Unforeseen Outcome - Mathematics, LaGuardia Community College


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Unforeseen Outcome Mathematics, LaGuardia Community College

ePortfolio has the potential to shift the focus from teaching to student learning of mathematical concepts, reversing the
roles of teacher and student in the mathematics classroom. By making student learning visible and shareable, the ePortfolio
creates a network where students can improve their knowledge and skills; it facilitates reflection and connection of learning across disciplines; it enhances assessment, and furthers curricular and pedagogical revision.
• Rudy Meangru, lecturer

Published in: Education
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Unforeseen Outcome - Mathematics, LaGuardia Community College

  1. 1. <ul><li>Became more ficcirnt </li></ul>Coupling Mathematics with ePortfoilio Rudy Meangru Making Connections Mini Conference April 30, 2010
  2. 2. Knowing Your Students <ul><li>Learning about students through writing essays such as “About Me” </li></ul><ul><li>Gaining invaluable insights about their preconceptions about the course </li></ul><ul><li>Recognizing any deficiencies as they embark in a new environment </li></ul>Knowing My Students
  3. 3. Knowing Your Students <ul><li>“ Everybody says that the majority of Chinese people have good academic in mathematics…although I am Chinese, I am not good at math” </li></ul><ul><li>“ knowing more math, students give themselves the competitive edge …to compete for these high paying jobs” </li></ul><ul><li>“ I had enjoyed math and found it interesting but had a negative experience in ninth grade with algebra” </li></ul>What do they say?
  4. 4. Knowing Your Students <ul><li>Provide opportunity for class presentations, demonstrations, etc </li></ul><ul><li>Assign team projects that involve cooperation and coordination </li></ul><ul><li>Use pedagogy that demand student involvement </li></ul>Active Learners
  5. 5. Knowing Your Students <ul><li>Educational Instruction and Assessment have assumed that “aptitude” is one’s inherent ability to learn </li></ul><ul><ul><li>Research has shown that students build cognitive skills when they are regularly presented with challenging and engaging curriculum, instruction and assessment. </li></ul></ul>Key Assumption
  6. 6. Knowing Your Students <ul><li>Observe growth in their critically thinking abilities </li></ul><ul><li>Indentify strength and weakness </li></ul><ul><li>Witness progression in their learning </li></ul><ul><li>Check for misconceptions </li></ul>The Revealing Window
  7. 7. Knowing Your Students <ul><li>Learn through each other ePortfolio </li></ul><ul><li>Use “borrowed knowledge” </li></ul><ul><li>Engage in meaningful dialogue </li></ul><ul><li>Cultivate an enriched classroom environment </li></ul>Community of Learners
  8. 8. Knowing Your Students <ul><li>Learning </li></ul><ul><li>Incorporation of previous knowledge </li></ul><ul><li>Integration of other discipline </li></ul>Assessment
  9. 9. Knowing Your Students <ul><li>Within the current course </li></ul><ul><li>With other courses </li></ul><ul><li>Across semester </li></ul><ul><li>Across discipline </li></ul>Educational Network
  10. 10. Knowing Your Students <ul><li>Opportunity to recognize students’ shortcomings </li></ul><ul><li>Opportunity to adjust teaching </li></ul><ul><li>Be able to connect with student more efficiently </li></ul><ul><li>Be able to mentor student through the learning process </li></ul>Student Self Reflection
  11. 11. Knowing Your Students <ul><li>Delivering a more coherent curriculum </li></ul><ul><li>Emphasizing on crucial lessons </li></ul><ul><li>Filling in the “hole” </li></ul><ul><li>Putting the student in the “driver seat” </li></ul>My Reflection
  12. 12. Knowing Your Students <ul><li>Different & rewarding teaching experience </li></ul><ul><li>Engaging student in the learning process </li></ul><ul><li>Having students develop and expand technological skills </li></ul><ul><li>Modifying curriculum and/or pedagogy </li></ul>Final Thoughts
  13. 13. Knowing Your Students Thank You! Contact: rmeangru@lagcc.cuny.edu
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