Beruflich Dokumente
Kultur Dokumente
BarbaraClarke,MonashUniversity PeterSanders,LaTrobeUniversity
Overview WithteachersandstudentsinGovernmentandCatholicschoolsinthreegeographical clustersinVictoria,theTaskTypeandMathematicsLearning(TTML)projectis investigatingthebestwaystousedifferenttypesofmathematicstasks,particularlyin Grades5to8.Essentiallytheprojectfocusesonfourtypesofmathematicaltasks.Thefour typesoftasksaredesignedtorepresentpotentiallysuccessfultasktypes.Thefocusofour researchistodescribeindetailhowthetasksrespectivelycontributetomathematics learning,thefeaturesofsuccessfulexemplarsofeachtype,constraintsthatteachersmight experienceandteacheractionsthatcanbestsupportstudentslearning.Thisarticle illustratestheprocessusedearlyintheprojectinoneoftheclustersinwhichtheyusedthe Japaneselessonstudymodeltoexploretheopportunitiesandconstraintsofusing classroomtasks.FirstwedescribethecharacteristicsofType1tasks.
Therecanbefurthermathematicalquestionsposedbasedonthegameandclass discussionofstrategies.
wereabletogeneratetheirownexplanations,whichtheteachersthenusedtomake explicitthemathematicalconcepts.
AdvantagesandChallengesIdentifiedbyTeachersUsingType1Tasks Teacherswereaskedtocommentontheadvantageswhichhademergedintheiruseof thesekindsoftasks.ThepromptwasWhatdoyouseeastheadvantagesofusingthis tasktypeinyourteaching?Representativeresponseswerethefollowing: .Giveshandsonexperiencesandaidschildrensunderstanding. .Useofmodelshelpswiththeexplanationandgivesstudenttheopportunityto experimentwithpracticalmaterialsforbetterunderstanding. .Greatforvisuallearners.Veryhandsonandlogicalapproachtoteachingmaths. Itgivesthechildrenanexcellenttooltoassistintheirexplanationsofwhy/how theydidsomething. .Themodelfocusesthestudentsonthekeymathematicalideasofthetask/lesson, teacherexplanationandprobingofideasofthestudentexplanationenablestudents toengagewiththekeyideas. Anumberofteacherssawthevalueinthesetasksfordevelopingstudentunderstanding. Therewerealsoanumberwhocommentedontheengagementofstudentsbothinthe senseofparticipationbutalsointhewaythemodelallowedengagementwiththe mathematics.
Anotherpromptforteacherswas,Whatmakesteachingusingthistasktypedifficult? Whatarethechallengesinusingthistypeoftask?Thefollowingresponseswere representative: .Organisationandprovisionofallmaterialsneeded. .Thetimetakentoplanandorganiseagoodlesson. .Findingappropriateactivities. .Clarityofthemodel/exemplar.Extendingthemodel/exemplarintoalessonwith meaningfulindependent/groupwork. Someofthesechallengesappeartoberelateddirectlytothetaskstypes,includingthe timerequiredtopreparethematerials.Thebroaderchallengeoftakingthetaskoridea andtransformingitintoalessonwasalsoidentified.
Ithoughtthatallocatingawholedaytothisexperiencewasafantasticidea.It meantthatwecouldcompletethestructureofthelessonstudyinitsentiretyand makeitareallyworthwhileexperience.Thesetupofthedayalsoworkedreally well.Itwasgreattogettogetherwithteachersfromanotherschooltoplana perfectlessononaparticularconceptwithasetfocus.Thisemphasiseddifferent planningandteachingtechniquesandalsogaveusanopportunitytodiscussthe differencebetweenourgroupsofchildren. Workingwithteachersfromotherschoolsisinvaluable.Wegetsofamiliarwiththe processesandhabitsofourownschool,itisfantastictoshareideasandstrategies acrossschoolsandgetadifferentperspective.
LessonsfromTurningTasksintoLessons OtherdifficultiesassociatedwithTaskType1havealsobeenaddressedthroughthe LessonStudyprocess.Anumberofteacherswereconcernedintheearlystagesasto exactlywhatthesetaskslookedlikeandtheclarityofthemodel/exemplar.Some responsesfollowingLessonStudyindicatethedevelopmentofteachersthinkingabout thistasktype: .IttookawhileformetogettheideaofTaskType1.Afterseeingitbeingtaughtin mygradeitconfirmedmyteachingwasontherighttrack. .ThetypesoflessonsdevelopedhashelpedmeunderstandTaskType1 better.Theyarebeginningtomergeforme.LessonStudywasveryhelpfulhere.
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