computer graphic using 3D visualizations Students will input their progress after each session Progress viewed in 3-dimensional graphic that rotates and viewed from any direction.

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Design Solution CURRICULUM 1.Structure should be revamped : 2 Main functions Preserve goals of current curriculum - Make math relevant and accessible Improve where the current implementation is lacking - Provide fertile ground and explicit contexts for math learning

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CURRICULUM 2. Preserve goals of current curriculum –Preserve situative nature and hands-on practical context Maintain engagement –Continue Group work Peer teaching and motivation Design Solution 3. Implement improvements - Build in structured opportunities for teaching of specific concepts Group Problem Articulation Review Sessions Additional Organized Interruptions

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TEACHER TRAINING Situative experience with unfamiliar teaching methods –Teachers role play and experience curriculum from student perspective: unfamiliar teachers can see what its like to learn this way –Teachers practice recognizing opportunities: Safe environment for experimentation and problem solving –Teachers evaluate performance: Reflect on personal strengths and needs **All three methods will help teachers anticipate problems and opportunities** Design Solution

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Assessment I SITUATIVE APPROACH Students learn a set of related math concepts Each group presents their methods and approaches to the class Other groups critique the methods and approaches Students share their ideas and best practices This approach… Ensures participation and collaborative learning Involves minimal teacher guidance

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COGNITIVE APPROACH Students given different but similar, small projects Teacher evaluates projects Teacher gives constructive feedback This approach… Requires students to apply math concepts learned Involves teacher participation Assessment II

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TEACHER ASSESSMENT Primarily a self-evaluation approach Teachers assessed on teaching practices Teachers answer a questionnaire on features, successes, and challenges Curriculum revised based on… Observations of students Students’ evaluations Teachers’ feedback Assessment III

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CHAPTER 5 Transfer of Training.

CHAPTER 5 Transfer of Training.

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