Educators understand and apply knowledge of student growth and development.

  • I think that one of the biggest understandings of student growth and development is that each student is going to be unique. Each student will have individual strengths, weaknesses, skills, and methods of learning. In order to create learning experiences that reach all learners we need to create or use methods that address all these differences.
  • I think that the way to do this is through having:
    • scaffolded assignments with many of entry points
    • room for extension
    • use manipulates
    • incorporate movement around the classroom
    • vertical non-permanent surfaces

During practicum there was one unit that really showed my from this understanding I used from patterns to algebra with my grade 8 math elective.

In this unit we started with a game called “Guess my rule” where students gave numbers to a robot (aka the teacher) who inputs the number, applies a rule, then outputs a number. From this students get to determine what the rule was based on the input and out put number.

Students say 3 –> robot –> output 18

Students say 5 –> robot –> output 30

Students can guess the rule: times 6

Then we can show students introductory algebraic notation, where the variables are written as words.

ie) Input x 6 = output.

To follow, I showed student the same input and out put method where the output was given in square tiles. Then ask them to determine the rule in a similar way to the game.

Then we can explain the rule as being in terms of position number and number of tiles .

Ie)  number of tiles = position number x 2

Then we give students the opportunity to create their own patterns, determine the rule, and number of tiles in each position.

To follow we can play  a game of guess my rule, where students make a pattern and leave it at their desk, and circulate the room guessing other students patterns.

This approach to teaching algebra allows for the low floor, because students can start by doing the math with the tiles and counting. They also at any point can go back to use the tiles for support when they get stuck. However, as we go through the students can create their own extension by creating more patterns and expressing more complex ideas with the tiles (aka a high ceiling). In addition, we have lot of interactive games that students can play with one an other, but that also requires them to get up and walk around the classroom.