...a teacher in training...: Teaching with picture books...ohhh the possibiliti...: "Here I am, soon to be a teacher, constantly thinking about the things I will do to be a successful (middle school math?) teacher. Not once d..."
In response to Mr. Linger's blog about using read alouds in the classroom to introduce topics in math, science, or social studies (non-Language Arts content areas), and reflecting on how read alouds can present unique pathways to teachable moments - I am in agreement. Before our assignment, I don't think I would have considered using a poem or story to introduce a math lesson, but it really grabbed the students' attention. Now I am pondering whether this "tactic" works because it is novel and if I need to use it thoughtfully in my own teaching, or if it will continue to create interest in a topic regardless of how many times I use it. Does the read aloud strategy have a half-life? And if so, what is it?
Showing posts with label blog response. Show all posts
Showing posts with label blog response. Show all posts
Friday, November 19, 2010
...a teacher in training...: Permutations & Combinations
...a teacher in training...: Permutations & Combinations: "1. What did you learn? I have always had a tough time remembering the difference between 'permutations' & 'combinations'...for which does or..."
In response to Mr. Linger's blog post about the difference between Permutations and Combinations - I can totally relate! I don't recall learning this during my years of high school or college math. I was introduced to P&C as I began to study for the WEST E Middle Level Math test. I liked how Mr. Linger found a way to keep the two straight using mneumonic devices. I have a similar one that I use for Multiples and Fractions. This might seem silly because if you just look at the names, it seems fairly apparent that multiples implies many and fractions implies parts of wholes. However, I have found that on tests and in classrooms, students are mostly exposed to GCF and LCM. The F and M don't have the same meaning as Fraction and Multiple to students. I always say to myself, Fraction is Fewer and Multiple is More.
Thanks for the helpful tip, Mr. Linger!
In response to Mr. Linger's blog post about the difference between Permutations and Combinations - I can totally relate! I don't recall learning this during my years of high school or college math. I was introduced to P&C as I began to study for the WEST E Middle Level Math test. I liked how Mr. Linger found a way to keep the two straight using mneumonic devices. I have a similar one that I use for Multiples and Fractions. This might seem silly because if you just look at the names, it seems fairly apparent that multiples implies many and fractions implies parts of wholes. However, I have found that on tests and in classrooms, students are mostly exposed to GCF and LCM. The F and M don't have the same meaning as Fraction and Multiple to students. I always say to myself, Fraction is Fewer and Multiple is More.
Thanks for the helpful tip, Mr. Linger!
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