Our World of Patterns
ImagineIT - Phase 3
BIG IDEA
The intention of this project is to guide the students toward looking at their world in biological, sociological, and physiological ways through the science of patterns. Through the study of patterns students will build an understanding of the world around them aesthetically and kinesthetically. The sub BIG IDEA is to nurture students toward persevering in their study.
Performances of Understanding
The focus of the project involves students discovering the world around them to where they begin asking more questions. Particularly, the what and why of patterns. Students will engage in discussions, research, and idea share regarding patterns in nature, evidence, inheritance, numbers, interaction, forensics, etc. The pattern connection is endless and the more the students discover and discuss the more they demonstrate that they are putting together the idea of patterns as part of their world. Through this discovery the idea is that students will also connect mathematical patterns to understanding mathematics. Not just solving problems and getting answers but persevering in discovery of how we count and that this concept of numbers in itself is dealing in patterns.
To begin our adventure every two weeks will introduce a new topic in patterns and one week will be devoted to discussion and sharing while the second week will be strictly for individual and small group discovery. Discovery will be guided but open enough so that students can branch out on their own ideas. The initial assessment will be through a pre-survey that identifies what the students currently know about patterns, what they would like to know, and what is their specific interest in patterns. Assessment will be ongoing and conducted through informal small group discussion as well as whole group discussion and classroom observation. The teacher will keep a journal that contains all students names and observation of student understanding and interactions will be recorded and dated. All students will have one on one conversations monthly with the teacher.
Learning Experiences and Instruction
Context
I teach at Mildred I. Lavizzo Elementary School on Chicago’s far south side in the Roseland community. Our student population is 98 % African American and 98% of our students receive free and reduced lunch. Roseland is an impoverished community with it’s share of gang violence. Our student mobility rate is between 30 and 34 % with many students returning after being gone for six months to a year. The school’s performance scores have been a roller coaster of a ride with the school being on probation for many years before the new administration. In the past four years I have been there we have gone from a Level 3 school to a level 1 then back to a level 2. Currently we are at level 2+ meaning we are close to getting back to level 1. Despite our students life outside of school many of the students are eager to learn and like coming to school. I believe some of their love for school is that school and the classroom is the only constant thing in their lives.
Students each have their own Chromebooks and we have access to a computer lab and media center which allows use of a digital camera. Internet access is readily available with a few exceptions when the CPS system goes down. We have a computer lab and a computer aide person. Most of the multimedia learning exposure comes from teacher knowledge and instruction.
I am the Lead Math Teacher at our school integrating primary, intermediate and middle school classes. Additionally, I am a member of our Network 13 Math Teacher Leader Team. This coming school year I will be teaching from a Network 13 designed Scope and Sequence Schedule that covers all the Common Core Mathematics Standards for the 7th grade and 8th grade levels.
Content
I want my students to become problem solvers. I believe that through this project I can develop the 8th grade students toward becoming mathematicians by teaching problem solving and perseverance. At the heart of Common Core mathematics are the eight Standards for Mathematical Practice. The first standard “Making sense of problems and persevere in solving them” is the verb of mathematics. Today’s successful student doesn’t need to know how to solve routine problems when they enter the work world. What they do need to be able to answer are the non-routine problems. Companies in the 21st Century want people who know how to solve the non-routine problems. In order to do this today’s student has to be able to persevere. If my students get anything out of this project I hope they take away some stamina to work at the hard problems. Know how to tackle the problems that don’t have a set of rules to follow.
Some of the issues I anticipate; being able to demonstrate the how and why it is worthy to build stamina and work at a problem that can not be finished in one hour or one day. Trying to convey why it is important to be able to think on your feet. Why do you need skills in case becoming a rapper, basketball star, or model does not pan out for them in the future.
Pedagogy
The pedagogical approach I will take will include some minor direct instruction with an emphasis on project based learning. Students need to be able to collaboratively research, discuss, and experiment with the idea of patterns and how they interconnect with mathematics and the world around them. Students will have the opportunity and need to synthesize their ideas and findings so that they can present their findings and solutions to the entire class.
Socratic Seminar will be used when appropriate as well as Think-Pair-Share. Students will keep a Learning Log throughout the project so that they have all their research, findings, and collaborations to produce the final website. Many media sites will be used and demonstrated throughout the year so that the students get a plethora of examples and information for which they can use to ground their final project.
Technology
Google Classrooms will be used to keep a schedule of activities and due dates. Google Docs will be used to keep the Learning Logs. Students each have their own Chromebooks which they will use for research, journaling, collaborating, Think-Pair-Share, their final project, and any other appropriate activities.
If allowable those students that have mobile phones will be allowed to use them if needed (this has to be cleared by administration). I would also like to use Facebook or Twitter as we did in our learning so that what we do as a class and what the small groups develop and design can be accessible to everyone in our class. It is my intention that students will be able to create, share and explore through TPACK in the classroom.
BIG IDEA
The intention of this project is to guide the students toward looking at their world in biological, sociological, and physiological ways through the science of patterns. Through the study of patterns students will build an understanding of the world around them aesthetically and kinesthetically. The sub BIG IDEA is to nurture students toward persevering in their study.
Performances of Understanding
The focus of the project involves students discovering the world around them to where they begin asking more questions. Particularly, the what and why of patterns. Students will engage in discussions, research, and idea share regarding patterns in nature, evidence, inheritance, numbers, interaction, forensics, etc. The pattern connection is endless and the more the students discover and discuss the more they demonstrate that they are putting together the idea of patterns as part of their world. Through this discovery the idea is that students will also connect mathematical patterns to understanding mathematics. Not just solving problems and getting answers but persevering in discovery of how we count and that this concept of numbers in itself is dealing in patterns.
To begin our adventure every two weeks will introduce a new topic in patterns and one week will be devoted to discussion and sharing while the second week will be strictly for individual and small group discovery. Discovery will be guided but open enough so that students can branch out on their own ideas. The initial assessment will be through a pre-survey that identifies what the students currently know about patterns, what they would like to know, and what is their specific interest in patterns. Assessment will be ongoing and conducted through informal small group discussion as well as whole group discussion and classroom observation. The teacher will keep a journal that contains all students names and observation of student understanding and interactions will be recorded and dated. All students will have one on one conversations monthly with the teacher.
Learning Experiences and Instruction
Context
I teach at Mildred I. Lavizzo Elementary School on Chicago’s far south side in the Roseland community. Our student population is 98 % African American and 98% of our students receive free and reduced lunch. Roseland is an impoverished community with it’s share of gang violence. Our student mobility rate is between 30 and 34 % with many students returning after being gone for six months to a year. The school’s performance scores have been a roller coaster of a ride with the school being on probation for many years before the new administration. In the past four years I have been there we have gone from a Level 3 school to a level 1 then back to a level 2. Currently we are at level 2+ meaning we are close to getting back to level 1. Despite our students life outside of school many of the students are eager to learn and like coming to school. I believe some of their love for school is that school and the classroom is the only constant thing in their lives.
Students each have their own Chromebooks and we have access to a computer lab and media center which allows use of a digital camera. Internet access is readily available with a few exceptions when the CPS system goes down. We have a computer lab and a computer aide person. Most of the multimedia learning exposure comes from teacher knowledge and instruction.
I am the Lead Math Teacher at our school integrating primary, intermediate and middle school classes. Additionally, I am a member of our Network 13 Math Teacher Leader Team. This coming school year I will be teaching from a Network 13 designed Scope and Sequence Schedule that covers all the Common Core Mathematics Standards for the 7th grade and 8th grade levels.
Content
I want my students to become problem solvers. I believe that through this project I can develop the 8th grade students toward becoming mathematicians by teaching problem solving and perseverance. At the heart of Common Core mathematics are the eight Standards for Mathematical Practice. The first standard “Making sense of problems and persevere in solving them” is the verb of mathematics. Today’s successful student doesn’t need to know how to solve routine problems when they enter the work world. What they do need to be able to answer are the non-routine problems. Companies in the 21st Century want people who know how to solve the non-routine problems. In order to do this today’s student has to be able to persevere. If my students get anything out of this project I hope they take away some stamina to work at the hard problems. Know how to tackle the problems that don’t have a set of rules to follow.
Some of the issues I anticipate; being able to demonstrate the how and why it is worthy to build stamina and work at a problem that can not be finished in one hour or one day. Trying to convey why it is important to be able to think on your feet. Why do you need skills in case becoming a rapper, basketball star, or model does not pan out for them in the future.
Pedagogy
The pedagogical approach I will take will include some minor direct instruction with an emphasis on project based learning. Students need to be able to collaboratively research, discuss, and experiment with the idea of patterns and how they interconnect with mathematics and the world around them. Students will have the opportunity and need to synthesize their ideas and findings so that they can present their findings and solutions to the entire class.
Socratic Seminar will be used when appropriate as well as Think-Pair-Share. Students will keep a Learning Log throughout the project so that they have all their research, findings, and collaborations to produce the final website. Many media sites will be used and demonstrated throughout the year so that the students get a plethora of examples and information for which they can use to ground their final project.
Technology
Google Classrooms will be used to keep a schedule of activities and due dates. Google Docs will be used to keep the Learning Logs. Students each have their own Chromebooks which they will use for research, journaling, collaborating, Think-Pair-Share, their final project, and any other appropriate activities.
If allowable those students that have mobile phones will be allowed to use them if needed (this has to be cleared by administration). I would also like to use Facebook or Twitter as we did in our learning so that what we do as a class and what the small groups develop and design can be accessible to everyone in our class. It is my intention that students will be able to create, share and explore through TPACK in the classroom.