Constructivist approach of learning mathematics thiyaguThiyagu K
Constructivist theories are about 'how one comes to know'. Today’s constructing knowledge is tomorrows prior knowledge to construct another knowledge i.e. learners constructing knowledge are provisional. There are five basic tenets (previous knowledge, communicating language, active participation, accepted views and knowledge construction) in implication in constructivist learning. Constructivist teaching approach is the challenging one to teaching mathematics. No particular constructivist teaching approach is available to teach mathematics, here I have discussed some methods like interactive teaching approach, problem centred teaching approach may be the best approach in constructivism theory and the role of teacher is some different than other theory.
Strategies in Teaching Mathematics -Principles of Teaching 2 (KMB)Kris Thel
Solving problems is a practical art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice. . . . if you wish to learn swimming you have to go in the water, and if you wish to become a problem solver you have to solve problems.
- Mathematical Discovery George Polya
Our fun math games and activities to play in the classroom for high school students are engaging math activities to inspire and motivate your students.
Constructivist approach of learning mathematics thiyaguThiyagu K
Constructivist theories are about 'how one comes to know'. Today’s constructing knowledge is tomorrows prior knowledge to construct another knowledge i.e. learners constructing knowledge are provisional. There are five basic tenets (previous knowledge, communicating language, active participation, accepted views and knowledge construction) in implication in constructivist learning. Constructivist teaching approach is the challenging one to teaching mathematics. No particular constructivist teaching approach is available to teach mathematics, here I have discussed some methods like interactive teaching approach, problem centred teaching approach may be the best approach in constructivism theory and the role of teacher is some different than other theory.
Strategies in Teaching Mathematics -Principles of Teaching 2 (KMB)Kris Thel
Solving problems is a practical art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice. . . . if you wish to learn swimming you have to go in the water, and if you wish to become a problem solver you have to solve problems.
- Mathematical Discovery George Polya
Our fun math games and activities to play in the classroom for high school students are engaging math activities to inspire and motivate your students.
What should students be learning for the 21st century? This presentation highlights top-level changes in the Mathematics school curriculum regarding which branches and topics should be added or emphasized and why, and just as crucially, what should be de-emphasized or removed.
Mathematics is always perceived as a difficult subject. How do teachers change the negative perception? This presentation which I presented to the staff of School of Mathematical Sciences, Universiti Sains Malaysia, shares some ideas on how to make learning Math meaningful and interesting.
Language in the Math Classroom; A Workshop for Mathematics and Special Educators focuses on ways in which middle- grades math and special education teachers can support students with the language demands of the middle grades math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
What should students be learning for the 21st century? This presentation highlights top-level changes in the Mathematics school curriculum regarding which branches and topics should be added or emphasized and why, and just as crucially, what should be de-emphasized or removed.
Mathematics is always perceived as a difficult subject. How do teachers change the negative perception? This presentation which I presented to the staff of School of Mathematical Sciences, Universiti Sains Malaysia, shares some ideas on how to make learning Math meaningful and interesting.
Language in the Math Classroom; A Workshop for Mathematics and Special Educators focuses on ways in which middle- grades math and special education teachers can support students with the language demands of the middle grades math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
9. Using the Multi-Modal Think Board Topic - Measurement and Subtraction Real Thing – do [Level 1- 5] What might students ‘do’ [action] to calculate the difference in height between 2 people? Real Thing – do [Level 5-6] For two ladders - ladder [a] 410cm in length and ladder [b] 420cm in length Ladders [a] and [b] are leaning against a wall. They touch the wall 400cm above the ground. What is the difference in the distance between the foot of each of the ladders and the wall?
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15. Using the Multi-Modal Think Board Topic - Measurement and Division 86 220m of rope was divided into 6 equal lengths to be sold. How much rope was in each of the lengths? If 2/3 of the rope lengths were damaged in a fire how many metres of rope were not damaged? Symbolic – manipulate Syntactic - what do I need to know to work this out with a calculator?; division operation; fraction as an operator… Diagram - visualise- How might we demonstrate this problem in a diagram?
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17. Using the Multi-Modal Think Board Topic – Division of fractions 6 ÷ ½ = 6 ½ ¼ Diagram – visualise Story - application =
18. Using the Multi-Modal Think Board Topic – Fractions One hundred and eighty people attended a school function. If 1/3 of them were students how many people were not students? Number- Calculate Essential basic skills Processes Algorithms ‘ working out’ Strategies Diagram - visualise 180 60 60 60 1/3 180 people 1/3 students 180 ÷ 3 = 60 One third = 60
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21. Using the Multi-Modal Think Board Topic- multiplication [Level 4 - 5] A closed question Peter planted tomatoes seedlings in 35 rows with 20 in each row. If each plant produced [an average of] 43 tomatoes, what was the total crop? Pairs/draw/discuss In what ways might you represent this problem using a ‘diagram’ ? Opening up the question/task If Peter planted 375 tomatoes in rows and each plant produced 43 [on average] tomatoes, what might the planting in the rows look like? How many tomatoes did he have to sell? If students were asked to represent this problem using manipulative materials/contexts what might that involve?
22. del 45 x 25 = 4 5 2 5 x 800 200 25 100 x 4 5 2 5 800 100 200 25 1 125 [40x20]+[40x5]+[5x5]+[5x20]=1 125 900 225 2 3 x 3 4 0 9 1 6 0 2 8 1 0 2 8 1 7 Lattice method Differentiation- calculate in different ways
23. Using the Multi-Modal Think Board Topic- [might be?] A closed task [ Level 5] Round off 1.29 to the nearest tenth In what ways might you represent this problem using a ‘diagram’ ? Pairs/draw/discuss Opening up the question/task [ Level 5] What numbers when rounded off become 1.3? What modes could you ask students to use to model / demonstrate understanding here?
24. del Using the Multi-Modal Think Board Topic – [might be ?] Closed context/task [Level 5] 0.7 x 5 = Open task could be: [Level 5] The product of two numbers is 3.5. What might be the two numbers be? Pairs - What are activities you could ask students to do in each of the modes for this problem? Diagram - visualise Number - calculate Story - apply Real Thing - do Symbol - manipulate Word - communicate
25. del Using a Multi- Modal Think Board Topic – [might be ?] Closed context/task [Level 6] Circle the number which is closest to 5.4 5.3 5.364 5.46 5 5.6 5.453 Open task Word – communicate One of your friends ask you to explain the best way to decide which number is closest to 5.4. How would you explain how to work out which number is closest to 5.4?
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35. Creating Resilient Learners- The Get It! Model of Learning 2003 Andrew Fuller 5 mins Maximum10 minutes 10-15 mins 10 mins 10- 15 minutes 5 mins Approximate Times [arbitrary] Instruction Model for Long Term Memory Input- Andrew Fuller
36. Andrew Fuller Creating Resilient Learners- The Get It! Model of Learning 2003 ‘ Window of Opportunity’- Long Term Memory 5 mins Maximum10 minutes 10-15 mins 10 mins 10- 15 minutes 5 mins Ritual Tying it together . Trying out new behaviours – new knowledge and understanding 2 nd Memory Peak Instruction Model- Andrew Fuller Suggested/arbitrary Further exploration of new knowledge and understanding
37. Creating Resilient Learners- The Get It! Model of Learning 2003 Andrew Fuller 5 mins Maximum10 minutes 10-15 mins 10 mins 10- 15 minutes 5 mins Approximate Times [arbitrary] Instruction Model for Long Term Memory Input- Andrew Fuller Closed Question [s] Modelling/Explicit teaching Open question [to differentiate a task] Exploration of the task Whole Group discussion Target Group Skills practice Demonstrate understanding/new knowledge ‘another way’ and or a new open question around the key understanding for the session Whole Group- reflection
38. Andrew Fuller Creating Resilient Learners- The Get It! Model of Learning 2003 5 mins Maximum10 minutes 10-15 mins 10 mins. 10- 15 minutes 5 mins Whole group Small groups [pairs/individual] Whole group Small group [target] Small groups- pairs/individual and Independent -Skills Practice Whole Group Whole Group/Small Group Modelled, Shared, Guided Mathematics Suggested/arbitrary times
39. Andrew Fuller Creating Resilient Learners- The Get It! Model of Learning 2003 and John Hattie- Visible Learning 5 mins Maximum10 minutes 10-15 mins 10 mins 10- 15 minutes 5 mins Learning Intentions Modelling Intention of the lesson- focus Success Criteria Checking for understanding Guided Practice Modelling Checking for understanding Closure Independent Practice and or Guided Practice Independent Practice Direct Instruction Model and the Get it Model Suggested/arbitrary times
40. Andrew Fuller Creating Resilient Learners- The Get It! Model of Learning 2003 5 min Maximum10 minutes 10-15 mins 10 mins 10- 15 minutes 5 mins Engage Engage/Explain Explore/Explain/Engage Explain Elaborate/Engage/Explore Evaluate E5 and Instruction- how it might look Arbitrary times
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46. Question Creation Chart (Q-Chart) Directions: Create questions by using one word from the left hand column and one word from the top row. The farther down and to the right you go, the more complex and high-level the questions. Why How When Where What Who Might Will Would Can Did Is
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