Parent Math Night Goals for the Meeting Inform about changes to the math curriculum Model classroom organization and environment Model ‘Constructivist’ or ‘Problem-Based Learning’ in.
Download ReportTranscript Parent Math Night Goals for the Meeting Inform about changes to the math curriculum Model classroom organization and environment Model ‘Constructivist’ or ‘Problem-Based Learning’ in.
Slide 1
Parent Math Night
1
Slide 2
Goals for the Meeting
Inform about changes to the math curriculum
Model classroom organization and
environment
Model ‘Constructivist’ or ‘Problem-Based
Learning’ in mathematics
Provide tips for parents to support learning at
home
Provide supporting research and articles
2
Slide 3
Agenda
Introduction/Welcome/Goals
Activity # 1 - Blast From the Past
Activity # 2 - Math Through the Years
Activity # 3 - Let’s Do Some Math
Brain Pyramid
How the Brain Works
Activity # 4 – Represent ’12’
Discussion/Questions/Wrap-Up
3
Slide 4
Activity # 1 – Free-Time
Activities
What activities and
games does your
child engage in?
What types of activities
and games did you
engage in when you
were the same age?
4
Slide 5
Activity # 2
Brainstorm in your group, what a typical
math classroom environment was like when
you were a child
Children process knowledge differently –
they are ‘digital natives’
Children come with different background
experiences than we did, as learners
The role of the ‘teacher’ has changed in the
learning process
“The person who is doing the ‘talking’,
‘writing’, ‘word processing’ is the person who
is doing the learning.” Pat Wolfe Educator/Writer 5
Slide 6
Quote from Roland Barth
“Learning by Heart” Jan. 2004
In 1950, children graduated from high school
knowing 75% of what they would need to
know to be successful in the world.
In the year 2000, the estimate is that
graduates of our schools leave knowing
perhaps 2% of what they will need to know
in the years ahead because 98% is not yet
known and is still to come!
What relevance does this have to our education system?
6
Slide 7
WNCP (Western/Northern Canadian Protocol)
One of the learning outcomes from
the new math curriculum states,
“Using a personal strategy...”
(found in grades 2, 3, 4 –
Developing Number Sense)
7
Slide 8
Activity # 3 –
Let’s do Some Math
53 – 28
Solve this problem without using paper and
pencil
Reflect on the mental process that you used
Represent your thinking on paper
Share your representation
8
Slide 9
9
Slide 10
“It’s not how smart you are,
but how you are smart”
Howard Gardner,
Harvard University, Researcher
10
Slide 11
Learning Pyramid: Average
Retention after 24 Hours
Audiovisual
Practice by doing
Discussion
Teaching others
Reading
Demonstration
Lecture (Tell)
5%
10%
20%
30%
50%
75%
90%
Try to match the ‘Teaching Style’ to the percentage retained.
11
Slide 12
David Sousa: “How the Brain Learns”
Average Retention Rate after 24 hours
Lecture (Tell)
5%
Reading
10%
Audiovisual
20%
Demonstration
30%
Discussion Group
50%
Practice by Doing
75%
Teach Others: Immediate Use of Learning
90%
Slide 13
Activity # 4
Represent ‘12’ in as many ways
as possible.
13
Slide 14
14
Slide 15
How do I help at home?
Be positive
Make math fun
Ask questions like,“How do you know?”
Honour multiple ways of solving problems – traditional
algorithms are only one way of computation
Ask your child real-life problems when you are driving,
shopping, cooking...
Using money – making change, adding coins
Ask if your child can show you in another way.
Playing games –
Cribbage, chess, counting board games, puzzles, brain
teasers
Realize struggle is, at times, the bridge to understanding.
15
Slide 16
“Involvement is an
essential element.”
You are one of your child’s most valuable
resources. We applaud your continued
efforts to stay involved and learn about
ways to support your child’s mathematical
development. Together, with families,
educators can provide all students with
the highest quality of mathematics
education.
16
Slide 17
Wrap-Up
Games with Manipulatives
Articles for parents
Questions
17
Slide 18
Biographies
Marilyn Burns http://www.mathsolutions.com/
David Sousa
http://www.brainconnection.com/gen/?main=conf/nov
00/sousa-int
Roland Barth
http://www.edutopia.org/php/people.php?id=C51639
4
Howard Gardner
http://www.infed.org/thinkers/gardner.htm
John Van de Walle
http://www.bctf.bc.ca/bcamt/nw2003/John_VandeWal
le_bio.htm
Marc Prensky http://www.marcprensky.com/
18
Pat Wolfe
http://www.patwolfe.com/index.php?pid=99
Parent Math Night
1
Slide 2
Goals for the Meeting
Inform about changes to the math curriculum
Model classroom organization and
environment
Model ‘Constructivist’ or ‘Problem-Based
Learning’ in mathematics
Provide tips for parents to support learning at
home
Provide supporting research and articles
2
Slide 3
Agenda
Introduction/Welcome/Goals
Activity # 1 - Blast From the Past
Activity # 2 - Math Through the Years
Activity # 3 - Let’s Do Some Math
Brain Pyramid
How the Brain Works
Activity # 4 – Represent ’12’
Discussion/Questions/Wrap-Up
3
Slide 4
Activity # 1 – Free-Time
Activities
What activities and
games does your
child engage in?
What types of activities
and games did you
engage in when you
were the same age?
4
Slide 5
Activity # 2
Brainstorm in your group, what a typical
math classroom environment was like when
you were a child
Children process knowledge differently –
they are ‘digital natives’
Children come with different background
experiences than we did, as learners
The role of the ‘teacher’ has changed in the
learning process
“The person who is doing the ‘talking’,
‘writing’, ‘word processing’ is the person who
is doing the learning.” Pat Wolfe Educator/Writer 5
Slide 6
Quote from Roland Barth
“Learning by Heart” Jan. 2004
In 1950, children graduated from high school
knowing 75% of what they would need to
know to be successful in the world.
In the year 2000, the estimate is that
graduates of our schools leave knowing
perhaps 2% of what they will need to know
in the years ahead because 98% is not yet
known and is still to come!
What relevance does this have to our education system?
6
Slide 7
WNCP (Western/Northern Canadian Protocol)
One of the learning outcomes from
the new math curriculum states,
“Using a personal strategy...”
(found in grades 2, 3, 4 –
Developing Number Sense)
7
Slide 8
Activity # 3 –
Let’s do Some Math
53 – 28
Solve this problem without using paper and
pencil
Reflect on the mental process that you used
Represent your thinking on paper
Share your representation
8
Slide 9
9
Slide 10
“It’s not how smart you are,
but how you are smart”
Howard Gardner,
Harvard University, Researcher
10
Slide 11
Learning Pyramid: Average
Retention after 24 Hours
Audiovisual
Practice by doing
Discussion
Teaching others
Reading
Demonstration
Lecture (Tell)
5%
10%
20%
30%
50%
75%
90%
Try to match the ‘Teaching Style’ to the percentage retained.
11
Slide 12
David Sousa: “How the Brain Learns”
Average Retention Rate after 24 hours
Lecture (Tell)
5%
Reading
10%
Audiovisual
20%
Demonstration
30%
Discussion Group
50%
Practice by Doing
75%
Teach Others: Immediate Use of Learning
90%
Slide 13
Activity # 4
Represent ‘12’ in as many ways
as possible.
13
Slide 14
14
Slide 15
How do I help at home?
Be positive
Make math fun
Ask questions like,“How do you know?”
Honour multiple ways of solving problems – traditional
algorithms are only one way of computation
Ask your child real-life problems when you are driving,
shopping, cooking...
Using money – making change, adding coins
Ask if your child can show you in another way.
Playing games –
Cribbage, chess, counting board games, puzzles, brain
teasers
Realize struggle is, at times, the bridge to understanding.
15
Slide 16
“Involvement is an
essential element.”
You are one of your child’s most valuable
resources. We applaud your continued
efforts to stay involved and learn about
ways to support your child’s mathematical
development. Together, with families,
educators can provide all students with
the highest quality of mathematics
education.
16
Slide 17
Wrap-Up
Games with Manipulatives
Articles for parents
Questions
17
Slide 18
Biographies
Marilyn Burns http://www.mathsolutions.com/
David Sousa
http://www.brainconnection.com/gen/?main=conf/nov
00/sousa-int
Roland Barth
http://www.edutopia.org/php/people.php?id=C51639
4
Howard Gardner
http://www.infed.org/thinkers/gardner.htm
John Van de Walle
http://www.bctf.bc.ca/bcamt/nw2003/John_VandeWal
le_bio.htm
Marc Prensky http://www.marcprensky.com/
18
Pat Wolfe
http://www.patwolfe.com/index.php?pid=99