WHAT?
There are many different kinds of group differences in the classroom. Some of the main ones discussed in Chapter 4 include: culture and ethnic diversity, gender differences, risk factors associated with poverty, and students at risk. I really enjoyed reading this chapter and learning about the many different factors that will influence a students success in the classroom.
The topic I found most interesting in this chapter was culture and ethnic diversity. The book lists several factors that teachers need to be aware of with cultural differences. Some of the factors listed include: talking versus remaining silent, eye contact, personal space, questions, waiting versus interrupting, wait time, public versus private performance, views about teasing, cooperation versus competition, family relationships and expectations, conception of time and worldviews.
As I've been able to witness students in the classroom, I've come to understand that culture does play a huge factor in the students and their behavior. It's important to understand each culture and what their customs, habits, and traditions are.
SO WHAT?
Once teachers understand the importance of group differences in the classroom, they will be able to help their students adjust to the classroom better. It's important to consider the different factors that will help the students to be successful. Since multi-cultural classrooms are prevalent in every school, it's important for educators to know what factors will influence their students and what their family backgrounds are like.
Teachers also need to know how gender will play a role in the classroom and what things they can do in order to help all of their students to be successful.We need to be careful not to stereotype our students into a category or group and make sure that we really take the time to get to know our students and what we can do to help them succeed.
NOW WHAT?
Now that I have learned more about the different types of group differences that will be in my classroom, I need to be able to find ways to use this knowledge so that I can help the students succeed. As a teacher, there are so many responsibilities that are placed upon me. In addition to providing the educational needs of my students, I will also need to be able to provide for their emotional and physical needs. Being aware of the differences listed in this chapter will aid me in this quest as I strive to meet all the needs of my students.
Monday, April 27, 2009
Thursday, April 23, 2009
Final Learning Log
WHAT?
After reviewing "Your Emerging Theory/Philosophy of Teaching and Learning", I have determined that I tend to lean more to the Cognitivism theory of personal learning.
Some of the characteristics of this theory include:
* Best learning occurs when students discover answers for questions and problems themselves rather than having the answers told to them.
* True learning requires the active creation of knowledge structures.
* It is important to help students organize their thinking by teaching them general concepts before they learn more specific information.
* Meaningful learning occurs when students mentally create knowledge structures by combining new ideas with their prior knowledge.
* Students learn best when they are actively involved in solving problems tasks or completing tasks that lead to the creation of knowledge structures.
* Learning requires the mental processing of information, in other words the acquisition, organization, and storage of knowledge.
* Students can learn through teacher presentation as long as the content is organized so as to help students mentally process, organize, and store the new information.
I learn best by experiencing something rather than by someone telling me something. Anytime that I can actively become involved in the learning process, I am better able to apply the knowledge gained. I have seen this same principle in students that I have worked with. I am a very organized person. My brain is always trying to organize my life. I believe that I learn best when my brain takes the information given and organizes it into a category or something that I can relate to and experience personally.
SO WHAT?
Believing the theories listed above, I feel that it's important to give students an opportunity for hands-on learning experiences. I need to find a way to make it personal for them and give them a reason to want to gain the knowledge being presented.
Since I would like to teach kindergarten, most of the learning experiences that I will provide as an educator will be more hands-on and practical. As I help the students have experiences that they can build upon and gain a personal connection to, they will be able to internalize the information and knowledge being presented.
NOW WHAT?
Now that I have identified my theory on learning, I need to learn what types of experiences I need to provide for my students in order to help them gain the knowledge being presented. I realize that there are many aspects of learning and that each student learns differently from each other. However, as a whole, students will gain more from the experience as they are able to personally experience it.
I would like to learn more about the different types methods to help my students learn best. I am still new to the teaching field and have a lot of information to learn to feel comfortable with my own class. My weakness will become my strength as I continue with this program and gain the experiences needed to help me become a great teacher.
I'm grateful for the information I've learned in my psychology class and feel that I'll be a better teacher because of the valuable information that I've learned. The one thing that really stuck out in my mind is that each student is different and that as teachers we need to help them be successful and have the experiences necessary for them to succeed.
After reviewing "Your Emerging Theory/Philosophy of Teaching and Learning", I have determined that I tend to lean more to the Cognitivism theory of personal learning.
Some of the characteristics of this theory include:
* Best learning occurs when students discover answers for questions and problems themselves rather than having the answers told to them.
* True learning requires the active creation of knowledge structures.
* It is important to help students organize their thinking by teaching them general concepts before they learn more specific information.
* Meaningful learning occurs when students mentally create knowledge structures by combining new ideas with their prior knowledge.
* Students learn best when they are actively involved in solving problems tasks or completing tasks that lead to the creation of knowledge structures.
* Learning requires the mental processing of information, in other words the acquisition, organization, and storage of knowledge.
* Students can learn through teacher presentation as long as the content is organized so as to help students mentally process, organize, and store the new information.
I learn best by experiencing something rather than by someone telling me something. Anytime that I can actively become involved in the learning process, I am better able to apply the knowledge gained. I have seen this same principle in students that I have worked with. I am a very organized person. My brain is always trying to organize my life. I believe that I learn best when my brain takes the information given and organizes it into a category or something that I can relate to and experience personally.
SO WHAT?
Believing the theories listed above, I feel that it's important to give students an opportunity for hands-on learning experiences. I need to find a way to make it personal for them and give them a reason to want to gain the knowledge being presented.
Since I would like to teach kindergarten, most of the learning experiences that I will provide as an educator will be more hands-on and practical. As I help the students have experiences that they can build upon and gain a personal connection to, they will be able to internalize the information and knowledge being presented.
NOW WHAT?
Now that I have identified my theory on learning, I need to learn what types of experiences I need to provide for my students in order to help them gain the knowledge being presented. I realize that there are many aspects of learning and that each student learns differently from each other. However, as a whole, students will gain more from the experience as they are able to personally experience it.
I would like to learn more about the different types methods to help my students learn best. I am still new to the teaching field and have a lot of information to learn to feel comfortable with my own class. My weakness will become my strength as I continue with this program and gain the experiences needed to help me become a great teacher.
I'm grateful for the information I've learned in my psychology class and feel that I'll be a better teacher because of the valuable information that I've learned. The one thing that really stuck out in my mind is that each student is different and that as teachers we need to help them be successful and have the experiences necessary for them to succeed.
Thursday, April 16, 2009
Chapter 5 - Individual Differences and Special Educational Needs
WHAT?
This chapter is one of the most interesting and important chapters that teachers need to understand in order to help their students be successful in the classroom. We need to understand that each student has individual differences in their cognitive abilities, personalities, physical skills and so on. The book defines intelligence as "the ability to apply prior knowledge and experiences flexibly to accomplish challenging new tasks."
The book identifies several different perspectives on intelligence. One of the theories that stands out the most to me is Gardner's Multiple Intelligences: He identifies eight distinctly different abilities, or multiple intelligences, that are relatively independent of one another.
The book also discusses the importance of nature vs. nurture and the role that each of these factors play in a persons intelligence. Psychologists have determined that it is probably impossible to separate the effects of heredity and environment. Nature and nurture both interact to influence a child's cognitive development.
My favorite section of the chapter lists several different learning abilities/disabilities and the common characteristics and adapting instruction for educators to know how to identify these abilities/disabilities and how to adapt their instruction to meet these students' needs.
SO WHAT?
As a potential educator, I need to learn more about the different abilities/disabilities listed and how to work with these students that may be in my classroom. I also need to understand how to help the other students in my classroom learn how to help these students. Because of the Individuals with Disabilities Education Act (IDEA), the U.S. legislation has granted educational rights from birth until age 21 for people with cognitive, emotional, or physical disabilities. With this act, these student are integrated into the "traditional" classroom and should be given a fair and non-discriminatory evaluation and be able to attend school in the least restrictive environment.
NOW WHAT?
I wish that we spend more than two class periods on the information in chapter 4 & chapter 5. What a valuable resource these chapters are. I believe that as educators, we need to be very familiar with the information available for students with individual differences. We need to know what the characteristics of these abilities/disabilities are and what adaptations need to be made in the classroom to help these students be successful.
This chapter is one of the most interesting and important chapters that teachers need to understand in order to help their students be successful in the classroom. We need to understand that each student has individual differences in their cognitive abilities, personalities, physical skills and so on. The book defines intelligence as "the ability to apply prior knowledge and experiences flexibly to accomplish challenging new tasks."
The book identifies several different perspectives on intelligence. One of the theories that stands out the most to me is Gardner's Multiple Intelligences: He identifies eight distinctly different abilities, or multiple intelligences, that are relatively independent of one another.
The book also discusses the importance of nature vs. nurture and the role that each of these factors play in a persons intelligence. Psychologists have determined that it is probably impossible to separate the effects of heredity and environment. Nature and nurture both interact to influence a child's cognitive development.
My favorite section of the chapter lists several different learning abilities/disabilities and the common characteristics and adapting instruction for educators to know how to identify these abilities/disabilities and how to adapt their instruction to meet these students' needs.
SO WHAT?
As a potential educator, I need to learn more about the different abilities/disabilities listed and how to work with these students that may be in my classroom. I also need to understand how to help the other students in my classroom learn how to help these students. Because of the Individuals with Disabilities Education Act (IDEA), the U.S. legislation has granted educational rights from birth until age 21 for people with cognitive, emotional, or physical disabilities. With this act, these student are integrated into the "traditional" classroom and should be given a fair and non-discriminatory evaluation and be able to attend school in the least restrictive environment.
NOW WHAT?
I wish that we spend more than two class periods on the information in chapter 4 & chapter 5. What a valuable resource these chapters are. I believe that as educators, we need to be very familiar with the information available for students with individual differences. We need to know what the characteristics of these abilities/disabilities are and what adaptations need to be made in the classroom to help these students be successful.
Sunday, March 15, 2009
Chapter 10 - Social Cognitivism
WHAT?
The light finally turned on. The last four class periods I didn't understand that we were learning about 4 different concepts and that each week was a different theory. In my mind I was just mixing all the information learned together and not comprehending the differences from each theory from one week to the next. I wish that it were explained at the beginning of these units that each week we would be learning a different concept so that I could CHUNK the information together into the theories that it belonged to and gain a better understanding of each of them as a unit. It wasn't until the test was being explained to us and I was able to view the study guide that I finally grasped this idea and the light turned on.
Social Cognitivism - In Social Cognitivism, the definition of learning is that people learn by observing others and how they eventually assume control over their own behavior. By observing others, we begin to assume control over our own behavior. One of the main concepts is Reciprocal Causation - which is defined as the interdependence of person, environment and behavior in order for learning and behavior. It's a constant interplay between each of these.
It's important for teachers to provide models and outline the expectations for their students so that they can have the self-efficacy to be able to succeed.
SO WHAT?
It's important for teachers to understand that their students learn from each other, their environment, and their own behavior as well as the behavior of others. We need to provide appropriate models for our students so that they can have a better understanding of what is expected of them. Students are watching everything that happens in the classroom. As they see one student get away with things that aren't appropriate, they soon learn that they can behave the same way and that it will be accepted as well. They will also see when we praise other students for satisfactory work and will want to perform the same way so that they can have the same reinforcement (vicarious punishment & vicarious reinforcement).
NOW WHAT?
As a teacher, I need to set the environment of my classroom so that the students will be able to succeed and have the self-efficacy to know that they are capable and have the desire to succeed. I need to model appropriate behavior and reinforce those behaviors that I want to continue in my class. As the students learn from each other and we all work together, we will all benefit from the experience.
AS A SIDE NOTE:
I realize that there have been problems with getting the test online for us to complete. However, I've been anxiously looking for this test multiple times each day and have built up anxiety about not being available to find it and receiving no information as to why and when it will be available. I've e-mailed you to find out what the situation is and have visited your office a few different times (none of which are your posted office times, so I didn't expect to find you - but hoped I would). It would have been greatly appreciated to have a group e-mail sent out to all the students so that we could know when and where to find the test and help ease our minds about it. I've had a lot of other students calling and e-mailing me to find out where to find the test. We've all been frustrated about the lack of communication or information we've received about it. If the option of taking the test during class is the solution, a quick e-mail would have eased all of our minds and helped us have a better weekend. Thanks.
The light finally turned on. The last four class periods I didn't understand that we were learning about 4 different concepts and that each week was a different theory. In my mind I was just mixing all the information learned together and not comprehending the differences from each theory from one week to the next. I wish that it were explained at the beginning of these units that each week we would be learning a different concept so that I could CHUNK the information together into the theories that it belonged to and gain a better understanding of each of them as a unit. It wasn't until the test was being explained to us and I was able to view the study guide that I finally grasped this idea and the light turned on.
Social Cognitivism - In Social Cognitivism, the definition of learning is that people learn by observing others and how they eventually assume control over their own behavior. By observing others, we begin to assume control over our own behavior. One of the main concepts is Reciprocal Causation - which is defined as the interdependence of person, environment and behavior in order for learning and behavior. It's a constant interplay between each of these.
It's important for teachers to provide models and outline the expectations for their students so that they can have the self-efficacy to be able to succeed.
SO WHAT?
It's important for teachers to understand that their students learn from each other, their environment, and their own behavior as well as the behavior of others. We need to provide appropriate models for our students so that they can have a better understanding of what is expected of them. Students are watching everything that happens in the classroom. As they see one student get away with things that aren't appropriate, they soon learn that they can behave the same way and that it will be accepted as well. They will also see when we praise other students for satisfactory work and will want to perform the same way so that they can have the same reinforcement (vicarious punishment & vicarious reinforcement).
NOW WHAT?
As a teacher, I need to set the environment of my classroom so that the students will be able to succeed and have the self-efficacy to know that they are capable and have the desire to succeed. I need to model appropriate behavior and reinforce those behaviors that I want to continue in my class. As the students learn from each other and we all work together, we will all benefit from the experience.
AS A SIDE NOTE:
I realize that there have been problems with getting the test online for us to complete. However, I've been anxiously looking for this test multiple times each day and have built up anxiety about not being available to find it and receiving no information as to why and when it will be available. I've e-mailed you to find out what the situation is and have visited your office a few different times (none of which are your posted office times, so I didn't expect to find you - but hoped I would). It would have been greatly appreciated to have a group e-mail sent out to all the students so that we could know when and where to find the test and help ease our minds about it. I've had a lot of other students calling and e-mailing me to find out where to find the test. We've all been frustrated about the lack of communication or information we've received about it. If the option of taking the test during class is the solution, a quick e-mail would have eased all of our minds and helped us have a better weekend. Thanks.
Tuesday, March 3, 2009
Chapter 9 – Behaviorist Views of Learning
WHAT?
This week in class, we learned about behaviorist views of learning. I found this chapter to be very interesting and contained a lot of important, practical, and useful information that every teacher should learn about to be able to meet their students needs. One of the main things that I want to remember from this chapter is Classical Conditioning v.s. Operant Conditioning.
Classical Conditioning is a form of learning in which a new, INVOLUNTARY response is acquired as a result of two stimuli being presented at the same time. One of the main studies of Classical Conditioning is Pavlov's dog. Pavlov discovered that if flashed a light just before he fed his dogs, that the dog would eventually salivate when just the light was flashed (involuntarily) because it would associate the light with food coming.
This week in class, we learned about behaviorist views of learning. I found this chapter to be very interesting and contained a lot of important, practical, and useful information that every teacher should learn about to be able to meet their students needs. One of the main things that I want to remember from this chapter is Classical Conditioning v.s. Operant Conditioning.
Classical Conditioning is a form of learning in which a new, INVOLUNTARY response is acquired as a result of two stimuli being presented at the same time. One of the main studies of Classical Conditioning is Pavlov's dog. Pavlov discovered that if flashed a light just before he fed his dogs, that the dog would eventually salivate when just the light was flashed (involuntarily) because it would associate the light with food coming.
Operant Conditioning is a form of learning in which a response INCREASES in frequency as a result of being followed by reinforcement. Operant Conditioning is a voluntary action by the learner because of the reinforcement. B.F. Skinner stated that "A response is strengthened - and thus is more likely to occur again - when it is followed by a reinforcing stimulus (a reinforcer)". Operant Conditioning can occur only under two conditions. First, the learner must make a response (do something). Second, the reinforcer should be contingent on the learner’s response - should only occur when the desired response has occurred. The different types of reinforcers are discussed with Operant Conditioning.
SO WHAT?
Classical Conditioning and Operant Conditioning are very important for a teacher to understand so that they will be able to help their students learn and conduct their behavior in a manner that will provide the best opportunities for them and the rest of the students in their classroom. It is also very important for a teacher to understand what kinds of reinforcements they can use to be able to help the learners have the best experiences possible and have the desire to achieve all that is asked of them in the classroom.
NOW WHAT?
I find this information very interesting. There was a lot of information to take in with this chapter. I know that as I study and find ways to remember this important information, that I'll be a better teacher as I evaluate my classroom and find methods for my students to gain knowledge and increase their learning. I could relate to each of these methods and times when I've experienced learning in both Classical Conditioning and Operant Conditioning.
Monday, March 2, 2009
Chapter 7 - Knowledge Construction
WHAT?
In class we learned that "Learning is an active process in which learners' construct their own meaning based on prior knowledge and experience." Learners all construct their understanding on their own or through the help of other people and through the experiences that they have. They each have their own unique interpretations and understanding of the events, theories and ideas that they experience both in the class and outside the class. The learners' schema helps them build upon and sometimes correct information they may have about an experience or topic they are learning about. Cultural experiences, family and many other factors help the learner build their schema and increase their knowledge. To help in their understanding, the learners' take the defining and correlating features and form a mental representation of the topic they are learning about by forming a prototype. As teachers, we need to provide opportunities that will help build our students' schema and learning experiences.
SO WHAT?
5 E’s Lesson Plan
Lesson Topics: Magnets
ENGAGE:
Conduct a teacher led experiment with magnets by having the students guess how many paperclips one type of magnets will hold in one continuous chain.
EXPLORE:
Divide the class into groups and give each group one magnet, making sure to give each group a different type of magnet. Have each group predict and then explore how many paperclips their magnet will hold in one continuous chain. After they test their findings with the paperclips, give each group other items to explore with the magnet and make predictions how may of each similar item the magnet will hold (also in one continuous chain).
EXPLAIN:
Each group will present their findings to the class for the paperclips and will demonstrate it for the class. They will then share their findings about the other items that they attracted to the magnet and how many of each item the magnet was able to hold in one continuous chain by the magnet.
ELABORATE:
Discuss as a class all the areas that we use magnets in our lives and their usefulness.
EVALUATE:
Have the students evaluate which group had the strongest magnet and categorize them according to strength from highest to lowest. Give an opportunity for each group to experience all the different types of magnets that each group used for their experience after the groups have presented their individual findings.
NOW WHAT?
As teachers, we need to help our students learn how to interpret the world and build their schema and understanding of the world around them. We need to provide activities and lessons that are engaging and allow for the students to explore and have the opportunity to explain their findings. We will help our students build their schema as we elaborate and help them understand how to apply their learning to their lives. As we evaluate their learning process, we will be able to understand what they have been able to comprehend and apply into their lives and what information we need to spend more time helping them understand.
In class we learned that "Learning is an active process in which learners' construct their own meaning based on prior knowledge and experience." Learners all construct their understanding on their own or through the help of other people and through the experiences that they have. They each have their own unique interpretations and understanding of the events, theories and ideas that they experience both in the class and outside the class. The learners' schema helps them build upon and sometimes correct information they may have about an experience or topic they are learning about. Cultural experiences, family and many other factors help the learner build their schema and increase their knowledge. To help in their understanding, the learners' take the defining and correlating features and form a mental representation of the topic they are learning about by forming a prototype. As teachers, we need to provide opportunities that will help build our students' schema and learning experiences.
SO WHAT?
5 E’s Lesson Plan
Lesson Topics: Magnets
ENGAGE:
Conduct a teacher led experiment with magnets by having the students guess how many paperclips one type of magnets will hold in one continuous chain.
EXPLORE:
Divide the class into groups and give each group one magnet, making sure to give each group a different type of magnet. Have each group predict and then explore how many paperclips their magnet will hold in one continuous chain. After they test their findings with the paperclips, give each group other items to explore with the magnet and make predictions how may of each similar item the magnet will hold (also in one continuous chain).
EXPLAIN:
Each group will present their findings to the class for the paperclips and will demonstrate it for the class. They will then share their findings about the other items that they attracted to the magnet and how many of each item the magnet was able to hold in one continuous chain by the magnet.
ELABORATE:
Discuss as a class all the areas that we use magnets in our lives and their usefulness.
EVALUATE:
Have the students evaluate which group had the strongest magnet and categorize them according to strength from highest to lowest. Give an opportunity for each group to experience all the different types of magnets that each group used for their experience after the groups have presented their individual findings.
NOW WHAT?
As teachers, we need to help our students learn how to interpret the world and build their schema and understanding of the world around them. We need to provide activities and lessons that are engaging and allow for the students to explore and have the opportunity to explain their findings. We will help our students build their schema as we elaborate and help them understand how to apply their learning to their lives. As we evaluate their learning process, we will be able to understand what they have been able to comprehend and apply into their lives and what information we need to spend more time helping them understand.
Wednesday, February 25, 2009
Extra Credit - Alpine School District Math Investigations
What is Investigations Math?
Investigations Math is a program that involves hands-on, standards based learning to help students understand "how" to solve a math problem and not just know the steps involved to achieve the answer.
Some key features of the program include:
* Using manipulative's to help the students understand how to solve the problem.
* The students can each take a different methods to achieve the correct answer. Each path could be different as long as it ended with the correct answer.
* The students have opportunities to share with each other the steps they took to achieve the answer and demonstrate to each other the process of achieving that answer instead of just the giving the answer to the problem.
What were the arguments for and against its use?
This was a very controversial program in the Alpine School District. Orem Elementary was one of the pilot schools that used this program before it went to the rest of the school district. I interviewed a teacher that was teaching at Orem Elementary during this pilot program and my information came from her experience.
Some of the arguments FOR Investigations Math include:
1. The students would be able to understand the process of achieving the answer and would know how to apply it into their everyday lives (instead of just learning the FOIL method, they would learn why they need to use this method and how to apply it to their lives.)
2. Instead of having timed tests where students just spit out an answer that they have memorized (like multiplications for example), they would find ways to understand the process of how that answer is achieved.
3. Students share their strategies and teach each other. It's not just teacher directed, they learn from their peers. The students share their strategies of how they came up with the answer and demonstrate for the class their path. This helps the students understand that there is more than one way to complete the problem. The students don't just perform a procedure but they understand the problem and how to come up with the answer.
Some of the arguments AGAINST Investigations Math include:
1. Parents didn't like their children to come up with the "method" of answering the problem on their own. They wanted their children to be taught the method and have step-by-step procedures taught and followed by their children.
2. Parents didn't like the freedom that it offered their children. They didn't think that their children were being taught math formulas and procedures by the teachers.
3. The parents didn't like that the major focus wasn't drill-timed tests.
4. Parents didn't think their child was learning as quickly using this method. They felt that using so many manipulative's slowed their children's mathematical progress.
5. Parents didn't understand how the program worked and just thought that their child was "playing" instead of actively learning with the manipulative's they were using.
6. State standardized tests weren't up to speed with the new program so the student's received lower tests the first few years. While this was expected, the parents didn't like that.
What were the results of its use in Alpine?
Because of all the controversy and opposition from the parents, Alpine School Districts decided not to make Investigations Math the district wide program that they wanted everyone to use. Instead, they gave each school an option to choose between three different math programs. Each school decision was made by a combined panel of teachers and parents through a math preview night. At Orem Elementary, the parents and teachers were given samples of each of these programs that they could research at this preview to help them make their decisions. Because the different publishers only provided small samples for the preview, the parents selected a program other than Investigations Math that had more materials that could be reviewed at the meeting (the McMillan Program at Orem Elementary). The program selected by the parents had more workbooks, worksheets and physical objects where they could see their child learning in a physical timed matter.
The Alpine School District has adopted the BALANCED MATH APPROACH instead. This method is a combination of the teachers instructing the step-by-step directions for the different mathematical methods while still providing manipulative's for the students to learn with. By balancing both of these programs, the student will have the methods needed and still be able to use manipulative's and hands-on techniques to fully understand how to apply it into their lives.
What is your opinion?
I believe that with the BALANCED MATH APPROACH, the students will be better able to grasp the concepts that the teacher is teaching and still be able to find a way to apply it into their lives. I don't think that the parents gave the original program a chance and that they didn't give the teachers enough credit to know that their children would still be learning the different methods to complete the problems. It is my opinion that for the lower grades, that Investigations Math is the best method possible to help reinforce the skills being taught and really teach the students different ways to apply this into their lives.
Investigations Math is a program that involves hands-on, standards based learning to help students understand "how" to solve a math problem and not just know the steps involved to achieve the answer.
Some key features of the program include:
* Using manipulative's to help the students understand how to solve the problem.
* The students can each take a different methods to achieve the correct answer. Each path could be different as long as it ended with the correct answer.
* The students have opportunities to share with each other the steps they took to achieve the answer and demonstrate to each other the process of achieving that answer instead of just the giving the answer to the problem.
What were the arguments for and against its use?
This was a very controversial program in the Alpine School District. Orem Elementary was one of the pilot schools that used this program before it went to the rest of the school district. I interviewed a teacher that was teaching at Orem Elementary during this pilot program and my information came from her experience.
Some of the arguments FOR Investigations Math include:
1. The students would be able to understand the process of achieving the answer and would know how to apply it into their everyday lives (instead of just learning the FOIL method, they would learn why they need to use this method and how to apply it to their lives.)
2. Instead of having timed tests where students just spit out an answer that they have memorized (like multiplications for example), they would find ways to understand the process of how that answer is achieved.
3. Students share their strategies and teach each other. It's not just teacher directed, they learn from their peers. The students share their strategies of how they came up with the answer and demonstrate for the class their path. This helps the students understand that there is more than one way to complete the problem. The students don't just perform a procedure but they understand the problem and how to come up with the answer.
Some of the arguments AGAINST Investigations Math include:
1. Parents didn't like their children to come up with the "method" of answering the problem on their own. They wanted their children to be taught the method and have step-by-step procedures taught and followed by their children.
2. Parents didn't like the freedom that it offered their children. They didn't think that their children were being taught math formulas and procedures by the teachers.
3. The parents didn't like that the major focus wasn't drill-timed tests.
4. Parents didn't think their child was learning as quickly using this method. They felt that using so many manipulative's slowed their children's mathematical progress.
5. Parents didn't understand how the program worked and just thought that their child was "playing" instead of actively learning with the manipulative's they were using.
6. State standardized tests weren't up to speed with the new program so the student's received lower tests the first few years. While this was expected, the parents didn't like that.
What were the results of its use in Alpine?
Because of all the controversy and opposition from the parents, Alpine School Districts decided not to make Investigations Math the district wide program that they wanted everyone to use. Instead, they gave each school an option to choose between three different math programs. Each school decision was made by a combined panel of teachers and parents through a math preview night. At Orem Elementary, the parents and teachers were given samples of each of these programs that they could research at this preview to help them make their decisions. Because the different publishers only provided small samples for the preview, the parents selected a program other than Investigations Math that had more materials that could be reviewed at the meeting (the McMillan Program at Orem Elementary). The program selected by the parents had more workbooks, worksheets and physical objects where they could see their child learning in a physical timed matter.
The Alpine School District has adopted the BALANCED MATH APPROACH instead. This method is a combination of the teachers instructing the step-by-step directions for the different mathematical methods while still providing manipulative's for the students to learn with. By balancing both of these programs, the student will have the methods needed and still be able to use manipulative's and hands-on techniques to fully understand how to apply it into their lives.
What is your opinion?
I believe that with the BALANCED MATH APPROACH, the students will be better able to grasp the concepts that the teacher is teaching and still be able to find a way to apply it into their lives. I don't think that the parents gave the original program a chance and that they didn't give the teachers enough credit to know that their children would still be learning the different methods to complete the problems. It is my opinion that for the lower grades, that Investigations Math is the best method possible to help reinforce the skills being taught and really teach the students different ways to apply this into their lives.
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