Reflection #3 Staff Meeting is in session.
Imagine the
Principal/Director asked you to prepare a document to present at a maths staff
meeting. The document is titled, ‘How to set up and manage mathematical learning
experiences”. Find literature that you can use to create a list of 10 items
that would appear in your document. Reference your material. Support your ideas
with literature.
‘How to set up and manage mathematical learning experiences’
1.
Mathematics is intended for all learners. There
would be a high emphasis for teachers to expand and explore their teaching strategies
and make use of the resources the school has readily available, to ensure that all
levels of intelligence are catered for (Gardner, 2006).
2.
Consider the Student’s perspective on
Mathematical tasks. At the crux of the item is the application of Vygotsky’s
constructivism theory where the students ZDP should be considered (Vygotsky,
1978).
3.
Student’s need to know the goal. Pushing for
teachers to incorporate WALT and WILF will help and allow the students to
understand what they are expected to achieve.
4.
Learning community. There would be another
strong emphasis that the teacher is to scaffold however, allow students to
engage with one another and explore the world of mathematics with one another.
5.
Connection to real life. The tasks that the
teachers are given should incorporate elements of real life or real situations within
the student’s mesosphere (Malone, 2004).
6.
Student’s building a self-made library. This
item is an individual task where the student dedicates a page to make a visual
representation of each topic and write / draw key facts about the topic. As the
topic is explored the students are encouraged to write down key teachings onto
the page and create a self-made ‘library’ where they can revisit and reiterate
teachings.
7.
Purposeful tasks. All tasks should be aimed at
building upon the students’ knowledge and allowing them to explore relevant
avenues.
8.
Learning through play. A strong emphasis will be
placed on allowing students to learn and create through play, using digital applications
or using play materials such as sand, water, large construction and role play (Broadhead
& Burt, 2012).
9.
Positivity. As some students feel overwhelmed by
particular topics it is integral the teacher praises, promotes and gives
constructive feedback rather than shutting down the student for getting the
wrong answer.
10.
Open-ended tasks. The possible answers should be
infinite.
References
Broadhead, P., & Burt, A. (2012). Understanding young
children’s learning through play : building playful pedagogies. Retrieved from
https://ebookcentral-proquest-com.ezproxy1.acu.edu.au
Gardner, H. (2006). Multiple intelligences new horizons
(Completely rev. and updated. ed.). New York: BasicBooks.
Malone, K. (2004). "Holding Environments":
Creating Spaces to Support Children's Environmental Learning in the 21st
Century. Australian Journal of Environmental Education, 20(2), 53-66.
Vygotsky, V. (1978). Mind in society . Cambridge, MA:
Harvard University Press.
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