Saturday, December 26, 2015

FIS Numerology

"When will I ever use this in real life?"

This is one of the most common questions asked by students on a daily basis. As teachers, we should always try to break the barrier between school walls and the real world; to bridge the gap between what happens in the classroom and what actually takes place "out there" in the real world. Students should not only learn certain concepts and skills, but rather how they can apply what they have learned in the real world. This, in my opinion, is the essence of education.

We are currently at the end of our third unit in math, which is centered around decimals, percentages, and fractions. This unit will soon culminate with a summative assessment, whereby students will use the knowledge, skills, and concepts they have learned during this unit in order to complete their summative assessment.

When first planning this unit, like our students, we also asked ourselves, "How will our students use decimals, percents, and fractions in the real world?" Real-world applications are endless, and the challenge was in creating a structured, inquiry-based lesson that allows students to explore how they can use decimals, percents, and fractions. Through collaborative planning, we came up with FIS Numerology, which involves quantifying personal and cultural expression by using different forms of numbers (i.e. fractions, decimals, and percents).

FIS Numerology was a four-day, project-based learning experience. Our students were divided into groups, and given a survey topic related to personal and cultural expression. They had to come up with their own responses, and then conduct a survey by visiting classrooms and staff rooms. After gathering their data in the form of a tally chart, they had to convert it into fractions, decimals, and percents. The next step was to display their calculated percentages in a hand-made double-bar graph. Students had to also incorporate a technological aspect, where they learned how to input data and create a bar graph using Microsoft Excel. All of this culminated with a display of their work, a Gallery Walk activity, and a personal reflection of what they learned from this in-class project.

As a result, our students were able to quantify student and staff's personal and culture expression. They learned how to apply percents, fractions, and decimals in the real world as a means of conducting surveys to gather, interpret, and display data. I'm truly proud of their work!

Wednesday, December 23, 2015

Powers of 10 Lapbook

Earlier this year, my students created lapbooks to learn about multiplying and dividing by powers of 10. These lapbooks involve identifying powers of 10 less than and greater than 1, and the rules for how to multiply and divide with powers of 10. After creating their lapbooks, they then used them as a guide to complete both their classwork and homework. My students were able to express themselves through their creative lapbooks, which also enriched their learning process!

The template for this lapbook is available for purchase in my TPT store. This is the first lapbook I created, and there will be definitely be more to come!


Thursday, October 1, 2015

Looping...Yet Again!

"Looping, in eduction, refers to the practice of a teacher remaining with the same group of students for more than one school year. For example, a teacher who teaches a third grade class and then goes on to teach the same students, the following year, for the fourth grade." (Wikipedia)

I was introduced to the term "looping" a bit over a year ago during a series of EdTech workshops. It was summer time back then, and I was looking forward to moving up with the same group of students from fourth (4M) to fifth grade (5M). It felt exciting to get a chance to continue with the education process where I had left it as opposed to starting allover again with a new group of students. Another year passed by, and I'm still with the same group of students (6M)! Unlike the previous two years however, I only teach them two sixth grade subjects (math and science) along with teaching math to three other sixth grade classes.

Looping with the same group of students has been both a unique and enriching experience. It gave me a chance to continue building upon my students' knowledge as they moved up to new grade levels. It also beame easier to design inquiry-based lessons that suit each of my students' learning styles.

Although there are disadvantages to looping (i.e. students not being able to adapt to changing environments due to interactions with the same teacher and classmates), they are outweighed by the its benefits. I've enjoyed watching my students grow in all aspects (i.e. intellectual, academic, physical, etc.) and acheiving highler levels of success.