Reviewing Week 2&3 Principles of Learning and Teaching – Math/Science EDU312
Like whoa! • Alright, week three is almost done. Does it feels like we are on a loaded freight train careening down a hill? • Yes time is flying by, but we have done a LOT already. • Now we have to start shifting gears to think more about application of these ideas.
Some reminders • Where do you start your thinking about planning for mathematics? • CCSS • The district planning documents • What you know about children’s learning • What things should you keep in mind? • We all have prior knowledge and experiences. • There are skills, facts, and concepts to learn. • Metacognition is important. • Teachers have different roles in classrooms. • Classrooms have different styles.
Big Ideas from the past two weeks… • Cognitive Demand looks at the complexity of a task. It is not an instructional approach; but a way to think about learning potential of a task or problem. • Memorization • Procedures without connections • Procedures with connections • Doing math • How can we increase cognitive demand? • How does cognitive demand relate to Big Ideas? • How does cognitive demand relate to instrucitonal models?
Big Ideas – continued • We looked at complex instruction as one instructional model • Social constructivism (Vygotsky especially) • Communities of Practice (Lave & Wenger) • Why are these theories important? • What are some goals of complex instruction in mathematics? • What does it look like?
Big Ideas - continued • We also looked at Cognitively Guided Instruction. • This highlights individual constructivism • Focuses on children’s thinking and reasoning about problem types. • More rooted in Piaget, but there is Vygotskian ideas in this. How? • Beyond the learning theories, how is this different and similar to Complex Instruction?
Pedagogical issues • VanDeWalle et.al. give us a procedure or approach to taking what we know and transforming this into a planning for teaching cycle. • Content and Task Decisions • Planning actions: Before, During, After • Actually planning • How does this compare or relate to your ideas about what it means to plan for mathematics instruction?
Practical issues for us • Placements – Wahoo! We are off • Get in the classroom • Start engaging in mathematics instruction ASAP • REFLECT – write down your experiences • Talk with your teachers about teaching Mar 11-14. The good news is that the delay will make this easier to specify. The goal is not that you create NEW things. The goal is that you engage in a planning process • NO Curriculum and Teaching paper • Website issues – I tried didn’t have a problem. Let me think on this .