Wednesday, March 14, 2018

Prague Workshop | 15 March 2018

CEESA Pre-Conference Workshop on Teaching Mathematics: Five Critical Learning Experiences
at International School of Prague

https://www.ceesa2018.com/program/pre-conference/item/35-teaching-mathematics-five-critical-learning-experiences-by-ban-har-yeap

Yeap Ban Har 
Pathlight School and Anglo Singapore International School

yeapbanhar@gmail.com
Twitter @banhar
www.facebook.com/BanHarMaths


1. Some Data on Achievement (e.g. PISA)





Another well-known study is TIMSS


In this workshop, we will examine critical learning experiences that can result in adequate learning even amongst the weakest learners with the average learners performing at a high level while the learning of the most advanced learners are not compromised.

We will also get to observe a class at International School of Prague and hear about one initiative at the school from two colleagues.

2. Case Studies for Workshop

The first part was to experience the learning experiences ourselves. Two ISP colleagues showed us one way to use the physical space - students writing on the wall spaces around the room - to provide a better learning experience 

Some of the apps that I use in this workshop are from this list.

Pieces Basic is another free app that I used in place of the base ten blocks from BrainingCamp.


Case Study 1 - Sharing Art Paper
This journaling task requires evaluation between ideas.
It involves little use of the written words. Students use diagrams or artefacts (paper folding).


Case Study 2 - Flowers

In this journal entry, students are describing one method used to solve the problem. 
Here, students use mostly mathematical notations and a little bit of the written words.

Students must have the experience to explicate mathematical ideas in four forms:
- using things
- using pictures and diagrams
- using written words
- using conventional symbols and notations 

Case Study 3 - Dots

This is the class' homework - to figure out a pattern raise the relationship between the he area of the polygon with a dot inside and the number of dots. Did your investigation yield anything interesting?


Case Study 4 - BOAT

By putting three more points B, A and T create a quadrilateral BOAT.
Let's investigate the angles of this quadrilateral.

What do we notice?
How can we prove what we notice?



Key Questions - What are the critical learning experiences? What are the theoretical underpinnings? How can we provide students with these  experiences? What is your key learning today?

Additional Question - How do learning experiences relate to mathematical practices outlined in common core state standards in the US?















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