tag:blogger.com,1999:blog-43611998102814130332024-03-14T07:17:23.580-07:00Chris SiewChris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.comBlogger20125tag:blogger.com,1999:blog-4361199810281413033.post-76487355395032485802014-02-20T00:48:00.005-08:002014-02-20T01:01:56.339-08:00Slides for Jakarta Sharing on 22 Feb 14<span style="color: blue; font-size: x-large;">Please download the presentation slides << <a href="https://www.dropbox.com/s/b4qdabk95fgrx0e/Chris_Jakarta%20Sharing_Slides%20%28MC%29%2022%20Feb%20%28Dropbox%29.pptx" target="_blank">HERE</a>>></span>Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-57365831139761607432014-02-20T00:32:00.003-08:002014-02-20T00:34:50.876-08:00Guidelines for Designing ICT Enriched Lessons<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt;">
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<span lang="EN-US"><a href="http://curriculum-models-by-fkv.wikispaces.com/Taba+Model"><b><span lang="EN-SG" style="color: black; font-family: "Cambria","serif"; font-size: 12.0pt; mso-ansi-language: EN-SG; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Lucida Sans Unicode"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin; text-decoration: none; text-underline: none;">Taba
Model</span></b></a></span><b><span style="font-family: Cambria, serif; font-size: 12pt;"><o:p></o:p></span></b></div>
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<span style="font-family: Cambria, serif; font-size: 12pt;">In designing ICT enriched lessons, it is important to
establish the learning goals and objectives. The Taba Model is a good reference
for teachers who are involved in lesson design and curriculum planning.<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif; font-size: 12pt;">The Taba Model for curriculum was developed by Hilda
Taba. It was called a grassroots effort as she advocated that the teachers
themselves needed to be heavily involved in the development of the curriculum. She
believed that there must be a </span><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt;">definite
order to the creation of a curriculum. <o:p></o:p></span></div>
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<span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt;">Hilda Taba’s
curriculum model can be found in curriculums used in many schools today. Her
approach is based on the behavioral approach to curriculum design. It is based
on a step by step plan, with specific goals and objectives with activities that
coincide and are evaluated with the stated objectives. Taba developed a process
for determining what needs to be taught to students and included a guide on how
to accomplish the outcomes from students (Costa & Loveall, 2002). Hilda
Taba believed that there must be a process for evalutating student achievement
of content after the content standards have been established and implemented.<o:p></o:p></span></div>
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<span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt;">The main concept of
this approach to curriculum development is that teachers must be involved in
the development of the curriculum. She believed that the curriculum should be
organized around generlized learning objectives which enables students to
discover principles that will enable them to be successfully (Middaugh &
Perlstein, 2005). <o:p></o:p></span></div>
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<span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt;">There are seven major
steps for developing a "grassroots approach to curriculum development.
These steps are: <o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">1.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;"> </span></span><!--[endif]--><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">Identify the needs of the students; <o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">2.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">Defines the learning objectives to be taught; <o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">3.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">Selection of learning content based on the learning
objectives <o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">4.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">Sequence the content according to learner's interest,
achievement level; <o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">5.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">Select instructional methods and learning tools (incl. ICT
tools) to engage students meaningfully; <o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">6.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">Organise the learning activities <o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">7.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: Cambria, serif; font-size: 12pt; line-height: 115%;">Determine what is going to be evaluated
and how to determine the effectiveness of the curriculum.</span><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt; line-height: 115%;"><o:p></o:p></span></div>
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<span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt;">In addition, Taba
stated that the learning objectives can be organised into three main areas: <o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="font-family: Symbol; font-size: 12pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt;">Knowledge</span></b><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="font-family: Symbol; font-size: 12pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt;">Skills</span></b><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt;"><o:p></o:p></span></div>
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</span></span><!--[endif]--><b><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt;">Concepts</span></b><span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt;"><o:p></o:p></span></div>
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<span lang="EN-US" style="background-position: initial initial; background-repeat: initial initial; font-family: Cambria, serif; font-size: 12pt;">She was an advocate
for students using problem solving and inquiry discovery techniques. The main
idea to this approach is that the needs of the students are at the forefront to
the curriculum. The use of Taba's ideals of charting students’ status in
learning and placing students with similar learning in diverse groupings, what
is now called collaborative learning groups. This is an idea that needs to be
considered if using the basic ideas of this approach in curriculum design.</span><span style="font-family: Cambria, serif; font-size: 12pt;"><br />
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<b>Resources:</b><br />
<br />
Frankel, Jack R., (1994). The evolution of the Taba Curriculum Development
Project. <i>Social studies (84)</i>n4, p. 149-159.<br />
Parry, L., ( ). Innovation and Consolidation in Curriculum Development &
Reform.<o:p></o:p></span></div>
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Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-9272434447510232992014-01-04T22:08:00.003-08:002014-01-04T22:08:40.455-08:00Difficulties in understanding word problems in Mathematics<h2>
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<span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;">Many primary school students in Singapore often face several difficulties when they solve
word problems in Mathematics. Broadly, the difficulties
can be categorized into three groups: - (1) Lack of sense making in students,
(2) Difficulties in comprehending word problems and (3) Struggle with
comparative phrases and relational statements.<b><o:p></o:p></b></span></div>
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<span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;"><br /></span></div>
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<b><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Lack of sense making in students <o:p></o:p></span></b></div>
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<span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun;">Verschaffel,
Greer & De Corte (2000) and </span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;">Schoenfeld (1992)</span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun;"> observed that
students have a tendency to disconnect mathematical problem solving from the
real world. When solving word problems, </span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;">students find it
very important to recognize familiar key words; select an appropriate
operation; produce an answer through some mathematical computations from the
given data without making sense of the demands of the word problem (Foong,
2009). In addition, students have a tendency to rush into solving questions and
inevitably </span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun;">suspend their ability to make sense when they solve mathematics
word problems. </span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;">This could be a potential impediment as it hinders the development of
problem solving and critical thinking skills, which are the important emphasis
in the Singapore school mathematics curriculum. <o:p></o:p></span></div>
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<span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;"><br /></span></div>
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<b><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Difficulties in comprehending word problems<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin: 0mm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-GB" style="font-size: 12.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Difficulties in
comprehending word problems can come from the semantic structure of the problem
and its language consistency with the required operations. </span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;">Foong (2009)
discovered that students’ failure to solve word problems was not due to their
lack of arithmetic ability but their inability to construct an appropriate
problem representation as a result of the way the problem was structured.
Depending on how a word problem is phrased, students often find it difficult to
solve word problems as they do not fully comprehend and understand the demands
of the word problem. <o:p></o:p></span></div>
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<span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;"><br /></span></div>
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<b><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The struggle with comparative phrases and
relational statements<o:p></o:p></span></b></div>
<br />
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<span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">With the above, Ng & Lee (2004) also
postulated that students struggle with comparative phrases. They fumble with
relational terms such as </span><span lang="EN-GB" style="font-size: 12.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">‘</span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">more
than</span><span lang="EN-GB" style="font-size: 12.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">’</span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">, </span><span lang="EN-GB" style="font-size: 12.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">‘</span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">less than</span><span lang="EN-GB" style="font-size: 12.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">’</span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">, </span><span lang="EN-GB" style="font-size: 12.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">‘</span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">as
much as</span><span lang="EN-GB" style="font-size: 12.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">’</span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> and </span><span lang="EN-GB" style="font-size: 12.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">‘</span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">as many as</span><span lang="EN-GB" style="font-size: 12.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">’</span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">. </span><span lang="EN-GB" style="font-size: 12.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">In certain cases, </span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">students </span><span lang="EN-GB" style="font-size: 12.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">lacked the linguistic
and conceptual knowledge to comprehend the relational statements </span><span lang="EN-SG" style="font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">and have the misconception that the answer to
the word problem can be obtained by
performing one or more mathematical operations with the numbers provided. This
struggle </span><span lang="EN-GB" style="font-size: 12.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">becomes increasingly difficult when the relational statement does not go
along with the expected operation (Verschaffel, 1994).<o:p></o:p></span></div>
Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-5212350729254383572013-07-24T17:38:00.001-07:002013-07-24T17:38:36.096-07:00P5 : Star Approach (Day 4)<span style="font-size: x-large;"><a href="https://docs.google.com/forms/d/1tBissEeQYynV2HO314xwg54-BtPvLciWeNd530S10LA/viewform" target="_blank">Question 2</a></span><br />
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;"><a href="https://docs.google.com/spreadsheet/ccc?key=0AjcFWHqrVIXIdDVlY2RjQjdLZTZTb29BSWhJbThjRkE&usp=sharing" target="_blank">Question 2 - Responses</a></span><br />
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;"><a href="https://docs.google.com/forms/d/1uQGsGpPt8FkeDKBNAXiWNocbzYQnRObkFO8_c6Euas4/viewform" target="_blank">Question 3</a></span><br />
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;"><a href="https://docs.google.com/spreadsheet/ccc?key=0AjcFWHqrVIXIdFNibVRhRS0tRDVNaG1XMG14LV9VQXc&usp=sharing" target="_blank">Question 3 - Responses</a></span>Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-41832594575304782092013-07-23T18:46:00.000-07:002013-07-23T18:46:53.660-07:00P5 Math : Star Approach (Day 3)<span style="font-size: x-large;"><a href="https://docs.google.com/forms/d/1AKLJcq4bLZHUNmmmTT41nDV3RmUOkaYnrKmvCElyFxw/viewform" target="_blank">Question 2</a></span><br />
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;"><a href="https://docs.google.com/spreadsheet/ccc?key=0AjcFWHqrVIXIdGFDajh1NldMTmUwb1plZkRRV2MxOVE&usp=sharing" target="_blank">Question 2 : Responses</a></span><br />
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;"><a href="https://docs.google.com/forms/d/1hmInuV3V4v843VZcsm0Zu-7KXE8topsWM7xEVLQU0zo/viewform" target="_blank">Question 3</a></span><br />
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;"><a href="https://docs.google.com/spreadsheet/ccc?key=0AjcFWHqrVIXIdE9rcmE0Z2w2el9BWDBJakZ0N1BDQWc&usp=sharing" target="_blank">Question 3 : Responses</a></span>Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-59724815315948212652013-07-22T17:37:00.001-07:002013-07-22T17:37:11.110-07:00P5 Math : 4 Step Thinking Process (Day 2)<span style="font-size: x-large;"><a href="https://docs.google.com/forms/d/1oMrw-lGc5pakcCf7poT1wz23CuJJj71U58sBkPFmmxE/viewform" target="_blank">Question 1</a></span><br />
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;"><a href="https://docs.google.com/spreadsheet/ccc?key=0AjcFWHqrVIXIdHAySTFDTXhib1NLcVRPeXg1dXd5SFE&usp=sharing" target="_blank">Question 1 : Responses</a></span><br />
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;"><a href="https://docs.google.com/forms/d/1OvMCatmBcme2c0pgKBZHbSVtaRrFMe_dhDn2OvkZfis/viewform" target="_blank">Question 2</a></span><br />
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;"><a href="https://docs.google.com/spreadsheet/ccc?key=0AjcFWHqrVIXIdEFSU1hmZmtzUHRLWnlHZFJlVDhqZkE&usp=sharing" target="_blank">Question 2 : Responses</a></span>Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-20634479243243708762013-06-20T19:22:00.002-07:002013-06-20T19:37:00.361-07:0021 June 13 : The hourly PSI btw 9am-10am is an all time high!Below hourly PSI reading is calculated from NEA's 3 hourly average.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMZ1fNfbtn7Nk8jNIoUF4HdS0ft2SyiwsN6JwJ09eIrZDBXzt4y1xs5m4798DD4lASRVqiDnZPz-qlER1bUglk46m8zFitpcOlK4oXQEg_J7YpGtaj6wsN5pk1TYqET6BF8mMBwaPz2v1G/s1600/PSI+21+Jun13+10+am.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="132" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMZ1fNfbtn7Nk8jNIoUF4HdS0ft2SyiwsN6JwJ09eIrZDBXzt4y1xs5m4798DD4lASRVqiDnZPz-qlER1bUglk46m8zFitpcOlK4oXQEg_J7YpGtaj6wsN5pk1TYqET6BF8mMBwaPz2v1G/s320/PSI+21+Jun13+10+am.jpg" width="320" /></a></div>
<br />Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-81175336652767947102013-06-20T02:13:00.000-07:002013-06-20T19:37:18.985-07:00The PSI reading for 20 Jun could be as high as 467!Base on the calculation below, the PSI could be as high as 467 around 11am.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZd_bCONDs87iQnoY2tuoNhcJ3_Pt_OlhaM1l31hsE6kWxGS-BGlbBPaHCrVQG1cM_U3pelb3cvGDhnTY-MBapCrVqS1i2tje0G3xc774tQIYPpNlr7OnpTzj7tLr9A2UFF3u2SScAplxi/s1600/PSI_20Jun13.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="224" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZd_bCONDs87iQnoY2tuoNhcJ3_Pt_OlhaM1l31hsE6kWxGS-BGlbBPaHCrVQG1cM_U3pelb3cvGDhnTY-MBapCrVqS1i2tje0G3xc774tQIYPpNlr7OnpTzj7tLr9A2UFF3u2SScAplxi/s640/PSI_20Jun13.png" width="640" /></a></div>
<br />Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-8275900510356384132013-01-07T21:08:00.000-08:002013-01-07T21:08:07.130-08:00Mind Mapping<!--[if gte mso 9]><xml>
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<span style="font-size: large;"><span lang="EN-US">10 reasons why mind mapping software should be the foundation of your
personal productivity system </span></span></div>
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<span style="font-size: large;"><span lang="EN-US" style="color: windowtext; font-weight: normal;"><a href="http://litemind.com/what-is-mind-mapping/" title="Permanent Link to What is Mind Mapping? (and How to Get Started Immediately)"><span style="color: windowtext; text-decoration: none;">What is Mind
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<u><span style="font-size: 18.0pt; line-height: 115%;">Recommended
Levels</span></u></div>
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P1 / P2 </div>
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Bubbl.US</div>
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<a href="https://bubbl.us/">https://bubbl.us/</a></div>
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P3 / P4</div>
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Mindmeister</div>
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P5 / P6</div>
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Mindomo </div>
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<br /></div>
Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-35115305771697617722012-09-27T18:43:00.002-07:002012-09-27T18:43:42.616-07:00Slides for Flipped Classroom<span style="font-size: x-large;">Slides for Flipped Classroom : <a href="https://sites.google.com/site/myfx163/home/Flipped_28Sep.pptx">Click here</a></span>Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-23051393826627018992012-06-07T00:47:00.001-07:002012-06-07T20:24:44.395-07:00How to Improve Your Students' Mastery of Math?<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
If you are a teacher who is finding it hard to engage your
students in class, you are not alone. Many teachers in the other schools and generations
of teachers before them, have faced the challenge of getting their students
interested in this traditionally dry academic subject.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
All is not lost. There is light at the end of the tunnel.
You can turn those unmotivated students into eager learners. By following the suggested
techniques listed below, you just might turn your math class into the most
anticipated class in their schedule.<br />
<br />
<span style="background: yellow; mso-highlight: yellow;">1. Make students’ thinking
and learning visible through Web 2.0 tools</span></div>
<div class="MsoNormal">
With the popularity of the internet and Web 2.0 tools, students
today are constantly using online platforms such as facebook and twitter to
express themselves and reach out to the world.</div>
<div class="MsoNormal">
By incorporating online discussions and providing
opportunities for students to share their learning online, you make learning a
more interactive and social process for the students. Most importantly, you
begin to communicate in their language and they will respond positively.</div>
<div class="MsoNormal">
<br />
<span style="background: yellow; mso-highlight: yellow;">2. Spice up the lesson with
multimedia.</span><br />
Include elements of fun in your lesson to break up the monotony in class. You
do not have to deliver instruction and content in front of the class all the
time. Make your math lesson more interesting by incorporating math games, music,
videos and other online activities into your learning activities. By skilfully wrapping
these interesting activities around a mathematical concept, you can achieve
your lesson objective and yet have fun.</div>
<div class="MsoNormal">
<br />
<span style="background: yellow; mso-highlight: yellow;">3. Relate learning with authentic
real life examples.</span><br />
Students are constantly exposed to tonnes of information daily. If they are not
able to connect the math concept with their lives, they will find it hard to
understand and are unable to retain the lesson taught. By showing how math
concepts can be applied to real life examples, students begin to see the
relevance and will be more likely to remember it.</div>
<div class="MsoNormal">
<br />
<span style="background: yellow; mso-highlight: yellow;">4. Try flipping your
classroom</span><br />
When you are introducing a new concept, consider creating a short online
package with videos to illustrate the concept and a short survey to check their
understanding. Encourage students to view these contents prior to class. By
analysing the result of the survey, you will know what are the common
misconceptions faced by the students before the start of the lesson. You can
spend more time addressing these learning gaps and answering students’
questions as they are engage in learning activities that elicit high order
thinking skills.</div>
<div class="MsoNormal">
<br />
<span style="background: yellow; mso-highlight: yellow;">5. Encourage students to
create learning artefacts</span> <br />
To help students transfer their learning, you can design some end-of-topic
activities that involve students creating a simple math game, composing a song ,creating
a video or slideshow to illustrate their understanding. The purpose of these
activities is to give students the opportunities to apply their understanding
of the concept to create meaningful learning artefacts. Besides conceptual
understanding, students will need to apply creativity and high-order thinking
skills to communicate their ideas across to their target audience. These are
certainly desirable outcomes of learning.</div>
<div class="MsoNormal">
<br />
<span style="background: yellow; mso-highlight: yellow;">6. Stretch your gifted
students.</span><br />
As a teacher, you have a tendency to spend a more time helping weaker students who
do not understand a concept. This will take time away from the gifted students,
who would benefit from an additional challenge to stretch their ability. By designing
self-directed online math modules that take the mathematical concept to the
next level, the gifted students in your class can be actively engaged while you
continue to narrow the performance gaps for the rest of the class. <br />
<br />
<span style="background: yellow; mso-highlight: yellow;">7. Provide additional online
resources to aid the weaker students.</span><br />
In general, some students would need a little bit more time and space to
understanding a concept and they would definitely benefit from differentiated
instruction methods. To support this group of students without delaying the
rest of the class, you can consider assigning the weaker students to review
online learning materials such as self-directed online lessons, videos and
online assessment as part of their homework.</div>
<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br />
By incorporating all of the above tips into your math lessons, you will better
capture the attention of your students and increase their mastery of math. Give
them a try today! <br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
</span>Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-8273482141646218022012-06-01T19:46:00.000-07:002012-06-01T19:46:50.987-07:00Improving Math with 8 simple steps<br />
Throughout my teaching career, I have many students who are overwhelmed by this fear of math. “Math is hard” and “Math is boring” are common phrases in school. When I was a beginning teacher, getting them interested in the subject is one big challenge. Are they generally weaker then other students? <span style="background-color: yellow;">Why are other students able to excel?</span> Is there a secret formula that is waiting to be uncovered? So what does it take to help these students overcome this fear?<br />
<br />
Thus I began this journey to look for answers. After interacting with many experienced educators and reading numerous articles, I realised that the main difference between the 2 groups of students is attitude. Students with a <span style="background-color: yellow;">positive attitude</span> are always actively looking for solutions and they ask a lot of questions. On the other hand, students who adopt a poor attitude towards learning give up easily when faced with problems and they seldom ask questions.<br />
<br />
<span style="background-color: yellow;">Learning is all about attitude</span>. Instilling a positive attitude in our students is critical to their developmental success. Having a good attitude makes learning easier. To be able to excel in math. you can start by adopting a positive attitude towards the learning of math.<br />
<br />
Below are <span style="background-color: yellow;">8 simple steps</span> to cultivate positive attitude and habits that will help to improve one's skills in solving math problems.<br />
<br />
<span style="color: blue;"><i>1 – Acquire the concept</i></span><br />
<br />
First and foremost, we have to develop a strong foundation in the basic mathematical concept. Instead of waiting for instruction, you need to be active in your learning and ask questions to clarify your doubts. With this understanding, we can then proceed to solve more complex problems confidently.<br />
<br />
<i><span style="color: blue;">2 – Be familiar with the Mathematical terms</span></i><br />
<br />
The language of mathematics can be quite daunting to the average students. You are encouraged to write notes to attach meanings to these mathematical terms to gain a better understanding of the mathematical concepts.<br />
<br />
<span style="color: blue;"><i>3 – Regular practice</i></span><br />
<br />
Mathematics; at Primary and Secondary level, is a skill-based subject. It is important to practice so that we are familiar with the strategies and patterns of questioning techniques. Make mathematics part of your daily life, look for authentic examples around you (curiosity for learning) and this will increase you aptitude of the subject.<br />
<br />
<span style="color: blue;"><i>4 - Presentation</i></span><br />
<br />
When solving math problems, it is advantageous to present the solution in a clear and concise manner. This will help you see the steps in a logical flow and spot any potential mistake quickly.<br />
<br />
<i><span style="color: blue;">5 – Check your work</span></i><br />
<br />
The old saying goes “Practice makes perfect”. I would like to add that if you are not doing it correctly, practice makes the imperfection more glaring instead. To achieve perfection, we need to guidance from mentors and be able to apply the right strategies.<br />
<br />
Accuracy means a lot in mathematics. Do make it a habit to check your assignments for accuracy. If you encounter mistakes in your work, take the effort to find out why and correct your work. This would help to eliminate those common mistakes that you often make.<br />
<br />
<span style="color: blue;"><i>6 – Read widely</i></span><br />
<br />
To broaden your knowledge in mathematics, you need to read widely beyond the school materials (eg. Math guide). This would help you in sharpening your math skills.<br />
<br />
<span style="color: blue;"><i>7 – Work with a mentor</i></span><br />
<br />
As with any other subjects, you would need the help of a mentor (eg. Teacher, Lecturer) , who will be able to explain the concept clearly and guide you in solving more complex problems.<br />
<br />
<i><span style="color: blue;">8 – Change your perception</span></i><br />
<br />
Lastly, if you have a natural dislike for math, you might want to probe deep to uncover the root of the problem. If the cause is the lack of self confidence, you will need to find ways to boost yourself. As discussed earlier, regular practice and engaging a mentor are possible solutions. When you are confident of yourself, you will be able to approach any math problem with ease.<br />Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-81680222013389804202012-05-28T07:03:00.000-07:002012-05-31T07:32:41.752-07:00How to excel in Mathematics?<br />
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: large;">Mathematics is considered to be a rather challenging subject to many students. For the majority in this group,studying mathematics is time consuming and frustrating.</span></span><br />
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: large;"><br /></span></span><br />
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: large;">However, there are those who love mathematics, they know that once you are familiar with the patterns in the questioning techniques, solving mathematics problems gives them a sense of satisfaction. Some said that you are either born to do mathematics, or not. I tend to disagree.</span></span><br />
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: large;"><br /></span></span><br />
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: large;">To be good in mathematics, you need to have the conceptual understanding, the strategy and the discipline to practice. Think of mathematics to be like a competitive sports like football. Firstly, you need to understand the rules of game. Then you need to have a strategy on how to win in this game. Lastly, you need to practice regularly in order to execute your strategy with precision.</span></span><br />
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: large;"><br /></span></span><br />
<span style="font-size: large;"><span style="font-family: 'Times New Roman', serif;">Mathematics is not a passive subject. You can’t just read about it. You need to tackle and solve those problem sums regularly, in order to get real expertise and excel in this subject. Once you understand these principles, you will begin to see the beauty of this subject. As </span><span style="font-family: 'Times New Roman', serif;">Bertrand Russell, the great philosopher and mathematician,once said, "Mathematics posses not only truth, but also supreme beauty".</span></span><br />
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: large;"><br /></span></span><br />
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: large;">Lastly, if you aspire to be at the top of the game, you need to have that passion for learning and desire to excel. Using football as an analogy again, the top footballers are able to achieve success because they have a passion for the sports. They truly believe that they can make a difference in the game. If you have such passion, you are on your way to success. If you are still struggling, fear not. You can always look for a mentor, someone who is able to guide you in your journey to excellence.</span></span><br />
<br class="Apple-interchange-newline" />Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-8705123301837478572012-05-24T18:18:00.001-07:002012-05-29T06:27:13.705-07:00Challenging PSLE Math Question 2/2012<span style="font-size: large;">24 more girls than boys signed up for a holiday camp. </span><br />
<span style="font-size: large;">3/4 of the girls and 2/3 of the boys turned up for the camp. </span><br />
<span style="font-size: large;">20 did not turn up. </span><br />
<span style="font-size: large;">How many children signed up for the holiday camp?</span><br />
<br />
<span style="color: red; font-size: large;"><br /></span>
<iframe src="https://docs.google.com/presentation/embed?id=1WyP3DZef7a8g8gd5DI7zYTgTbxdju5LduK4lwC6Gy8w&start=false&loop=false&delayms=3000" frameborder="0" width="480" height="389" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com1tag:blogger.com,1999:blog-4361199810281413033.post-74459847523135649952012-05-21T03:06:00.000-07:002012-05-22T06:58:15.684-07:00Challenging PSLE Math Problem with Video Solution<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/DMpEU9AL1Ok" width="420"></iframe>Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-45324821739831046552012-05-16T19:53:00.000-07:002012-05-18T08:09:18.054-07:00Challenging Math Problem (PSLE) with solution<span style="font-size: x-small;"><br /></span><br />
<div style="direction: ltr; language: en-GB; margin-bottom: 0pt; margin-left: .38in; margin-top: 7.68pt; mso-line-break-override: none; punctuation-wrap: hanging; text-align: left; text-indent: -.38in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Arial;">•</span><span style="color: black; font-family: Calibri;">88
children took part in a swimming competition. </span></div>
<div style="direction: ltr; language: en-GB; margin-bottom: 0pt; margin-left: .38in; margin-top: 7.68pt; mso-line-break-override: none; punctuation-wrap: hanging; text-align: left; text-indent: -.38in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Arial;">•</span><span style="color: black; font-family: Calibri;">1/3
of the boys and 3/7 of the girls wore swimming goggles.</span></div>
<div style="direction: ltr; language: en-GB; margin-bottom: 0pt; margin-left: .38in; margin-top: 7.68pt; mso-line-break-override: none; punctuation-wrap: hanging; text-align: left; text-indent: -.38in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Arial;">•</span><span style="color: black; font-family: Calibri;">Altogether
34 children wore swimming goggles. </span></div>
<div style="direction: ltr; language: en-GB; margin-bottom: 0pt; margin-left: .38in; margin-top: 7.68pt; mso-line-break-override: none; punctuation-wrap: hanging; text-align: left; text-indent: -.38in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Arial;">•</span><span style="color: black; font-family: Calibri;">How
many girls wore swimming goggles on that day?</span><br />
<span style="color: black; font-family: Calibri;"><br /></span><br />
<span style="color: black; font-family: Calibri;">Solution below:</span><br />
<span style="font-size: x-small;"><span style="color: black; font-family: Calibri;"><br /></span></span><br />
<span style="font-size: x-small;"><span style="color: black; font-family: Calibri;"><br /></span></span></div>
<iframe allowfullscreen="true" frameborder="0" height="389" mozallowfullscreen="true" src="https://docs.google.com/presentation/embed?id=1wVNzy0pWHGteSoKi3eX0Wx6DF7ZSTpoOAuo5O3ksGLg&start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com3tag:blogger.com,1999:blog-4361199810281413033.post-55912838756974885912012-05-15T01:20:00.000-07:002012-05-15T19:26:55.831-07:00Role of the Teacher in Mathematical Discourse<br />
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt;">Teachers play
an important part in orchestrating mathematical discourse in the classroom. In
designing math lessons that promote discourse, the following should be
considered:</span></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoListParagraph" style="line-height: normal; margin-bottom: 12.0pt; margin-left: 35.7pt; mso-list: l0 level1 lfo1; mso-margin-top-alt: auto; text-indent: -17.85pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt;">1.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial","sans-serif"; font-size: 12pt;"><b>Problematising the content</b> – By turning
content into problems, it creates opportunities for students to discuss and
present possible solutions. Instead of offering standard solutions, the teacher
can facilitate learning by posing questions to elicit and challenge students’
thinking. Through appropriate questioning technique by the teacher, students
would be actively engage in clarifying and justifying their ideas, either
orally or in writing. </span></div>
<div class="MsoListParagraph" style="line-height: normal; margin-bottom: 12.0pt; margin-left: 35.7pt; mso-list: l0 level1 lfo1; mso-margin-top-alt: auto; text-indent: -17.85pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt;">2.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial","sans-serif"; font-size: 12pt;"><b>Scaffolding</b> – To support the
students, teachers have to decide when to provide information, when to clarify
an issue, when to model, when to lead, and when to let a student struggle
with a difficulty. When misconceptions are surfaced during their discussion,
teachers should seize the opportunity to turn it into a teachable moment to
explain a certain concept with more details. </span></div>
<div class="MsoListParagraph" style="line-height: normal; margin-bottom: 12.0pt; margin-left: 35.7pt; mso-list: l0 level1 lfo1; mso-margin-top-alt: auto; text-indent: -17.85pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt;">3.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial","sans-serif"; font-size: 12pt;"><b>Feedback</b> – Providing timely
feedback to students on their performance will enhance their learning. </span><span style="font-family: "Arial","sans-serif"; font-size: 12pt;">Teachers could also
create opportunities for students to provide constructive feedback to their
peers. Giving peer critique involves higher order thinking skills such as analysing
and evaluating, which are desirable outcomes of education. </span><span style="font-family: "Arial","sans-serif"; font-size: 12pt;"></span></div>
<div class="MsoListParagraph" style="line-height: normal; margin-bottom: 12.0pt; margin-left: 35.7pt; mso-list: l0 level1 lfo1; mso-margin-top-alt: auto; text-indent: -17.85pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt;">4.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial","sans-serif"; font-size: 12pt;"><b>Monitoring</b>- During learning
activities in the classroom, teachers should monitor students’ participation
and decide when and how to encourage each student to participate. It is also a
good practice to reflect after the lesson to identify what students have
achieved, where they make errors, when they have misconceptions, when they are
not engaged - in this way, teaching and learning can be synchronised and powerful.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 12.0pt; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt;">With students
taking more responsibility of learning, teachers would have to consider
adjusting their role in the classroom to complement the change in teaching
approach. From delivering instruction in the past, teachers have to assume the
position of a facilitator, who will provide appropriate scaffolding and
feedback to guide the students in the right direction. </span></div>Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-17137774837490839592012-05-11T21:17:00.001-07:002012-06-03T23:37:42.238-07:00What is Mathematical Discourse?<u><b>Mathematical discourse</b></u> is a teaching approach that engages students in discussion about math in a manner that articulate their understanding of concepts. Through the lesson activities, students also <span style="background-color: yellow;">sharpen</span> their <span style="background-color: yellow;">skills in mathematical reasoning and debate</span>.
This approach to teaching mathematics is a more constructivist and student-centered approach that involves teachers asking probing questions; think “Socratic Questioning”, to <span style="background-color: yellow;">make student thinking visible</span> by eliciting from them the steps needed to arrive at the solution and why a certain strategy was used. Through strategically designed learning activities, students are given opportunities to critique their own and others’ idea and uncover efficient solutions to mathematical problems.
<br />
<br />
<u><b>The Theory </b></u><br />
Classroom discourse is based on the theory of constructivism, which states that learning happens when the students interact with the environment. Through these interactions, knowledge is created. This is also aligned with the social-cultural views on learning which advocates that learning is a social process whereby students working collaboratively are able to reach new understanding that otherwise could not be achieved by working alone.<br />
<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/rBPwaU42sdI" width="420"></iframe>Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-15675739179568216662012-05-10T01:37:00.002-07:002012-06-06T02:47:08.193-07:00Make Thinking Visible Through Flip Classroom Model<br />
<div class="MsoNormal" style="background-position: initial initial; background-repeat: initial initial; margin-bottom: 6.4pt; vertical-align: baseline;">
<b><span style="background-color: white; color: #222222; font-family: Helvetica, sans-serif; font-size: 19.5pt;">What is the flipped classroom?<o:p></o:p></span></b></div>
<div class="MsoNormal" style="background-position: initial initial; background-repeat: initial initial; line-height: 19.2pt; margin: 12.85pt 0in 6.4pt; vertical-align: baseline;">
<span style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">An innovative teaching
model that delivers instructional content outside class through interactive,
teacher-created resoruces (eg. Podcast, online digital videos, power-point
presentation, etc) and interaction with the content – skill development, practice
and related learning activities – is done in class. Moving lectures
outside of the classroom allows teachers to spend more 1:1 time with each
student. Students have the opportunity to ask questions and work through
problems with the guidance of their teachers and the support of their peers -
creating a collaborative learning environment.<o:p></o:p></span></div>
<div style="background-position: initial initial; background-repeat: initial initial; line-height: 18pt; margin: 0in 0in 12pt;">
<span style="background-color: white; color: #333333;"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">In a flipped class, instructional
activities like explanation and lecture are done at home, while homework
activities like<span class="apple-converted-space"> </span>math problem sets<span class="apple-converted-space"> </span>or writing practice activities are done
in class. Thus homework becomes classwork and vice versa.</span><span style="font-family: Calibri, sans-serif; font-size: 11pt;"><o:p></o:p></span></span></div>
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<b><span style="background-color: white; color: #222222; font-family: Helvetica, sans-serif; font-size: 19.5pt;">What are some benefits of this method?<o:p></o:p></span></b></div>
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<span style="background-color: white;"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span style="color: #333333;">· </span><span style="color: #333333;">Allow teachers to spend more time to faciliate
students’ learning <o:p></o:p></span></span></span></div>
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<span style="background-color: white;"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span style="color: #333333;">· </span><span style="color: #333333;">Foster stronger student/teacher relationships<o:p></o:p></span></span></span></div>
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<span style="background-color: white;"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span style="color: #333333;">· </span><span style="color: #333333;">Offers a way for teachers to share teaching
resources with other teachers, students and parents easily<o:p></o:p></span></span></span></div>
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<span style="background-color: white;"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span style="color: #333333;">· </span><span style="color: #333333;">Enable students to “rewind” lessons and master
topics at their own pace<o:p></o:p></span></span></span></div>
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<span style="background-color: white;"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span style="color: #333333;">· </span><span style="color: #333333;">Creates a conducive environment in the
classroom that promotes collaborative learning</span></span></span></div>
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<span style="background-color: white;"><iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/P8gLv3HVwTM" width="420"></iframe></span>Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0tag:blogger.com,1999:blog-4361199810281413033.post-45923393279993526912012-05-06T03:54:00.001-07:002012-05-06T04:30:19.062-07:00Engaging Students in Mathematical Discourse<br />
<strong><span style="text-decoration: underline;">Engaging Students in Mathematical Discourse</span></strong><br />
<strong>by Chris Siew</strong><br />
<strong><br /></strong><br />
An effective mathematics programme is more than just concepts and skills. Problem solving is central to mathematics learning. The development of this ability is dependent on five inter-related components, namely Concepts, Skills, Processes, Attitudes and Metacognition(Mathematics Framework, MOE).<br />
This article highlights the notion that mathematics should be taught in a way that mirrors the nature of the discipline (Lampert 1990), instead of practising concepts and skills in isolation. How can teachers design lessons that create opportunities for students to make conjectures and engage in constructive argument about problems in order to discover important mathematical concepts? What are the attitudes and processes that we need to develop in our students to help them understand the essence of what it means to do mathematics?<br />
<br />
<strong>Designing the Learning Environment</strong><br />
There is no doubt that accuracy is important in mathematics. However, teachers have to communicate to students that understanding concepts and communicating mathematical ideas are more important than just getting the right answers. Promoting mathematical discourse is a strategy to develop students’ understanding and communication skills in mathematics.<br />
Let us start by examining the kind of structures that need to be in place to facilitate discourse in a math class.<br />
<ol>
<li><span style="text-decoration: underline;">Setting expectation for learning</span> – The first step in transforming a traditional classroom to one that promotes discourse is to set the right expectation for learning. Students need to understand that their role in the classroom is not just listening to the teacher and waiting for answers. In the new learning environment, they will be exposed to open-ended tasks and they would need to play a more active role to complete the task. The teacher will assume the role of a facilitator in these activities, who will scaffold and point them to the right direction but not necessary show them the correct answers all the time.</li>
<li><span style="text-decoration: underline;">Establish classroom relationship</span> – There will also be a shift in relationship between students. Learning will become more social and ideas will be exchanged freely. Their peers will no longer be just someone who sits beside them, they will be their learning partner and collaborator to build each other’s knowledge. The relationship between the student and teacher will also be changing. The teachers will not be the only source of information. Instead, they will direct students to various resources to uncover the key learning points of each topic.</li>
<li><span style="text-decoration: underline;">Establish rules and management system</span> – Teachers have feedback that conducting collaborative learning activities can be quite chaotic; students are noisy and teachers are not in control. The key to good classroom management is to establish clear rules on the dos and don’ts when students are engaged in learning activities. It is also important to put in place a system to manage conflicts that may arise during interaction among students.</li>
</ol>
<strong><span style="text-decoration: underline;"><span style="font-family: Calibri, sans-serif; font-size: 11pt;"><br clear="all" /></span></span></strong><strong>Teacher as facilitator</strong><br />
It is a misconception that in this new learning environment, teachers just present the problem and wait for things to happen. Do you think students will be able to discuss, solve the problem and present the solution automatically? <span style="text-decoration: underline;">Learning does not happen by chance, it happens by design</span>.<br />
In order to achieve participation and conceptual understanding, teachers have to design lessons that <span style="text-decoration: underline;">provide opportunities</span> for students to:<br />
<ol>
<li>articulate their understanding,</li>
<li>engage in peer-critique and</li>
<li>build knowledge collaboratively</li>
</ol>
To make students thinking visible during discussion and promote engagement, teachers could consider two aspects of teacher discourse: <span style="text-decoration: underline;">cognitive discourse</span> and <span style="text-decoration: underline;">motivational discourse</span>. (Stein, 2007)<br />
Cognitive discourse refers to things that teacher says to promote conceptual understanding of mathematics by making their thinking visible. The objectives of teacher discourse are to<br />
<ol>
<li>help students make connection,</li>
<li>help them learn from mistakes and</li>
<li>stress individual accountability</li>
</ol>
Motivational discourse refers to things that teacher says to promote students’ engagement and addresses the affective domain. Students need an affective support structure in the classroom that makes it a safe environment that allows them to learn through mistakes and take risks.<br />
The objectives of supportive motivational discourse are to:<br />
<ol start="1">
<li><span style="text-decoration: underline;">Promote learning</span></li>
</ol>
<ol start="1">
<li>Focus on the process of learning</li>
<li>Challenging students</li>
<li>Viewing errors as constructive</li>
<li>Supporting persistence</li>
</ol>
<ul>
<li><span style="text-decoration: underline;">Promote positive emotions</span></li>
</ul>
<ol start="1">
<li>Using enthusiasm</li>
<li>Using humour</li>
<li>Reducing anxiety</li>
<li>Addressing emotional needs</li>
</ol>
<ul>
<li><span style="text-decoration: underline;">Foster peer collaboration </span></li>
</ul>
<ol start="1">
<li>Building collaboration</li>
<li>Emphasizing joint goals/shared responsibilities</li>
</ol>
<span style="font-family: Calibri, sans-serif; font-size: 11pt;"><br clear="all" /></span><br />
<strong>Discourse Assessment</strong><br />
Teachers need time to develop competency in using mathematics discourse to advance learning in class. To help track the progress as a class goes through this transformation, Hufferd-Ackles, Fuson, and Sherin (2004) created a framework to describe and evaluate the level of mathematics discourse in the classroom. (Refer to table below)<br />
<br />
<table border="0" cellpadding="0" cellspacing="0" style="width: 558px;"><tbody>
<tr style="height: 29.2pt;"><td colspan="1" rowspan="1" style="background-attachment: scroll; background-clip: initial; background-color: #c8a058; background-image: none; background-origin: initial; background-position: 0% 0%; background-repeat: repeat repeat; height: 29.2pt; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; width: 116.4pt;" valign="top" width="155"><strong>Components</strong></td><td colspan="1" rowspan="1" style="background-attachment: scroll; background-clip: initial; background-color: #c8a058; background-image: none; background-origin: initial; background-position: 0% 0%; background-repeat: repeat repeat; height: 29.2pt; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; width: 301.9pt;" valign="top" width="403"><strong>To compare lessons from Term 1 to Term 4 based on analysis of lesson observation videos</strong></td></tr>
<tr style="height: 40.45pt;"><td colspan="1" rowspan="1" style="background-attachment: scroll; background-clip: initial; background-color: #e7e7e7; background-image: none; background-origin: initial; background-position: 0% 0%; background-repeat: repeat repeat; height: 40.45pt; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; width: 116.4pt;" valign="top" width="155">Questioning</td><td colspan="1" rowspan="1" style="background-attachment: scroll; background-clip: initial; background-color: #e7e7e7; background-image: none; background-origin: initial; background-position: 0% 0%; background-repeat: repeat repeat; height: 40.45pt; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; width: 301.9pt;" valign="top" width="403">Was there a shift from the teacher as the main questioner to students & teacher as questioners?</td></tr>
<tr style="height: 70.35pt;"><td colspan="1" rowspan="1" style="height: 70.35pt; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; width: 116.4pt;" valign="top" width="155">Explaining mathematical/ science thinking</td><td colspan="1" rowspan="1" style="height: 70.35pt; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; width: 301.9pt;" valign="top" width="403">Did students increasingly explain & articulate their ideas?</td></tr>
<tr style="height: 55.2pt;"><td colspan="1" rowspan="1" style="background-attachment: scroll; background-clip: initial; background-color: #e7e7e7; background-image: none; background-origin: initial; background-position: 0% 0%; background-repeat: repeat repeat; height: 55.2pt; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; width: 116.4pt;" valign="top" width="155">Source of mathematical/ science ideas</td><td colspan="1" rowspan="1" style="background-attachment: scroll; background-clip: initial; background-color: #e7e7e7; background-image: none; background-origin: initial; background-position: 0% 0%; background-repeat: repeat repeat; height: 55.2pt; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; width: 301.9pt;" valign="top" width="403">Was there a shift from the teacher as the source of all math/science ideas to students’ ideas also influencing the direction of the lessons?</td></tr>
<tr style="height: 34.1pt;"><td colspan="1" rowspan="1" style="height: 34.1pt; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; width: 116.4pt;" valign="top" width="155">Responsibility for learning</td><td colspan="1" rowspan="1" style="height: 34.1pt; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; width: 301.9pt;" valign="top" width="403">Did students increasingly take responsibility for learning and evaluation of others and self?</td></tr>
</tbody></table>
<br />
Adapted from Hufferd-Ackles, Fuson & Sherin (2004)<br />
<br />
Four components are examined – questioning, explanation of mathematical thinking, source of mathematical ideas, and responsibility for learning. Teachers can use this framework to assess the discourse level of the whole class. It can also help them identify individual students who are not actively participating in the discussion so that additional scaffold and support can be provided to encourage this group of learners to be more active in class.<br />
<strong>Conclusion</strong><br />
Promoting mathematical discourse in the classroom can help to strengthen students’ processes in mathematical reasoning and their skills in communicating mathematical ideas. As students learn to make and test hypothesis, question, and agree and disagree about problems, they are learning the essence of what it means to do mathematics. As teachers, we need to re-examine our practice and re-think how we can use mathematical discourse to better engage our learners.<br />
<br />
<strong>References</strong><br />
<table border="0" cellpadding="0" cellspacing="0" style="width: 626px;"><tbody>
<tr style="height: 15pt;"><td colspan="1" nowrap="nowrap" rowspan="1" style="height: 15pt; padding-bottom: 0cm; padding-left: 5.4pt; padding-right: 5.4pt; padding-top: 0cm; width: 27.1pt;" valign="top" width="36">1</td><td colspan="1" nowrap="nowrap" rowspan="1" style="height: 15pt; padding-bottom: 0cm; padding-left: 5.4pt; padding-right: 5.4pt; padding-top: 0cm; width: 442.1pt;" valign="bottom" width="589">Hufferd-Ackles, K., K. Fuson, and M. Sherin. "Describing Levels and Components of a Math-Talk Learning Community". Journal for Research in Mathmatics Education 35 (March 2004) : 81-116</td></tr>
<tr style="height: 15pt;"><td colspan="1" nowrap="nowrap" rowspan="1" style="height: 15pt; padding-bottom: 0cm; padding-left: 5.4pt; padding-right: 5.4pt; padding-top: 0cm; width: 27.1pt;" valign="top" width="36">2</td><td colspan="1" nowrap="nowrap" rowspan="1" style="height: 15pt; padding-bottom: 0cm; padding-left: 5.4pt; padding-right: 5.4pt; padding-top: 0cm; width: 442.1pt;" valign="bottom" width="589">Lampert, M. "When the Problem is not the question and the solution is not the answer: Mathematical Knowing and Teaching." American Education Journal 27 (Spring 1990):29-63</td></tr>
<tr style="height: 15pt;"><td colspan="1" nowrap="nowrap" rowspan="1" style="height: 15pt; padding-bottom: 0cm; padding-left: 5.4pt; padding-right: 5.4pt; padding-top: 0cm; width: 27.1pt;" valign="top" width="36">3</td><td colspan="1" nowrap="nowrap" rowspan="1" style="height: 15pt; padding-bottom: 0cm; padding-left: 5.4pt; padding-right: 5.4pt; padding-top: 0cm; width: 442.1pt;" valign="bottom" width="589">Stien, C. "Let's Talk, Promoting mathematical discourse in the classroom."Journal: Mathematics Teacher. Issue: November 2007, Volume 101 , No.4</td></tr>
</tbody></table>
<br />Chris Siewhttp://www.blogger.com/profile/01247257790225156775noreply@blogger.com0