Wednesday, December 9, 2009
Saturday, November 28, 2009
Assignment 3 - Origami Polyhedra
Benefit of the project:
• Hands-on activity
• Help students to visualize the 3 dimensional worlds. For instance, finding information about edges, vertices, faces and etc
• Avoid boredom in the classroom
• Incorporate other subjects such as Arts
• Make students familiar with the background and history of polyhedra
Weaknesses of the project:
• Time-consuming due to making origami: it might be annoying for students, and as a result it might lead to frustrations and confusion.
• Time wise: it might be hard to fit this project into the curriculum.
Uses of the project :
• Make the students to feel for 3-D world
• Make them familiar with what geometry is, in particular polyhedra
• A fun classroom activity to follow
How to modify the project:
• Avoid making the students to do the origami: give them other options for origami. For instance, cut the segments and tape them together. This way, it is less time-consuming, and it gives the students the same result.
Extension of the project:
• We can ask our students to think about volume, surface area, and some other physical properties
Our project (Surface Area):
• Grade level : Grade 9
• Purposes:
- To make a fun activity in the class
- Avoid boredom about the teaching subject
- Make the students to get a notion for a 3-D object/world,
- Practice the concept of “Area” in mathematics.
• Description:
There are two choices for this project:
1. Students must build a “Reasonable” shape object such as a house, car, flower, and etc using at least two 3-D objects.
2. Build a complex structure using only one type of 3-D object of their choice.
Students must choose only one of the above options.
For either one they must follow the below criterions.(2-3 people per group)
- Students must hand in an informal proposal for this project.
- They need to build the structure.
- They need to write a report including the followings:
i) How they got the surface area of the object they made in details. This includes a verbal explanation and diagrams.
ii) Measuring and calculating the surface area of the object in two different units. ( ex. cm and inch)
• Time:
- First session: 20 min for proposal in the class.
- Second session: A full class time for material and making objects.
- Giving them a weekend for the final work.
• Production: Reports and structures.
• Marking Criteria:
- Communication ( how well they explain the work) - 35%
- Calculations(how they got the surface area and units) - 50%
- Structure ( what they made) - 10%
- Creativity - 5%
• Hands-on activity
• Help students to visualize the 3 dimensional worlds. For instance, finding information about edges, vertices, faces and etc
• Avoid boredom in the classroom
• Incorporate other subjects such as Arts
• Make students familiar with the background and history of polyhedra
Weaknesses of the project:
• Time-consuming due to making origami: it might be annoying for students, and as a result it might lead to frustrations and confusion.
• Time wise: it might be hard to fit this project into the curriculum.
Uses of the project :
• Make the students to feel for 3-D world
• Make them familiar with what geometry is, in particular polyhedra
• A fun classroom activity to follow
How to modify the project:
• Avoid making the students to do the origami: give them other options for origami. For instance, cut the segments and tape them together. This way, it is less time-consuming, and it gives the students the same result.
Extension of the project:
• We can ask our students to think about volume, surface area, and some other physical properties
Our project (Surface Area):
• Grade level : Grade 9
• Purposes:
- To make a fun activity in the class
- Avoid boredom about the teaching subject
- Make the students to get a notion for a 3-D object/world,
- Practice the concept of “Area” in mathematics.
• Description:
There are two choices for this project:
1. Students must build a “Reasonable” shape object such as a house, car, flower, and etc using at least two 3-D objects.
2. Build a complex structure using only one type of 3-D object of their choice.
Students must choose only one of the above options.
For either one they must follow the below criterions.(2-3 people per group)
- Students must hand in an informal proposal for this project.
- They need to build the structure.
- They need to write a report including the followings:
i) How they got the surface area of the object they made in details. This includes a verbal explanation and diagrams.
ii) Measuring and calculating the surface area of the object in two different units. ( ex. cm and inch)
• Time:
- First session: 20 min for proposal in the class.
- Second session: A full class time for material and making objects.
- Giving them a weekend for the final work.
• Production: Reports and structures.
• Marking Criteria:
- Communication ( how well they explain the work) - 35%
- Calculations(how they got the surface area and units) - 50%
- Structure ( what they made) - 10%
- Creativity - 5%
Friday, November 13, 2009
Wednesday, November 4, 2009
Reflections on my short practicum at Richmond Secondary
I really enjoyed my short practicum at Richmond Secondary school. The whole staffs and the students were extremely friendly and welcoming. My school was one of the project schools, which means my FA was at the school for the whole two weeks to look after us. Having the FA at the school was really great since I was able to discuss about anything at any time and ask questions. In addition, he has been working as a FA at Richmond Secondary for many years so he was really familiar with the school and the staffs.
During my short practicum, I had a chance to observe some different things that happen within the school and participate in some of the events myself. I helped out on the fruits and vegetables program, organizing the trays and delivering the fruits to each class. I also supervised the math help sessions after school. In addition, I chaperoned the Halloween dance on Thursday night. The only thing that I can recall from the dance is that it was extremely loud! Fortunately, one teacher gave us the ear plugs, which saved our ears from going deaf.
I taught four different classes during the second week of my practicum and one of them was observed by my FA. It is really sad that the one class my FA observed was the only class I had a problem with controlling the students. I didn’t get a chance to see the students beforehand and the teacher was away so the TOC was filling in. It was quite difficult to control the grade 10 students who didn’t really know who I was. Fortunately, my FA thought the lesson went pretty well other than some typical mistakes that the teacher candidates make when they first start teaching. I realized that the lesson never goes the way you planned it. Hopefully, I can make the improvements in the areas that did not go so well for the next lesson I teach in February. I can’t wait!
During my short practicum, I had a chance to observe some different things that happen within the school and participate in some of the events myself. I helped out on the fruits and vegetables program, organizing the trays and delivering the fruits to each class. I also supervised the math help sessions after school. In addition, I chaperoned the Halloween dance on Thursday night. The only thing that I can recall from the dance is that it was extremely loud! Fortunately, one teacher gave us the ear plugs, which saved our ears from going deaf.
I taught four different classes during the second week of my practicum and one of them was observed by my FA. It is really sad that the one class my FA observed was the only class I had a problem with controlling the students. I didn’t get a chance to see the students beforehand and the teacher was away so the TOC was filling in. It was quite difficult to control the grade 10 students who didn’t really know who I was. Fortunately, my FA thought the lesson went pretty well other than some typical mistakes that the teacher candidates make when they first start teaching. I realized that the lesson never goes the way you planned it. Hopefully, I can make the improvements in the areas that did not go so well for the next lesson I teach in February. I can’t wait!
Saturday, October 31, 2009
Timed Writing Reflection
This is an interesting activity that I hadn’t expected to encounter in the math class. This activity would be able to provide students with different perspectives of approaching mathematics. It doesn’t always have to be the numbers! I would possibly use this activity as a warm up in the beginning of the class, in order to get students get started. It would also be nice to use this as a conclusion activity when there is some time left at the end of the class. It would help students review the materials that they learned and also provide the teacher some feedbacks.
Some of the weaknesses of the activity may be that writing in a specific amount of time could be a difficult task for the ESL students or students whose English is weak. In addition, it could also be difficult for those who need a longer time to process their thoughts when they are writing. They may have a difficult time with writing in such a short time limit. Also, some students may not find the relationship between this exercise and learning mathematics and lose interests in the activity.
Some of the weaknesses of the activity may be that writing in a specific amount of time could be a difficult task for the ESL students or students whose English is weak. In addition, it could also be difficult for those who need a longer time to process their thoughts when they are writing. They may have a difficult time with writing in such a short time limit. Also, some students may not find the relationship between this exercise and learning mathematics and lose interests in the activity.
Dividing by Zero
Dividing by zero is impossible as I was told when I was young.
The same thing I tell the students when they ask
As hard as it may be to explain why,
They need to know the reason behind it
Explain the non-reversibility
Or even better,
Argue by the limit
So that they can understand
Friday, October 16, 2009
Microteaching reflection
Our group taught variables and equations from the grade 8 curriculum. I realized how short 15 minutes can be as we were trying to be responsive to all of the students’ comments and questions. Overall, I thought that our group’s microteaching had both strengths and weaknesses that I can learn from.
Things that went well:
We were told that we had a good opening question, which grabbed the students’ attentions. We had a good intro to variables and solving equations, using the problem solving approach. Our peers thought that we taught at the appropriate level of the class and provided good examples to work with. We used the board space efficiently and had good visuals. Some of the peers also commented that we reacted well to the changes (ie. Students’ questions and comments). Also, many people liked the idea of the last exercise but we didn’t have enough time to work on it.
Areas that need work:
The major mistake we made was leaving out one of the tables during our discussion. I was occupied by the other two tables and I didn’t make any eye contact with the people on the other side. Another major problem was the time management. I spent too much time on going over the example on the board and we were running short on time. This left too little time for one of my group members to do her part, which was leading the class activity. We also need to work on coming up with better context for the word problems and make connection to other areas of life.
Things that went well:
We were told that we had a good opening question, which grabbed the students’ attentions. We had a good intro to variables and solving equations, using the problem solving approach. Our peers thought that we taught at the appropriate level of the class and provided good examples to work with. We used the board space efficiently and had good visuals. Some of the peers also commented that we reacted well to the changes (ie. Students’ questions and comments). Also, many people liked the idea of the last exercise but we didn’t have enough time to work on it.
Areas that need work:
The major mistake we made was leaving out one of the tables during our discussion. I was occupied by the other two tables and I didn’t make any eye contact with the people on the other side. Another major problem was the time management. I spent too much time on going over the example on the board and we were running short on time. This left too little time for one of my group members to do her part, which was leading the class activity. We also need to work on coming up with better context for the word problems and make connection to other areas of life.
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