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Christina Rogers

Professional Learning Plan


ST. GERARD CATHOLIC SCHOOL
2014-2015

Contents of
my
Professional
Learning
Template

Essential Questionp. 3
Why I chose my Essential Questionp.4
Current Research..p.5
Impact on Student Learning
Whats the Plan?........................................
Whats the Timeline?................................p.8
Evidence of Implementation..p.9
Final Reflection..
References.
Extra comments.

p.6
p.7

p.10
p.11
p.12

Faith
Component

My Faith growth plan for the 2014-2015


school year will be:
To join the church choir

Essential question

How can I incorporate manipulatives into numeracy to allow me to engage


every student in my classroom and drive learning forward?

Why did I choose manipulative in numeracy?

A.

I chose to further explore the use of manipulatives in numeracy because I


believe that all students learn best and enjoy what they are learning through
hands on activities. Math is not an area of strength for me, so anything I can
do to assist student learning is beneficial to us all.
B. The use of manipulatives in numeracy relates to the Teaching Quality
Standard
3D Teachers know there are many approaches to teaching and learning
3F Teachers create and maintain environments that are conducive to student
learning.

What does current research say about


manipulatives?
Mathematics is not just about numbers but the world we live in- David Sousa
Manipulatives help students develop conceptual understanding of mathematical ideas by
representing the ideas in multiple ways. Dr. Jean M. Shaw (2002), Manipulatives Enhance
the Learning of Mathematics.
Moyer (2001) points out that: Manipulative materials are objects designed to represent
explicitly and concretely mathematical ideas that are abstract. They have both visual and
tactile appeal and can be manipulated by learners through hands-on experiences. (p.176).
Manipulatives help with problem solving, communicating, reasoning, connections, and
estimation. Materials foster childrens concepts of numbers and operations, patterns,
geometry, measurement, data analysis, problem solving, reasoning, connections, and
representations (Seefeldt & Wasik, 2006)
In order to develop every students mathematical proficiency, leaders and teachers must
systematically integrate the use of concrete and virtual manipulatives into classroom
instruction at all grade levels. (NCSM, 2013)]

What impact will manipulatives have on student learning?

The use of manipulatives in numeracy will increase enjoyment while reinforcing learning
outcomes, deepen understanding of the concepts with a tactile component, and provide
students with a relevant authentic connection to the real world.

Whats the Plan?


In order to implement the use of manipulatives to maximize student learning I will
incorporate guided math, math stations, differentiated assessment and create a minimum of
one manipulative per unit.

Ongoing evidence of implementation


THIS SHOULD BE A SERIES OF PAGES WITH AN EXPLANATION AND REFLECTION ON EACH PIECE OF
EVIDENCE.
YOUR PROFESSIONAL LEARNING TEMPLATE MUST INCLUDE THIS TYPE OF EVIDENCE:
- SAMPLES OF STUDENT WORK AND PICTURES OF YOUR WORKING CLASSROOM
- SHORT VIDEOS OF STUDENTS IN YOUR CLASS, ENGAGED IN THE ACTIVITIES YOU DESIGNED
- PEER FEEDBACK ON:
A) YOUR ESSENTIAL QUESTION
B) ACTIVITIES AND ASSESSMENTS YOU DESIGNED

YOUR PROFESSIONAL LEARNING TEMPLATE CAN INCLUDE ANYTHING THAT YOU DEEM RELEVANT TO
ANSWERING YOUR ESSENTIAL QUESTION (FEEL FREE TO BE CREATIVE!).

Final Thoughts

DID MY ACTIONS HAVE AN IMPACT ON STUDENT LEARNING?


I know that I was always the student that needed a real life example of why
whatever math concept we were learning was important or relevant to real life.
If I didnt have something concrete or tangible, I was not able to do it. I also
know what answering textbook questions was never an effective method for me
to show what Ive learned. Games are an alternative real life method to apply
those learned skills.
HOW DO I KNOW?
I noticed that I heard less and less I cants with every game and real life
example we practiced. The attitudes became more positive and even the most
reluctant students would say This is fun Madame!
WHAT WOULD I CHANGE IF I WERE TO DO THIS AGAIN?
I would create more games and manipulatives for them to use.

References
PLEASE LIST ALL SOURCES THAT YOU USED OR SOURCES THAT PROVIDED INFORMATION TO YOU THIS
SHOULD ALSO INCLUDE THE PERSONAL LEARNING NETWORK(S) THAT YOU WERE INVOLVED WITH.
NO PLAGIARIZING!
Pinterest
Textbooks
My own brain
Blue Friday group
School based Grade 3 teaching team

Math During Field Trips!


Students played
math games while
on a field trip to the
rock wall @ GPRC.
They played games
with addition, and
odd/even numbers.
Students who were
scared/reluctant to
climb high on the
wall were doing so
while doing math.

Division Manipulatives

These
students
struggled with
the concept of
division with
verbal
explanation
and drawings.
After being
given white
boards and
something
tangible to
hold, they
were able to
better
understand.

Telling Time
I had the students build
clocks in the shape of
flowers. We thought of the
petals as the 5 minute
increments and the short leaf
as the hour hand and the
long leaf as the minute hand.
They had to fill in all the
blanks and then we played
games with them.

While learning about


fractions, they had trouble
with the concept of the
higher the denominator, the
smaller the fraction. So I
gave the students circles
and we used rulers to divide
the circles into fractions.
We then cut the circles out
and created under the sea
themed art. Students
needed to tell me what
fractions they used to
create the art.

Students were given 40 jelly beans and


had to sort them into colors and tell me
what fraction of the jelly beans were a
certain color. Of course they got to eat
them but only after they finished! ;)

For the measurement unit, I combined health


outcomes with it to create a hands on project.
We brought in empty bottles and containers
and looked at the sugar content in grams.
We measured out how much sugar was in by
weighing it on a digital scale.

Students
experimented
with fractions
and measuring
cups. We put
this to real life
when we made
our own bread
for our 1st
Eucharist
family bread
sharing
celebration

s
e
n
i
el d to
d
i
u de
g
. cific nee t and
t
r
i
A pe lso
n
on
n
u
s
a
o
d
t
i
i
ct tion hey tha 0 gr
a
r
F frac . T om 10
n sign lls fr the
e
iv de ski
g
ce
r
u
e
i
t
r
e the en prod
w
ts ting urem o re
n
de crea eas ills t
u
t
S en ir m sk
wh the ision .
e
us ir div oard
the stol b
Bri

How
big is
your
brain
???

Anything extra
that I want my
Principal to
know..

I will be honest, I was terrified to teach math. I'm very happy with my choice to
do my essential question in an area I was scared to explore. After creating
manipulatives, and games to go along with existing ones, math became my
favourite subject to teach!

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