final presentation ed6104
TRANSCRIPT
Learner Centered Community of Praxis
Prepared for ED6104 by:
Colleen Crystal Lalsie Kathy Hennessey
Jacob Lingley Teela Dadal D’abreau
Understanding Learners
• Active Participants
• Meaningful Learning
• Treated Equally
• Learners are Humans
Types of Ideologies• Scholar Academic Ideology
• Academic Discipline
• Learners are lacking something
• The child’s mind
• Evaluation
Types of Ideologies• Social Efficiency Ideology
• Curriculum development seen from an industrial point of view.
• The ‘potential adult’
• Behaviours are shaped
• Evaluation
Types of Ideologies• Learner Centered Ideology
• Active Participants
• Stimulating Environment
• Developmental Stages
• Evaluation
Types of Ideologies• Social Recontsruction Ideology
• ‘Social Beings’
• Meaning Makers
• Active Agents
• Evaluation
New Brunswick Grade 4 Mathematics Curriculum
• Active and Constructive Process
• Prior Knowledge and Experiences
• Meaningful Learning
• Conducive Learning Environment
• Assessment and Feedback
Background and RationalGoal of the Curriculum
Fosters the development of mathematically literate students who can extend and apply their learning and who are effective participants in society.
The word student is mentioned 810 times in the curriculum document.
The IntentClearly communicate high expectations for students in mathematics education.
Background and RationalStudents must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge (NCTM Principles and Standards, 2000)
Experience Prior Knowledge
Students are Responsible• To strive toward success
• To become autonomous and responsible learners
• To have ongoing, reflective processes
• To revisit the setting and assessing of personal goals
Beliefs about Student Mathematical Learning
• mathematics learning is an active and constructive process.
• learning is most likely to occur when placed in meaningful contexts and in an environment that supports exploration, risk taking, and critical thinking and that nurtures positive attitudes and sustained effort
• learning is most effective when standards of expectation are made clear with on-going assessment and feedback.
Diverse Culture• Students attend schools in a variety of settings including urban, rural and
isolated communities. Teachers need to understand the diversity of cultures and experiences of all students.
• A variety of teaching and assessment strategies is required to build upon the diverse knowledge, cultures, communication styles, skills, attitudes, experiences and learning styles of students. The strategies used must go beyond the incidental inclusion of topics and objects unique to a culture or region, and strive to achieve higher levels of multicultural education (Banks and Banks, 1993).
Adapting to All Needs of Learners
• The reality of individual student differences must not be ignored when making instructional decisions.
• Teachers must understand and design instruction to accommodate differences in student learning styles and must also reflect in assessment strategies.
Respect All StudentsExplore Problem
Solving
It’s acceptable to solve problems in different ways
Learning Environment
Comfortable to take
intellectual risks, Asking questions and
posing conjecture
Respect all students
Connections Across Curriculums• Show students how mathematics is used in daily life,
• Help strengthen the students’ understanding of mathematical concepts
• Provides students with opportunities to practice mathematical skills.
Underlying Ideologies Grade 4 Math NB
Learner Centered Ideology
37 Ideological Statements Curriculum developer creates teacher’s guides that suggest activities that interest children and provides materials appropriate for student use.
Format of CritiqueSummary of Curriculum• Stakeholders / Developers • Curriculum Goals • About the Curriculum
• Pros and Cons • Critical Concluding Assessment
Critique
New Brunswick Grade 4 Mathematics Curriculum Stakeholders
National and International
Research
Seven Ministries of Education
Business Representatives
Teachers, Administrators,Post-Secondary
Educators
Parents &Other Stakeholders
Goals of the CurriculumTo produce mathematically literate students by:
• Providing opportunities for success
• Making connections across the curriculum
• Adapting instructions and assessments to the needs of all
• Teaching with the use of diverse cultural perspectives
About the Curriculum Emphasis on Teaching Strategies that include:
Communication Making Connections
Reasoning Skills Mental Math and Estimation Skills
Problem Solving Skills Use of Technology
Visualization
Individualized LearningKnowing your learner’s learning styles is important…
STUDENTS LEARN IN A VARIETY OF WAYS
• By doing, seeing and hearing • Working alone and in groups • Memorizing and visualizing • Some prefer pictures to texts • Others prefer concrete before
abstract
What Leaner Centered Teaching and Learning Looks Like
• Engages students
• Teaches students skills such as problem solving ,analyzing etc.
• Teaches students to reflect on what they are learning
• Gives students control over how they learn (by giving them opportunities to choose gies etc) assessment strategies
• encourages collaboration
Lessons & Skills Development• Activities engage students at
their level of development.
• Place emphasis on making connections with previous knowledge (L/S).
• Rich, practical and engage students (L/S).
Lessons & Skills Development• Lay the foundation for
successive lessons
• Support different learning styles, student abilities and / or readiness (L/S)
• Provide examples of everyday contexts in which they can be used.
The Ideological Tug-of-War of Grade 4 Mathematics Education
Knowledge StandardsInstruction Learning
Learner Centered Social Efficiency
X
disgruntled student
vs.
Knowledge vs. Standards
PROS CONS• Internationally aligned
standards.
• Students mathematical knowledge assumed to be representative of other developed nations.
• Students are challenged to explore from abstract to concrete areas of mathematics.
• Internationally aligned standards, without aligned support.
• Assurance that the knowledge of other nations is pertinent to Canadians.
• Concrete standards used to describe an abstract subject.
Instruction vs. Learning
PROS CONS• Curriculum encourages
teachers to embrace learner centered ideologies.
• Teachers encouraged to become autonomous advocates for their own instructional objectives.
• Success of curriculum depends on teacher dedication.
• Many activities within the curriculum refer to a scholar academic ideology.
• Meaningful learning opportunities are jeopardized for content mastery.
• Curriculum is pragmatic and deliberate in language, not so in practice.
PROS CONS• Student use of models and
pictorial representation encouraged.
• Links to community involvement and cross curricular activities.
• Educator autonomy fosters rich mathematical literacy.
• Use of standardized algorithms preferred.
• Stakeholders perceive math as a school subject rather than a unit of work.
• Curriculum objectives specific and prescriptive.
Learner Centered
SocialEfficiencyvs.