PRACTICAL GUIDEBOOKMathematics

MATHEMATICS

Classroom Methods

Inclusion

Assessment

Producing learning material

MATHEMATICSClassroom Methods

Focus on the student

Make it concrete

Not just calculations

Ownership of learning

1. Focus on Learning Process

2. The Student

Using new methods

Stages of adopting new classroom practice:

What to expect:

The beginning Challenging It feels difficult and complicated.

Trying out new methods ChaoticExpect making a lot of mistakes.

Expanding their use Anxiety provoking

Using new methods RewardingEnjoy using them, develop more.

Kosovo Curriculum Framework:

Development of a range of competencies and the development of personal growth, citizenship and preparing students for the world of work.

Basic Competencies

MATHEMATICSInclusion

Give

TimeAnd

SpaceTo the student!

Using ICTTechnology is not a magic wand that transforms bad teaching into good teaching by itself. It necessitates a transformation in teaching and learning practices.

– Learners are active knowledge creators

– Enables collaborative processes to produce knowledge

– Operational culture that emphasizes collaboration and sharing

– Openness towards the community, society and the world

Hannu Tuominen 2003

IntroductionIntroduction1. Gallery walk. Groups of 4.

GamesGames

AssessmentAssessment

Different learnersDifferent learners

CommunicationCommunicationLearning

environment and

materials

Learning environment

and materials

Infor-mation acqui-sition. ideas. stimu-

lus.

Infor-mation acqui-sition. ideas. stimu-

lus.

Infor-mation proces

sing and

appli-cation

Infor-mation proces

sing and

appli-cation

Pre-sen-tation

Pre-sen-tation

2. Group discussions

44

DAY 1

44 44 44 44 44 44 44

3.Group presentations44

44 44

4444

4. Reflection of learning5. Exit poll

HOMEWORK

2. Practice using ICT in Mathematics.•Plan how you would use it in the classroom•Prepare a short presentation about your ICT tool.

3. Write a learning diary or participate in Facebook discussion

DAY 2IntroductionIntroduction

11111111 11111111

In pairs: 2. Teach someone else a new method you learned and used.3. Read and assess your partner’s lesson plan. Discuss

Peer teaching

andPeer

assess-ment .

Peer teaching

andPeer

assess-ment .

1. Time to work on own lesson plans. Check with others. Improve.

• Presentations of lesson plans and assessment

4. Presentations of ICT tools: Pecha Kucha / Demo slams

5. Sharing of lesson plans using various platforms and ICT tools

ICT toolsDemo Slams

ICT toolsDemo Slams

SharingReflec-

tion

SharingReflec-

tionConclusionConclusion

What happens next?

A break!

After the break:

A brief presentation of the stations.

Gallery walk instructionsIn groups of 4: Visit all the stations.

Your task:

•Examine and evaluate the materials on the tables.

•Decide which ones you could use in your classroom.

•Think and solve: –How to use them?–How do you solve the problems of implementation?

•Take notes:

On the form given to you

(Time: until lunch)

Unlikely or maybe later

Can use, needssome modification

Can use directly

Examples

Speaking Mathematics

Mental Calculation Grid

Example: multiplication of monomials

GeoGebra

MATHEMATICSStudent Assessment

Basic Functions of Assessment:

Ranking

Evaluation

Selecting Forms of Assessment

Assessment should lead to concrete acts.

Assess only things you can affect.

Assessment should be done by those who can make a change

Not only written tests!

Self-Assessment

Self-assessment increases the student’s understanding of the learning process and expected outcomes.

This is necessary in widening conceptions on learning Mathematics.

MATHEMATICSLessonware

Equation Domino

Decimal System Blocks

1

1

10

x

100

x2

1000

x3

For Comparison: Addition of numbers

215

+ 131

For Comparison: Addition of numbers

215

+ 131

= 346

Example: Addition of Polynomials

(2x2 + x + 5)

+ ( x2 + 3x + 1)

= (3x2 + 4x + 6)

Summary:

215

+ 131

= 346

(2x2 + x + 5)

+ ( x2 + 3x + 1)

= (3x2 + 4x + 6)

Working base for decimal system blocksHundreds Tens Units

Algebra Tiles

Multiplying Polynomials(x+1) (x+2)

Multiplying Polynomials(x+1) (x+2)

Equals to x2+3x+2

Everyday Geometry

Lunch

Learning about “Thinking together” collaborative conversations

What is it?

“Thinking together” is qualitatively different from a superficial and uncritical acceptance of the others’ ideas or from highly competitive disagreements.

Instructions:

Read the material provided on your tables.

Start the discussion. Try to follow the structure for “thinking together” discussion.

Discussion & preparing a short presentation

Task for your groups:

Conduct a discussion using the “Thinking together” structure

Your task:

– As a group choose two methods / ideas the group members are most likely to use in the classroom.

– Prepare a short presentation per method. Focus on: • A variation of a method / tool • What learners do?• What it does to learners? What competencies it develops?• Context where it is used?• Negative and positive sides? • Suggestions on how to solve the problems with

implementing it.

A short break

Presentations 1. Present the method and possibly the app / ICT tool and give a

short description of how you would use it i.e. your own activity using it.

2. Demonstrate your own variation of the method, what learners do, what it does for the learner and what competencies it builds. (If possible provide a PP slide with pictures.)

3. Describe the context where you would use the method.

4. Briefly discuss the positive and negative issues arising from the use of this method.

5. Share the presentation with participants and attach any resource you have.

A task sheet and an example of a presentation is provided on your tables.

Self and Peer assessment

Your task:

1.Evaluate your own contribution to the group work today.

Use the provided form.

2.Evaluate one of your peers’ contribution to the group work today.

Use the provided form

Exit poll

Your task:

On the note in front of you, write three things you learned today

1.

2.

3.

Pass the note to the person on your left. Read the note you got from the person on your right.

Leave the notes in the bowl by the door.

THANK YOU!

Faleminderit!

You have worked very hard today.

Try out some new things and make a lot of mistakes!