Tiffany's Blog

EDCP 342A Curricular Micro Teaching Brianna, Jing, & Tiffany Grade: 9 Subject: Mathematics Date: November 1, 2017 Duration: 15 Minutes Topic Algebra Tiles Lesson Objectives How to represent polynomials using algebra tiles Materials Needed Algebra tiles for each student/group Lesson Overview Intro Introduce algebra tiles ·        Explain what each tile represents ·        Get students to find the tiles as you explain them 2 minutes Presentation Introduce the zero principle ·        Show students how the zero principle allows us to add or remove tiles without changing the equation ·        Only works for tiles which are the same size and shape (like terms) ...

• Is mathematics 'neutral', or is it connected with social/ environmental justice? I think it is connected with social / environmental justice.  We all live in our community, in our society. No one can ever be truly independent. Some people may say they live alone. But every time they buy something and every time they use any product, they already connect with other people. So I think connections are everywhere in our world. And numbers or math will be so powerful when it connects with social / environmental justice. People will be impressed by a series of numbers and realize how serious social and environmental problems are. I think math could give people a more straightforward impression and that is why scholars usually list numbers as supports to prove their points.   • What are your ideas about the author's intentions in writing this textbook? I think it is very impressive to connect math world with social / environmental justice. This article really makes ...

The following pictures are the reflections from my group: Self-Reflection:  I think in this lesson, I have found some problems of my teaching. The first problem is the time management.  I think making a bracelet is simple, but actually my classmates all felt 10 mins are not enough at all. Moreover, I think next time I should show them how to do step by step more specifically. Maybe weaving with them at the same time, so they can follow my steps. Instead of teaching one student one time, I think working together will be more effective.  

Subject: Art Class: EDCP 342A Date: Oct.18 Duration: 10 mins Lesson Overview A Micro Lesson about how to use two strings to make a bracelet look like the  following picture: Class Profile Small group of 4-5. Big Idea(s) Use simple materials to make our life more wonderful. Literacy Objectives   Students will be able to use two strings to make a bracelet. Materials and Equipment Needed for this Lesson Strings – 2 for each student; Tape for fixing 2 strings on the table at the beginning. Lesson Stages What the teacher will be doing What the students will be doing Time 1 “Hook” & Introduction Teacher will show students the finished bracelet first and give strings to each student. Observing the finished bracelet.  Take strings and start to try first.   ...

Three 'stops' that I had when learning about the fraught history of mathematics education in North America The first place I stopped: The conservative and progressive comparing table. When I went through this table, I could not stop to think about my math studying experience and compare with it. I think my learning experience has both conservative and progressive sides. Firstly, in my high school, the most important thing for students is to try their best to get higher marks in exams. Students use their marks to show whether they are good students or not. Parents and teachers’ approvals become a large part of students’ motivation. And if you want to get good marks, you should follow your teacher. In other words, we must finish lots of math assignments every day to make sure we have understood what we learnt in that day. The exams always have the unique correct answers. In this way, I think my secondary math study could be considered as conservative study. But I still reme...

Two 'stops' I have in this article The first thing that stopped me was the “compliant behaviors” Eisner mentioned. It really makes me think a lot. Based on my learning experience, I think almost every teachers ask students to follow their requirements. For example, students are asked to hand in homework on time otherwise they will get zero. And many teachers in my high school and university used the reward systems, too. Sometimes they offered extra marks to the students who finish more readings, and sometimes they offered some special treatments for the students who were good at these specific subjects, for example, if you get “A” in all first 5 quizzes, you can skip the 6 th one. I think the reward system really has double edges. On the one hand, it will become a good tool for teachers to using positive reinforcements. And in this way, students may have extrinsic motivation to study harder. On the other hands, I think it will bring some problems. Students are not willing t...

My TPI results are shown below. Transmission Total: (Tr): 31 (B = 11; I = 9; A = 11) Apprenticeship Total: (Ap): 39 (B = 14; I = 13; A = 12) Developmental Total: (Dv): 35 (B = 10; I = 14; A = 11) Nurturing Total: (Nu): 42 (B = 14; I = 13; A = 15) Social Reform Total: (SR): 33 (B = 12; I = 12; A = 9) Beliefs total: (B) 61 Intentions total: (I) 61 Action total: (A) 58 Mean: (M) 36 Standard Deviation: (SD) 4 Dominant Threshold: (HIT) 40 Recessive Threshold: (LOT) 32 Overall Total: (T) 180 As can be seen, my Beliefs and Intentions numbers are same if we consider them in total.  I feel it is very interesting because I think this result might mean I will try to follow my beliefs and make them come true. And I think because now I don't have much experience of teaching in real world, my action numbers are lower than other two. I am not surprised that my Transmission and Social Reform numbers are lower than other three, because I am not very interested...

My Math & Art Project is “The symmetric 4-color simple imperfect square”. Ashley and I spent the whole weekend working on it. At the beginning, we were considering to use weave to rebuild this model. But when we started to rebuild, we found it is impossible to build this imperfect square only by weaving. Because the extended lines of squares in this model are not perpendicular, we cannot use weaving only to build it. Then we considered to add Fabric art and Chinese knot into our project. The crossing knot perfectly matches the center squares. It is so excited for me not only because we finally figure out how to build this center parts, but also because we add Chinese culture elements into our project. The whole rebuilding process is so interesting! We have chances to bring up new ideas and test these ideas. And during the whole process, we need to do deeper in our topic and figure out how it works. And when we try to combine Math world with Real world, it really needs us to use cr...