QTC #10

1. What are the 'big five' personality traits and what do each mean? (Remember/Understand)

2. In keeping with a productive classroom environment, how might you make accommodations for students who are especially extroverted while keeping to your lesson plan? (Evaluate/Create)

QTC #9 Chapter 10

1. Why might having students perform a desired behavior immediately after modeling it be beneficial? (Understand/Apply)

2. How might you give guidance and feedback to your students after modeling a behavior/process? Give a specific example that would be useful in your content. (Apply/Create)

Teaching Proj 2 Outside Source David and Sarah

http://gse.berkeley.edu/sites/default/files/users/alan-h.-schoenfeld/Schoenfeld_1992%20Learning%20to%20Think%20Mathematically.pdf

Sarah Campbell QTC #7

1. What is an ill-defined problem? (Remember)

2. How might algorithms and heuristics both be used when solving a problem? (Analyze)

QTC #6 Chapter 7

1. What are two strategies for helping students 'unlearn' misconceptions and how might these look in your classroom? (understanding/applying)


2. Examine your own content area. What are/could be some common misconceptions your students may approach you with? Create a specific intervention strategy to address one of these issues. (applying/creating)

Sarah and David Teaching Project - Outside Source

Below is a link to our article for Monday's class.


Key Misconceptions in Algebraic Problem Solving

S.Campbell_Online Class 3_3

            I agree that repetition over a longer period of time has more benefit than cramming over a shorter period of time. Honestly, one of the strongest points in this chapter I agree with is pushing to make learning meaningful. I think that meaningful learning may often require rote learning. Just because a student is able to elaborate on a concept, or can organize a table to clarify similarities and differences among sub-topics does not necessarily mean that the student will not have to repeatedly study this. I do believe that in making learning more meaningful there may be an overall less amount of ‘memorizing’ to do, but I just cannot seem to completely discount rote learning. I know math is not the only subject in which establishing meaning is difficult, but there are times when I think my students have to ‘grin and bear’ some of the less exciting theorems that are involved in class.

            I also agree that visual imagery is a powerful tool for learning. I have noticed in geometry that if I reference a slide that had a diagram, I can count on a much higher amount of participation than if I just had them write and reference definitions. Building on students’ prior knowledge is a powerful strategy for evoking curiosity or boosting their confidence about a subject.

            Cognitive theory can definitely work with my geometry students. I think the biggest struggle I often face is trying to give certain topics more meaning to the students. In situations in the past when I have struggled, I often turn the tables on the students and ask their opinion. Oftentimes, the students can help one another with meaningful learning in ways that I cannot because of the age, relationships, and common interests they share.

Chapter 13 QTC #4

Sarah Campbell

QTC #4 – Chapter 13

1. Based on our readings and class discussion, how will you create a learning environment that is conducive to learning? (Bullets are fine).

·         Arrange the classroom in a way that is beneficial for student-student interaction (when appropriate) and teacher-student interaction at all times.

o    U-shaped classroom or ‘pods’ of four desks, all facing the same direction (can easily rotate into a face-to-face group)

·         Keep rules and expectations clear, consistent, and fair

o    No rules should undermine the high-level standards I have for students

o    Present them as information rather than unbreakable vows

·         Consistently communicate with students about content-related and social/emotional experiences

o    Get to know my students – culture, preferences, hobbies, etc.

·         Avoid giving up on the student who disappoints me early in the semester

·         Make lessons purposeful and well-planned

o    Could result in higher levels of intrinsic motivation

o    Align activities with timing and transitions (avoid irrelevant activities)

·         Remain calm in situations of unproductive behavior

·         Changing plans, classroom structures, response strategies as necessary

o    Flexibility may provide the best tool for developing new strategies for addressing seemingly impossible behavior/classroom problems

 2. (a) Write three things that stood out to you from the three videos you watched on restorative justice approaches. [Bullets are fine.]

·         I found it quite interesting that the elementary school girl was so positive about the strategy. I have no experience with elementary education, so I was actually surprised to find that restorative justice practices are used at such a young age.

·         The fact that the parents were involved in the female, high-school restorative justice meeting made it the success that it was. After watching the video, I thought about how the meeting might have gone with only the facilitators and the female students. This aligns with the Chapter 13 section about the importance of communication with parents. Keeping them physically involved may prevent other behavior issues in the future.

·         Again, the high school female restorative justice meeting really caught my attention. I think one of the best techniques used in the meeting came at the very end. The facilitator actually asked the students and parents how they like the strategy. So not only did they practice the approach, they discussed the benefits of restorative justice. Each student and parent interviewed seemed to have a similar stance that this was the best strategy for dealing with student-student behavior problems.

(b) What questions do you have about the restorative way to managing difficult behaviors? [I assume you will have many, but try to think of just TWO major questions].

·         How does a teacher/facilitator/faculty actually pursue a restorative justice meeting like the video of the high school female students? What might result if students reject the ‘invitation’? Can it be mandatory?

·         What if the restorative justice approach is not successful in a high school situation? What might the next step be in dealing with behavior problems between students?