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Final Presentation ED6104
- 1. Learner Centered Community ofPraxis Prepared for ED6104 by: Colleen Crystal Lalsie Kathy Hennessey Jacob Lingley Teela Dadal D’abreau
- 2. Understanding Learners within Grade4 New Brunswick Mathematics Colleen Lalsie
- 3. Understanding Learners • ActiveParticipants • Meaningful Learning • Treated Equally • Learners are Humans
- 4. Types of Ideologies •Scholar Academic Ideology • Academic Discipline • Learners are lacking something • The child’s mind • Evaluation
- 5. Types of Ideologies •Social Efficiency Ideology • Curriculum development seen from an industrial point of view. • The ‘potential adult’ • Behaviours are shaped • Evaluation
- 6. Types of Ideologies •Learner Centered Ideology • Active Participants • Stimulating Environment • Developmental Stages • Evaluation
- 7. Types of Ideologies •Social Recontsruction Ideology • ‘Social Beings’ • Meaning Makers • Active Agents • Evaluation
- 8. New Brunswick Grade4 Mathematics Curriculum • Active and Constructive Process • Prior Knowledge and Experiences • Meaningful Learning • Conducive Learning Environment • Assessment and Feedback
- 9. Analysis of theCurriculum from the Point of View of the Learner Kathy Hennessey
- 10. Background and Rational Goalof the Curriculum Fosters the development of mathematically literate students who can extend and apply their learning and who are effective participants in society. The word student is mentioned 810 times in the curriculum document. The Intent Clearly communicate high expectations for students in mathematics education.
- 11. Background and Rational Studentsmust learn mathematics with understanding, actively building new knowledge from experience and prior knowledge (NCTM Principles and Standards, 2000) Experience Prior Knowledge
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- 13. Students are Responsible •To strive toward success • To become autonomous and responsible learners • To have ongoing, reflective processes • To revisit the setting and assessing of personal goals
- 14. Beliefs about Student MathematicalLearning • mathematics learning is an active and constructive process. • learning is most likely to occur when placed in meaningful contexts and in an environment that supports exploration, risk taking, and critical thinking and that nurtures positive attitudes and sustained effort • learning is most effective when standards of expectation are made clear with on-going assessment and feedback.
- 15. Diverse Culture • Studentsattend schools in a variety of settings including urban, rural and isolated communities. Teachers need to understand the diversity of cultures and experiences of all students. • A variety of teaching and assessment strategies is required to build upon the diverse knowledge, cultures, communication styles, skills, attitudes, experiences and learning styles of students. The strategies used must go beyond the incidental inclusion of topics and objects unique to a culture or region, and strive to achieve higher levels of multicultural education (Banks and Banks, 1993).
- 16. Adapting to AllNeeds of Learners • The reality of individual student differences must not be ignored when making instructional decisions. • Teachers must understand and design instruction to accommodate differences in student learning styles and must also reflect in assessment strategies.
- 17. Respect All Students ExploreProblem Solving It’s acceptable to solve problems in different ways Learning Environment Comfortable to take intellectual risks, Asking questions and posing conjecture Respect all students
- 18. Connections Across Curriculums •Show students how mathematics is used in daily life, • Help strengthen the students’ understanding of mathematical concepts • Provides students with opportunities to practice mathematical skills.
- 19. Underlying Ideologies Grade 4Math NB Learner Centered Ideology 37 Ideological Statements Curriculum developer creates teacher’s guides that suggest activities that interest children and provides materials appropriate for student use.
- 20. Assessment Strategies as LearnerCentered Ideology?
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- 22. Curriculum Critique Teela DadalD’abreau & Jacob Lingley
- 23. Format of Critique Summaryof Curriculum • Stakeholders / Developers • Curriculum Goals • About the Curriculum • Pros and Cons • Critical Concluding Assessment Critique
- 24. New Brunswick Grade4 Mathematics Curriculum Stakeholders National and International Research Seven Ministries of Education Business Representatives Teachers, Administrators, Post-Secondary Educators Parents & Other Stakeholders
- 25. Goals of theCurriculum To produce mathematically literate students by: • Providing opportunities for success • Making connections across the curriculum • Adapting instructions and assessments to the needs of all • Teaching with the use of diverse cultural perspectives
- 26. About the Curriculum Emphasison Teaching Strategies that include: Communication Making Connections Reasoning Skills Mental Math and Estimation Skills Problem Solving Skills Use of Technology Visualization
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- 28. Assessments A variety ofstrategies that include whole class, group and individual assessments.
- 29. Individualized Learning Knowing yourlearner’s learning styles is important… STUDENTS LEARN IN A VARIETY OF WAYS • By doing, seeing and hearing • Working alone and in groups • Memorizing and visualizing • Some prefer pictures to texts • Others prefer concrete before abstract
- 30. What Leaner CenteredTeaching and Learning Looks Like • Engages students • Teaches students skills such as problem solving ,analyzing etc. • Teaches students to reflect on what they are learning • Gives students control over how they learn (by giving them opportunities to choose gies etc) assessment strategies • encourages collaboration
- 31. Lessons & SkillsDevelopment • Activities engage students at their level of development. • Place emphasis on making connections with previous knowledge (L/S). • Rich, practical and engage students (L/S).
- 32. Lessons & SkillsDevelopment • Lay the foundation for successive lessons • Support different learning styles, student abilities and / or readiness (L/S) • Provide examples of everyday contexts in which they can be used.
- 33. Scope and sequenceof outcomes on the same strands and expand in content at each higher level.
- 34. The Ideological Tug-of-Warof Grade 4 Mathematics Education Knowledge Standards Instruction Learning Learner Centered Social Efficiency X disgruntled student vs.
- 35. PROS CONS The IdeologicalTug-of-War of Mathematics Education vs.
- 36. Knowledge vs. Standards PROSCONS • Internationally aligned standards. • Students mathematical knowledge assumed to be representative of other developed nations. • Students are challenged to explore from abstract to concrete areas of mathematics. • Internationally aligned standards, without aligned support. • Assurance that the knowledge of other nations is pertinent to Canadians. • Concrete standards used to describe an abstract subject.
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- 40. Instruction vs. Learning PROSCONS • Curriculum encourages teachers to embrace learner centered ideologies. • Teachers encouraged to become autonomous advocates for their own instructional objectives. • Success of curriculum depends on teacher dedication. • Many activities within the curriculum refer to a scholar academic ideology. • Meaningful learning opportunities are jeopardized for content mastery. • Curriculum is pragmatic and deliberate in language, not so in practice.
- 41. PROS CONS • Studentuse of models and pictorial representation encouraged. • Links to community involvement and cross curricular activities. • Educator autonomy fosters rich mathematical literacy. • Use of standardized algorithms preferred. • Stakeholders perceive math as a school subject rather than a unit of work. • Curriculum objectives specific and prescriptive. Learner Centered Social Efficiency vs.
- 42. In Conclusion Best practicescombined with curriculum support, from confident numeracy educators, will foster the development of, fluent, mathematically literate students who are prepared for the challenges and rigour of adult life.