Assignment #2: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 2 – Identifying Similarities and Differences.
Although your course packet asks you to post to blog for parts A, B, C, and D…we are asking that you only post part C and D. We’re trying to make the blog easier to read and more user- friendly. Thanks!
A. Guiding Questions for Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategies of identifying similarities in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter. Below are the questions to help you complete your self-assessment. (Complete – but do not post!)
• What is the purpose of asking students to compare?
• What kinds of activities do I use to help students compare?
• I can think of a time that I asked students to compare, and I was pleased with the results. Why did it go well?
• I can think of a time that I asked students to compare, and I was not pleased with the results. Why did it not go well?
• What questions do I have about using comparing in my classroom?
B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read chapter 2 and reflect briefly on your thinking after reading the “Research and Theory” section for identifying similarities and differences. (Complete – but do not post!)
C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to teach to your students (If you are not currently teaching, you may share how you would use this strategy in your classroom) – please post a brief reflection of how this went to the posting labeled Week Two: Identifying Similarities and Differences. Click on the “comment” link below.
D. Final Strategy Reflection: Use the following sequence of questions/prompts to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner. Please post your brief reflection to the posting labeled Week Two: Identifying Similarities and Difference by clicking on the “comment” link below.
How has the information you read in this chapter on comparing affected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner? Use the following questions to assist you in writing a brief strategy reflection:
• How has reading this information affirmed some of what you already knew about comparing?
• What is something you now understand better about comparing?
• How might you change how you use comparing in your classroom?
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Week Two: Identifying Similarities and Differences.
Ryan King
C) I really like the idea of graphic organizers, but have always struggled to make them relevant with math concepts. In Geometry, I’m able to use organizers to distinguish between the different types of shapes that we work with. The students usually follow along with these concepts well, and I wanted to translate that technique to some of the Algebra concepts that I teach. I chose to use a graphic organizer to help students understand the different steps they must follow when using the proper order of operations in my Pre-Algebra class. I created a table with five columns: problem, similarities, differences, first step to solve, and solution. The students where then given six problems. I led the class through the first problem, and got them started on the second. They then worked in small groups to identify the similarities and differences, which in turn enabled them to identify the first step to solving the problem. After they had completed the table, they had to compare answers with three students that weren’t in their group. This led to side discussions about why some answers didn’t match up. Once all students hadn’t finished getting their signatures, I passed out a worksheet so the students could continue polishing the skills they had developed.
D) I was surprised at the number of students who said that this process was “easy”. In the past, students would often struggle with the more complex examples when working through the order of operations process. I feel like breaking it down, and only adding one step at a time may have made it easier for the students. This doesn’t come as much of a surprise, because students always understand more when given information in smaller pieces. The biggest difference from prior years though was the students ability to recognize a change in the problem from one step to the next, and this seemed to help them identify the different operations that where occurring. I think that comparing helped the students isolate different parts of the problem, which is usually the biggest struggle that I face. I also think that being able to compare in small groups, instead of providing answers that the entire class can hear, may have encouraged more students to engage in the activity. I think in the future I will try and ask students to compare with a neighbor. This way they can feel safe providing answers, and that will get more conversations started about the process they are going through.
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