Currently I am an occasional teacher for the SCDSB and taking a Mathematics P/J Part 1 AQ course to build upon my knowledge and understanding in teaching mathematics. So far I have learned that planning a mathematics lesson can be compared to the domino effect. Each lesson or each domino builds upon the previous one. Understanding each part of the chain is essential to succeeding in the next one. In planning a mathematics lesson the setup is important, just as the set up is important in creating a domino chain reaction. Modifications and accommodations need to be made along the way in order to ensure the lesson or plan is successful. Continue reading to see what I have learned so far :)
“In developing a mathematics program, it is important to concentrate on important mathematical concepts, or “big ideas”, and the knowledge and skills that go with those concepts. Programs that are organized around big ideas and focus on problem solving provide cohesive learning opportunities that allow students to explore concepts in depth.” (A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 3 – Number Sense and Numeration, viii)
Using Big Ideas is important in planning for mathematics because: 1. It focusses teaching and learning by clearly defined concepts 2. It provides connections across discrete math skills 3. It makes the logic linkages of math concepts clear For more information, visit: http://eworkshop.on.ca/edu/resources/guides/Guide_Math_K_3_NSN.pdf http://eworkshop.on.ca/edu/resources/guides/NSN_vol_1_Big_Ideas.pdf Long-range plans are important in identifying the knowledge and skills that students are expected to acquire at their current grade level and what they should have acquired from the previous grade. At this stage in planning one is identify the strands and big ideas that will be covered and in what order throughout the year. Planning with a teaching partner is important in sharing ideas and identifying goals for the year. This is also a good point to touch base with other teachers in the division who may be able to provide an overview of students prior learning and experiences. Referencing classroom primary resources such as textbooks and/or teachers manuals will help to create the flow and organization of the year. You may also take this time to line certain subjects up at the same time to align opportunities for cross-curricular lessons.
For more information, visit: http://eworkshop.on.ca/edu/resources/guides/Guide_Math_K_6_Volume_1.pdf (see p. 48) Long-Range Plan Sample Template below Unit planning is a backwards design process where you begin with the end in mind. Unit planning identifies the strand you will be teaching, the key concepts and skills required based on curriculum expectations, and from there you identify the evidence of student learning. Once that is outlines one can begin to outline the number of lessons there will be the unit, the resources, assessment/evaluations that will be collected and the instructional tasks that will be use.
For more information, visit: http://eworkshop.on.ca/edu/resources/guides/Guide_Math_K_6_Volume_1.pdf (see p. 49) Unit Plan Sample Template below Daily lesson planning takes careful considerations into the prior knowledge of the students, the requirements of the curriculum and effective instructional strategies for all students. Identifying firstly the concepts and procedures you want your class to learn, followed by how to structure the learning experiences to help students learn the learning goals and success criteria. Creating learning goals and success criteria help both the teacher and students to stay focused on their learning and identify once they have learned what they were set out to accomplish. Sample Day Plan Template below 3 Part Math Lesson
Math lessons have changed over the years and a 3 Part Math Lesson composed of a Getting Started (Minds On), Working on It (Hands On), and Reflecting and Connecting (Consolidation) is a great structure to follow when planning for math. Below is a chart comparison of the Traditional Math Lesson versus the 3 Part Math Lesson which is encouraged today. For more information, visit: http://eworkshop.on.ca/edu/resources/guides/Guide_Math_K_6_Volume_1.pdf (see p. 51) http://eworkshop.on.ca/edu/resources/guides/Guide_Math_K_6_Volume_3.pdf (see p. 43-45) Teaching cross-curricular lessons is important in teaching as it makes students learning more meaningful. Through cross-curricular planning in mathematics, it becomes easier for students to see how their learning is applied in real life. When students are able to see how what they are learning will be applied in real life, they are more eager to understand their learning build on it outside the classroom.
Below are just a few cross-curricular opportunities: • Music when teaching musical note values and fractions. E.g. ¼ note is a beat broken up into 4 sections etc. • Geography mapping and coordinates • Health, food diary of what foods you eat and the calorie count per day The more the lines between the subjects are blurred, the more meaningful the students learning becomes. I believe once students are learning without realizing there are learning is where the lessons become rich. However, I do still see the importance of learning goals, success criteria and consolidation to ensure the goal of the lesson was achieved. By looking back and consolidating with the students about what they learned they can then translate that into other situations where they may need to use similar skills. Some further information/links to progress these ideas and more: http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf (see p. 26) http://www.educationworld.com/a_curr/curr146.shtml https://www.teachervision.com/art/math/52566.html http://www.educationworld.com/a_curr/curr146.shtml http://www.weareteachers.com/blogs/post/2014/10/14/9-creative-art-projects-that-will-make-your-students-love-math https://www.crayola.com/lesson-plans/ http://www.mathactivities.net/4th-grade.htm https://mrericapplen.files.wordpress.com/2011/01/fractional-flags-lesson-plan.docx |
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