Faculty/Student Development: i-teachered Project

INTRODUCTION

Faculty/Student development designed by Vi Maeers

E-Mail: maeers@uregina.ca

Phone: 585-4601

Name/Class: Karen Reynolds/EPS 225-010

Date/Time: Feb. 26--1:30-2:30 and March 3--1:30-2:30

Location: ED 209

Content Overview

Overview of i-teachered project for students and the IT modules. Discussion on their understandings of integration, what they think would comprise a thematic integrated unit, and the role of technology within that unit.

Outline of session:
A: The Project

1. Show students the i-teachered website and the different modules they've taken in the Fall and the Winter semesters. The i-teachered site is located here.
2. Explain that these modules are part of a research project that is going to be funded by Industry Canada.
3. Describe some of the background of the project-WHY WE are DOING this NOW!!
4. Describe the project and review field expectations.

B: Integration

1. Review some different forms of integration (topical/thematic; perceptual; object-oriented; event-oriented; conceptual).
2. Describe variability (perceptual and conceptual) and the connection with integration.
3. Explore different curricula and how symmetry is represented at the grade 3 level in different subject areas.
4. Have students work through some symmetry stations
5. Debrief the experience

INTEGRATION

Over the last 10 years, in the faculty of Education, some professors have explored and conducted action research on integration. We came up with different types of integration: topical/object-oriented; perceptual; event-oriented; conceptual. I will explain each idea.

Other research addresses the evolution of one's technological/curriulum journey--ACOT and Moersch

The ACOT project revealed that technology integration is a developmental process marked by five stages of thought and practice among teachers (Apple Computer, Inc. 2000)

1. Entry Teachers experiment with technology for their own personal and professional use.
2. Adoption Teachers have experienced enough success to introduce technology into their classrooms
3. Adaptation Teachers try to fit technology into what they already teach, turning technology into a solution in search of a problem. As a result, many teachers remain at this stage3
4. Appropriation Teachers begin to harness technology’s capabilities for improving the learning process.
5. Innovation Teachers become comfortable enough with the use of technology to broaden their thinking about its potential.

Research tells us that technology integration reflects the philosophy and underlying goals of instructional paradigms. Thus, technology use in a traditional teaching environment will simply reflect that particular set of instructional values.
In engaging learning environments technology will also reflect instructional values. When those values are crafted with the end in mind, technology will be more appropriate and supportive--in other words, more engaging.

The above stages addressing one's use of technology could just as easily be applied to stages in how we use any new resource (e.g., children's literature, manipulatives etc.).

We cannot suddenly decide we are going to use pattern blocks (effectively and appropriately) to teach symmetry if (1) we have not played with these blocks ourselves and understand their potential, and (2) if we have not provided time for children to play without any interference of teacher direction (other than to play).

I find in my travels that some teachers desperately want to use, for example, manipulatives but have not had sufficient or appropriate inservice in how they can be used effectively. On the other hand there are some teachers who really would rather NOT use them because they prefer other resources, do not see the potential, have no idea how to use them, or have a very rigid view of the potential of these materials.

VARIABILITY

Zoltan Dienes, many years ago outlined two major ideas that have stuck with me: Perceptual Variability and Mathematical (Conceptual) Variability. The following table illustrates a possible way to introduce and then build on concepts. We'll pick symmetry.

Perceptual Variability	Conceptual Variability	Teaching Strategy
one variable (e.g., pattern blocks)	one concept--symmetry	teacher-directed/whole class--everyone doing the same thing/hands-on; experiential
two variables (e.g., pattern blocks; geoboards)	one concept--symmetry	teacher works with one group; other group works independently
multiple variables (e.g., pattern blocks, play-doh, miras)	one concept--symmetry	interactive--indirect teaching; small groups; stations
one variable (e.g., pattern blocks)	two or more concepts (e.g., symmetry; tessellation of symmetrical shapes)	teacher-directed/whole class--everyone using the same material--perhaps going tthrough each concept with teacher and/or working in groups with task cards to explore the different concepts
multiple variables (e.g., blocks, games, software, children's literature, play-doh, geoboards, cuisenaire, etc)	multiple concepts related to symmetry and symmetrical shapes in the environment, identifying, drawing, naming, replicating, etc.	small groups working at stations--rotating; this is a useful strategy at the end of a unit and can be effective as performance stations

If we take the idea of the above variabilities and the concept of symmetry, we can begin with whole-class, teacher-directed lessons, where all children are basically doing the same thing, but are having a hands-on concrete experience. We can gradually increase the number of perceptual variables and later the conceptual variables until we have children working with a variety of materials (perceptual variability), doing a number of different tasks or activities, and working with a variety of different (but related) concepts (conceptual variability).

I have seen many teachers use stations in mathematics, where children are doing something quite different, and usually working with different materials. I have seen children do very interesting mathematics, but I have also observed that some teachers have difficulty assessing the mathematics that is occurring. They are trying to address too many different mathematical concepts at the same time and there's simply too much distraction of variables. A multi-variable approach is great for the end of a unit for assessment purposes. For concept-building purposes I feel it is best to work with one or related concepts and gradually build the perceptual and conceptual elements.

CONCEPTUAL INTEGRATION AND PERCEPTUAL AND CONCEPTUAL VARIBILITY

In this workshop we will work with symmetry and we will concentrate on exploring aspects of symmetry that we would expect children in Grades 3 and 4 to come to understand. We will work with these concepts through Mathematics, Science, Arts Education, Physical Education, and Language Arts. I have tried to identify key concepts in different subject area curricula and have created task cards to engage you in making sense of symmetry. Have some fun. All the resources, including the Internet resources, and all the activities, have been selected to create learning environments in which the above concepts are most likely be explored. But we know that children may well learn much more than we intended, than what we 'captured' in the tasks, and we also know that some children will not learn what we intended. We need to be constantly thinking about how we can adapt our activities to fit with different learning needs and styles.

FINDING SYMMETRY IN THE DIFFERENT CURRICULA

Today we are going to explore some related concepts of symmetry. I want you to think about what symmetry is and how we might enable grade 3/4 children to understand the concept of symmetry.

I have organized a set of links for you to read through and think about symmetry, about how it is represented, and about how it might be taught within each subject area. The concept of symmetry is basically the same in each subject area. It may be represented differently; different materials may be used to make sense of it; you may be doing very different activities at each station.

Let's begin with what the Saskatchewan Elementary Mathematics Curriculum has to say about symmetry.

The student should be able to:

G-22 identify and draw using simple figures reflections (flips)--beginning in grade 4

G-23 create symmetrical shapes and determine line of symmetry--beginning in grade 3

G-24 identify and name examples of symmetry in the environment (reflection or rotation)--beginning in grade 3

G-29 understand and use the term symmetry--beginning in grade 3

The following is a list of suggested activities to meet the curricular objectives for Grade 3 geometry--symmetry

http://www.sasked.gov.sk.ca/evergreen/elemath/g342ex.html

Let's visit the Arts Education curriculum for Grade 3

Dance--Grade 3 Foundational Objectives Development Chart:

http://www.sasked.gov.sk.ca/docs/artsed/g3arts_ed/dance006.html

Dance--Grade 3 Foundational Objectives:

http://www.sasked.gov.sk.ca/docs/artsed/g3arts_ed/dance007.html

Dance glossary

http://www.sasked.gov.sk.ca/docs/artsed/g4arts_ed/dance020.html

Here is a dance unit that contains elements of symmetry:

http://www.sasked.gov.sk.ca/docs/ccas/unit2.html

http://www.sasked.gov.sk.ca/docs/artsed/g3arts_ed/drama007.html

Drama--Grade 3 Foundational Objectives Development Chart:

http://www.sasked.gov.sk.ca/docs/artsed/g3arts_ed/drama006.html

http://www.sasked.gov.sk.ca/docs/artsed/g3arts_ed/visuala7.html

Visual Grade 3 Foudnational Objectives Development Chart

http://www.sasked.gov.sk.ca/docs/artsed/g3arts_ed/visuala6.html

http://www.sasked.gov.sk.ca/docs/artsed/g3arts_ed/visual17.html

Visual--Grade 4

http://www.sasked.gov.sk.ca/docs/artsed/g4arts_ed/visual14.html

http://www.sasked.gov.sk.ca/docs/artsed/g3arts_ed/music007.html

Music grade 3 Foundational Objectives Development Chart:

http://www.sasked.gov.sk.ca/docs/artsed/g3arts_ed/music006.html

Optional unit on sound: http://www.sasked.gov.sk.ca/docs/elemsci/gr3uiesc.html#act8

Key science concepts

http://www.sasked.gov.sk.ca/docs/chemistry/kscmenu_b.html

Factors of scientific literacy that should be emphasized--symmetry

B6 symmetry D(K-12)
This is a repetition of a pattern within some larger structure.
Examples:
Some animals appear to have matching halves.
Most wallpaper patterns exhibit symmetry.

Transmitting devices can be made by students. Have students build their own private telephone line. Using two cans punch a hole in the end of each just large enough to poke a string through. (Two styrofoam cups could be used instead.) Push one end of a long string (it can be several metres long) through the bottom of the can and knot it inside. Repeat with the other end and the second can. Stretch the string tight and have a conversation with a friend by talking into your can while your friend receives at her/his ear. If the string is not taut, does it transmit sound as well?

Factors: A4, B1, B2, B5, B6, B10, C2, C3, C10, D1, E7, F1, G1

Objectives: 1.1, 1.3, 2.3

Assessment Techniques: 1, 4, 8

Common Essential Learnings: Communication, Critical and Creative Thinking, Personal and Social Values and Skills. Students become involved in learning through involvement in the study of how sound travels.

http://www.sasked.gov.sk.ca/docs/physed/physed1-5/ep_curr.html#foundational

STRUCTURING A CLASSROOM ENVIRONMENT TO EXPLORE SYMMETRY

You will be exposed today to a variety of different resources that can be used in rational number classroom learning stations. Children can rotate through these stations at regular intervals, or they can move "in their own time" from station to station. These stations would normally occur at the end of a unit on fractions (as a performance assessment opportunity) as the activities, materials, and mathematics vary from station to station. As teacher, you can observe, ask questions, mediate learning, work with the children, encourage communication of ideas, encourage sharing, take notes of how the children are "making sense" based on what you see them do and what you hear them say--to you and to each other.

There are many websites that include symmetry plans. Some sites are like workbooks where all a student would do is insert the one right anwser. Other sites offer a more open-ended environment--a place to create. I have pulled together a few sites that I think are useful for children to use in the classroom as environments for symmetry learning.

The following 6 subjects have activities for you to work through all addressing the concept of symmetry. Note that there is NO (SUBJECT AREA) technology station. You will be working at the computer, but the focus will be on using the tools of the computer to make sense of the concept.

Station 1: Mathematics

Station 2: Science

Station 3: Arts Education

A. Dance

B. Drama

C. Visual

D. Music

Station 4: Social Studies

Station 5: Language Arts

Station 6: Physical Education