The best way
The search for any ‘one best way’ to teach children is doomed to fail
because it is a search for the impossible.
Hence I believe that we need to approach our professional role from a theory base. Have a theory, test it in the class, reflect on it and the refine it further. The cycle continues (Allen, 2005). The theory for me was formed by (Robinson, 2008) when I heard ‘teacher is a gardener’. The pieces fell into place for me. Since then all that I learn is marked as another tool in my tool belt in order to have a set of handy tools to be used depending on the situation, here needs of the students. this set of units have added a lot to my belt.
Discipline Literacy (Chauvin, & Theodore, 2015) gave me the validation that the intuitive methods bringing in vocabulary of maths and journal writing with colours have merit. I also have a structure to bank upon now for further use. Common Core’s focus on literacy in education (Caim, 2012) gave me the clarity on the basic premise of literacy in use. I have been aware of differentiation earlier so I did not explore it further this time. Historical thinking (Wineburg, 2010) was an absolute explosion in my head. Not only did it add the pieces for me, yet again I got a structure to take it forward.
How will I use?
From (Allen, 2005) I picked up two sources that appealed to me a lot and my tool belt is getting larger! These are (a) RAFT: Role, Audience, Format, Topic and (b) Word storming.
For RAFT I would ask students to work as a writer and create a comic strip on like and unlike terms in algebra for students 1 year their junior. The objective would be to teach them using the creativity brought in by the comic strip. They would write dialogues, create small icons using drawing or clip art and present it as a hand drawn comic or a printed one. That is their choice. The point is to be able to teach an abstract subject such as algebra in a way that is creatively appealing and can be learnt by junior students.
The other is word storming. Geometry has a lot of words to be remembered. Students forget the difference between, for example, isosceles and scalene triangles. One way that we can help students transfer learning is by teaching them how to record information and ideas in ways that make information memorable and accessible. I would give them a target theme as the topic with lots of words, such as triangle or circle and ask them to brainstorm and write all the words related to this topic. Then they can create a cross word or a game that involves clues to be used for answers. The objective would be for them to think of clues for the words which would help them to remember the meanings well.
Why will I use?
Students normally just imbibe what is given to them without any filters. I want the students to develop the capacity to be a Text Critic and learn to analyze, synthesize, apply, and extend their learning to be an independent thinker (Allen, 2005). I would like them to rip apart content and question it. For I see my role as a teacher to facilitate development of independent thinkers keeping maths as a tool for the same. They need to learn to think for themselves.
When they think about how to create a comic strip for a junior to learn, there are many factors that come into question. Design, language, difficulties in learning the topic and presentation. When they think about clues for the words, then they would be thinking deeply about the concept involved in the words and present it in a way that it is a challenge for others to decipher. Both gives them the space to think for themselves in a way that integrates maths with language, designing, team work and creativity. I hope that they are able to take the big ideas from it and implement them in other areas of learning.
Potential challenges?
The challenges are always twofold. Time and understanding of stake holders. As I have been doing the work intuitively based on my experience with students, especially of special needs, I found that the stake holders would not be in agreement with me for I had no scaffold for my work. I am very grateful that these 2 to 3 weeks have given me enough ammunition to face them. Instead of saying that I am doing journal writing in the class, I can say that I am bringing in literacy in education strategies. It adds weight to my work. It gives me a sense of validation and confidence. And a pep in my step!
Much gratitude.
Discipline Literacy (Chauvin, & Theodore, 2015) gave me the validation that the intuitive methods bringing in vocabulary of maths and journal writing with colours have merit. I also have a structure to bank upon now for further use. Common Core’s focus on literacy in education (Caim, 2012) gave me the clarity on the basic premise of literacy in use. I have been aware of differentiation earlier so I did not explore it further this time. Historical thinking (Wineburg, 2010) was an absolute explosion in my head. Not only did it add the pieces for me, yet again I got a structure to take it forward.
How will I use?
From (Allen, 2005) I picked up two sources that appealed to me a lot and my tool belt is getting larger! These are (a) RAFT: Role, Audience, Format, Topic and (b) Word storming.
For RAFT I would ask students to work as a writer and create a comic strip on like and unlike terms in algebra for students 1 year their junior. The objective would be to teach them using the creativity brought in by the comic strip. They would write dialogues, create small icons using drawing or clip art and present it as a hand drawn comic or a printed one. That is their choice. The point is to be able to teach an abstract subject such as algebra in a way that is creatively appealing and can be learnt by junior students.
The other is word storming. Geometry has a lot of words to be remembered. Students forget the difference between, for example, isosceles and scalene triangles. One way that we can help students transfer learning is by teaching them how to record information and ideas in ways that make information memorable and accessible. I would give them a target theme as the topic with lots of words, such as triangle or circle and ask them to brainstorm and write all the words related to this topic. Then they can create a cross word or a game that involves clues to be used for answers. The objective would be for them to think of clues for the words which would help them to remember the meanings well.
Why will I use?
Students normally just imbibe what is given to them without any filters. I want the students to develop the capacity to be a Text Critic and learn to analyze, synthesize, apply, and extend their learning to be an independent thinker (Allen, 2005). I would like them to rip apart content and question it. For I see my role as a teacher to facilitate development of independent thinkers keeping maths as a tool for the same. They need to learn to think for themselves.
When they think about how to create a comic strip for a junior to learn, there are many factors that come into question. Design, language, difficulties in learning the topic and presentation. When they think about clues for the words, then they would be thinking deeply about the concept involved in the words and present it in a way that it is a challenge for others to decipher. Both gives them the space to think for themselves in a way that integrates maths with language, designing, team work and creativity. I hope that they are able to take the big ideas from it and implement them in other areas of learning.
Potential challenges?
The challenges are always twofold. Time and understanding of stake holders. As I have been doing the work intuitively based on my experience with students, especially of special needs, I found that the stake holders would not be in agreement with me for I had no scaffold for my work. I am very grateful that these 2 to 3 weeks have given me enough ammunition to face them. Instead of saying that I am doing journal writing in the class, I can say that I am bringing in literacy in education strategies. It adds weight to my work. It gives me a sense of validation and confidence. And a pep in my step!
Much gratitude.
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