using the group work and discussion practices of the algebra project to engage students in math
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Using the Group work and Discussion Practices of the Algebra Project To Engage Students In Math. DACTM / MDSTA 2013 Peter Benson , Woodrow Wilson Fellow, FlexTech High School, Brighton, [email protected] - PowerPoint PPT PresentationTRANSCRIPT
Using the Group work and Discussion Practices of the Algebra Project To
Engage Students In Math
DACTM / MDSTA 2013
Peter Benson, Woodrow Wilson Fellow, FlexTech High School, Brighton, [email protected] Harrison, Woodrow Wilson Fellow, Northwest High School, Jackson, [email protected]
Charles Dershimer, Director Woodrow Wilson Fellowship Program, UM
Overview
• What is the Algebra Project?• Teaching context• What the Algebra Project looked like for us• Lessons learned• How we are applying it today
What is the Algebra Project?
• Founded by Bob Moses to specifically address achievement among the poor, low-achieving
• Experiential • Curriculum from daily handout(s)• Work in groups of 3-4• Emphasis on inquiry, probing questions• Collaborative and individual work• Public presentation of thinking• “Are you going to take yourself seriously?”
Teaching context
• Ypsilanti High School• Algebra, pre-calculus, physics, calculus• Algebra students taking algebra for second
time• Pre-calculus and calculus students were, on
average, higher achieving• 1 mentor teacher (4 years experience with
AP), two teaching interns
First project: Setting the stage
Make-Do
Make-Do
Make-Do
Two months later…
Billiards
Billiards
Billiards experience
Classroom
Personal lessons learned
• It takes time to get buy in from students: “when are you going to start teaching us?”
• Older, high achieving students more resistant at outset, but most embraced it later in year
• Start introducing Algebra Project approach to students earlier?
• Apply across the curriculum?
FlexTech High School
• teaching math, physics, and computer science• math: ALEKS-based, dispersed progress, poor fit
for collaboration, good fit for projects• physics: online labs, experiential, student choice• collaborative work difficult to manage for upper
level students with flexible schedules• work published online• computer science: closest fit to Algebra Project
Publishing their work
Why this is useful and needed
• Students ALWAYS have knowledge gaps and NEVER enough time to reteach what is needed
• Range of gaps and abilities• Increased one on one and small group support
from staff and peers• Challenging for all through the use of
questioning practices• Allows for self reflection and individualized help
Benefits
• Retention• Higher Order Thinking• Developing reflection skills• Knowing they can do it• Develops their thinking patterns and helps and
provides a new way of thinking and learning.• Foster academic communication and peer
support
What I Took Away• Students understand things at different times
and shouldn’t be penalized.• They need to feel successful in math, which is a
difficult feeling for them to get.• Showing that you care about them as students
and people.• They will improve if you give them the chance
to do so and the opportunity to show you.• Display student work, they take pride in it.
Northwest
• Rough Start• Adaptations~ every class is different• Successes in student understanding• Demonstration of learning and growth• Academic and personal growth of students• “I wish every math class could be taught this
way starting in elementary school.” ~ Student
Room Set-Up
Demonstration of Learning