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What message does the "way" you teach convey to your students?
In 1964 Marshall McLuhan said "The medium is the message." McLuhan was interested in the subconscious messages conveyed by the new methods of communication of the day. In our classrooms, McLuhan might ask what messages are our students receiving from the ways and means we use to teach them? Are you conscious of the incidental learning going on in your classroom? How can you convey these subconscious messages deliberately to amplify your student's learning? Today's student brings with them a wealth of technological knowledge that they have learned on their own. As Educators what message do we want to deliver in our classes? What media are we using to deliver that message to an increasingly more demanding audience. Students need to work harder and as educators we cannot force them to do so. By offering learning that intrinsically motivates students we will prepare them to be learners in an ever changing environment.
(Principle 1) TEACHERS MUST ENGAGE STUDENTS! PRECONCEPTIONS
Students’ Errors and Misconceptions Based on Previous Learning
Students come to the classroom with conceptions of numbers grounded
in their whole-number learning that lead them astray in the world of
rational numbers; e.g. multiplying always makes numbers bigger.
Source: How Students Learn Photos Source
Title: Nov 15-9:27 PM (2 of 9)
UNDERSTANDING REQUIRES FACTUAL
(Principle 2) KNOWLEDGE AND CONCEPTUAL FRAMEWORKS
The Knowledge Network: New Concepts of Numbers and New Applications
What are the core ideas that define the domain of rational numbers?
What are the new understandings that students will have to construct?
How does a beginning student come to understand rational numbers?
Source: How Students Learn Photo source
Title: Nov 15-10:14 PM (3 of 9)
A METACOGNITIVE APPROACH
(Principle 3) ENABLES STUDENT SELF-MONITORING
Metacognition and Rational Number
A metacognitive approach to instruction helps students monitor their
understanding and take control of their own learning. The complexity of
rational number—the different meanings and
representations, the challenges of comparing
quantities across the very different
representations, the unstated unit—all mean that
students must be actively engaged in sense
making to solve problems competently. We
know, however, that most middle school
children do not create appropriate meanings for
fractions, decimals, and percents; rather, they
rely on memorized rules for symbol
Photo source Source: How Students Learn
Title: Nov 15-10:14 PM (4 of 9)