My version of an IBMYP class! (Maths Of course)

Introduction 

This is an IBMYP maths class. I am covering the chapter on Symmetry for grade 6 (IBMYP 1). For this topic, I want us to go outdoors as we have a huge school campus filled with flowery plants. I would like us to observe the flora and fauna from the perspective of design.

Students are aware of the definition of symmetry and would choose symmetric and non-symmetric flowers or leaves. They would then come back to the class, pick colour paper and develop an individual or small group mural on it. We will wind up by them writing an individual note on the whole experience, covering their feelings and the understanding of symmetry driven by some questions. The assessment would be inter-disciplinary, covering art, team work, organisation, self-regulation, reflection and mathematical accuracy.

Materials needed 

(a) The students would need something to keep the collections in. I would get old newspapers for them from the library that they can use to press the flowers or leaves in. (b) For the work in class students would need colour paper, colour pens, glue, space to work in class and more newspapers to use as a base for their work station to avoid clutter or glue sticking all over! (c) They would need computers to write their reflection and send them on email to me. And (d) A timer in order for them to note the passing of time for I assume the class would be absorbed once we are indoors.

Rationale 

Maths can be a majestic lonely subject like the Himalayas! Often it intimidates students instead to bring them to the point of awe and wow. Students of grade 6 are at the stage that is a major turning point in the cognitive development as this is when logical thought begins (Mcleod, 2018). This is the do or lose stage and I want to bring in the affective domain in the class by using a walk outdoors, art work and collaborative learning. This lesson is emotionally rich and as emotion draws both attention and aids memory I am hoping the students will walk away with an understanding of symmetry, non-symmetry and have positive emotions for maths (Wilson, n.d.).

Steps for the lesson 

Here I would like to go in bullet points as that aids in my thinking.

· Check the weather for the month to timetable a set of possible days for the activity.

· Check with the head of department and MYP principal to ensure they are okay with the task planned.

· Organize material: Newspapers, colour papers, colour pens and glue for the task few days before. Ensure that there is enough supply for the class.

· Inform parents about the activity via email including rationale behind it. This is to ensure attendance.

· Create a set of driving critical thinking questions (Wade, Wolanin & McCaughey, 2016) for reflection. These could be: (a) How much of our world is symmetric? (b) Which part of the task was most exciting for you? (c) How much did you enjoy the group work? (d) Any other comments or thoughts?

· Create an assessment rubric. Check with teachers from other subjects if they give some time to assess their subjects’ part or help me to understand how assessment happens in their subjects, if they are busy.

· Organize a board where students can show case their work.

· Have a talk with the class a day before explaining the task and the rationale. Also clarify what is expected form them.

· Show them the assessment rubric and take their inputs for change, if there is a disagreement.

· Create groups that help build cooperation in the class for it is known to develop achievement, positive attitudes and good perceptions (Medwell, Cooker, Bailey, & Winchip, 2017).

Assessment details 

The assessment would cover (a) Self-regulation while outdoors, (b) Collaboration, (c) Accuracy of symmetry and a-symmetry in the shapes chosen, (d) Reflection note, (e) and Creativity of work.

I am deliberately keeping it small so that the students are not overwhelmed by it. For creativity I would take help form the art teacher and for collaboration, I would ask the psychology teacher to help plan out or invite her for observation.

Challenges 

The biggest challenge is weather and I hope it is ok. Delhi has unpredictable weather and the month is warm. The other is student behaviour outdoors. The unpredictability makes it slightly out of control. I also wonder if enough math is being covered, however I am okay with that to some extent and the objective is very clear – create a space for positive emotions with the students.

Conclusion 

As I explored the link by (McLeod, 2018), I realized that this task maps very well to his description of the onset of logical age of the students. I feel that such tasks would help students retain a positive image of maths in their minds before they head for the very logical structure of maths in higher grades. Although critical thinking is an overarching feature of IBMYP (Wade, Wolanin & McCaughey, 2016), I let it be on the side this time, except for the journal note as I want the affective domain to be dominantly present. Overall I feel good with the task as it is set up.