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Topic: WS Pacing
Replies: 0

 Al Coons Posts: 898 Registered: 12/4/04
WS Pacing
Posted: Sep 15, 1996 8:03 AM

I think the crucial question for each of us is to determine what are the
crucial ideas in each topic and somehow find out if our students are learning
them at our pace. The great danger in a student centered classroom with
activity sheets is that the students (and teacher) will have a great time
doing the activities but not build up real conceptual knowledge about what
they have done.

Steps I have taken to try to eliminate this problem:

1) Made them aware of the point I just made above at least every other day
for a while.

2) Each student must have a notebook with an outline of each topic and some
listings and or discussions of each vocabularly work/major concept.

3) Homework assignment sheets lead off with a couple of probing questions to
show them what I mean. For instance, I asked:

I assume you know when a bar graph is more appropriate than the dotplot and
visa-versa. Can you explain why! The next day most students had a gut sense
of the answer but were unable to put an answer into acceptable form ..in
other words...they were unable to pass a test on this point. One student was
covered in the book...I hope the rest got the idea. The idea is the
activities just get you started. Then you have to LEARN the material

Helpful idea: My wife is a doctor. She often has to read material and then
use a new technic or make a decision about the care of a patient using the
material the next day. She reads and learns material in a different way then
we often do. She MUST really understand what she reads. She must think
about the new ideas within a context of what else she knows about medicine.
She must develop a vocabulary that is part of the accepted terminology and
has meaning to her peers. I suggest to my students that learning statistics
this not a life or death experience, but if we thought about learning as my
wife does we all would be much better prepared.

4) Send some time each period pulling some ideas together.
- For instance I had them all line up by height and then they asked them
to physically (without counting) determine the person with the median height.
I then had the tallest person stoop over and said that this person is
actually now very short. How would that alter our answer (watch out on this
one - I faked myself out). Then maybe have the shortest person "get
shorter".

5) Assign short readings in BPS (they each own a copy) and the texts on
reserve at the library and ask them to compare the presentation in these
resources to those in WS.

Disclaimer...Am I getting all this done all the time....In your dreams Coons.

Al