Module Post #3

Smart Goal Update:

Enhancing Student Engagement in Mathematical Problem Solving:

I have redeveloped the classroom seating plan to further increase student engagement in my class. Naturally, I wanted to minimize disruptions and noise levels when I created the new seating plan. I separated students who didn't get along and avoided pairing talkative students. I also considered each student's characteristics when assigning each seat, and if any student had special needs (e.g., visual impairment), they were placed in the front of the classroom. When laying out the table group, I wanted to ensure that all my students' eyes would be on me to help promote focus during my lessons. Lastly, I wanted to ensure my students could easily navigate the environment to encourage engagement.

Two pieces of work:

I'm constantly using The Power of Yet in my classroom. It is an excellent motivator, helping shift our students' thinking from fixed to growth mindsets. Students understand that they can learn and improve over time. In addition, it helps the students realize that learning takes persistence and hard work. Results come from consistent effort. Lastly, it reinforces that quitting isn't an option.

One of my favourite math subjects to teach is coding. Learning to code gives our students a deeper understanding of technology. You can create collaborative coding projects to help promote teamwork and communication. Incorporating coding into the curriculum helps equip students with an essential tool for building successful careers.

Reflections on the development of your Unit Study:

The goal of my unit study was to make learning fun and engaging for my students. My unit study is a comprehensive and engaging approach to learning. It combines mathematics, coding, and collaborative work, providing a well-rounded learning experience. Students get a chance to apply their coding skills in a real-world scenario. It helps promote creativity and problem-solving skills. Students can design and build a school, engaging with concepts related to community planning and architecture. It also provides adaptations for students with learning disabilities, ensuring an inclusive learning environment.

How does it support other areas of the curriculum?

My unit study is a cross-curricular project that integrates other various subjects. The unit study requires students to present their work orally, which helps improve their communication skills. They learn to articulate their ideas clearly and persuasively, a critical language arts component. By designing and building a school, students engage with concepts related to community planning and architecture. They consider the needs of a community and how to create spaces to meet those needs, which is a part of the Social Studies Curriculum. The design aspect of the project taps into the students' creativity, which applies to the Art Curriculum. They express their artistic side by designing the school and its surroundings.

State your ideas on how you would plan or make changes to your instruction in the classroom.

I plan to develop a more in-depth student profile to better understand my students. The profiles will include my students' short—and long-term goals, academic strengths, and challenges. Lastly, I will include their preferred learning styles (e.g., auditory learner, visual learner, or tactile learner). 

Module #2 Post

 Smart Goal Update:

Enhancing Student Engagement in Mathematical Problem Solving:

My Smart Goal was to increase student engagement during math lessons by incorporating more interactive problem-solving activities. The 1^st step I have taken in my class to improve student engagement is introducing my students to Mathia. Mathia is an AI-driven 1-on-1 tutoring software that enhances student engagement by connecting to real-world problems. Mathia is an online game emphasizing problem-solving skills and connecting mathematical concepts to real-life scenarios. I intend to increase my student's engagement with practical applications of math. In addition, I have adjusted my seating plan in my classroom into table groups to encourage more collaboration among my students in an attempt for the students to share their knowledge more frequently, leading to more student engagement.

Two pieces of Work:

One of the pieces of work I selected is the infographic. I selected this work because equity in mathematics education is essential as it fosters a learning environment where every student can thrive, regardless of their background or circumstances. It provides opportunities for every student to engage, learn, and succeed in mathematics. 

The 2^nd piece of work I selected is the word cloud. I selected it because it reflects the change in math education. It also serves as a reminder that education constantly evolves, and educators must evolve with the changes.

Reflect on how the content in this Module supports your knowledge and assists you with developing effective programming and student support.

During this Module, I'm glad we discussed some of the consequences of calling attention to math misconceptions or ignoring them. I have had some difficulty with this in my classroom over the years. I don't like not addressing one of my students' misconceptions. But sometimes, addressing misconceptions of my students can be very time-consuming. I believe that addressing misconceptions needs to be a balanced approach. Prioritize misconceptions based on their impact and the context. Teachers need to address significant misconceptions that significantly impact understanding.

What new ideas, skills and approaches have you learned?

One new thing I learned during this Module is that including problem-solving activities in the classroom is essential, and I need to incorporate them more. It allows the students to see value in their learning and connects them to real-world problems. As a result, the learning becomes more purposeful and meaningful over time. Teaching through problem-solving can focus students' attention on ideas and make sense of mathematical practices. Lastly, it empowers the students to take ownership of their learning.