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Using the Group work and Discussion Practices of the Algebra Project To Engage Students In Math. DACTM / MDSTA 2013 Peter Benson , Woodrow Wilson Fellow, FlexTech High School, Brighton, pbenson@umich.edu - PowerPoint PPT Presentation

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Using Creative Writing in the Biology Classroom to Engage Students in NGSS Practices

Using the Group work and Discussion Practices of the Algebra Project To Engage Students In MathDACTM / MDSTA 2013

Peter Benson, Woodrow Wilson Fellow, FlexTech High School, Brighton, pbenson@umich.eduKathlyen Harrison, Woodrow Wilson Fellow, Northwest High School, Jackson, kathharr@umich.eduCharles Dershimer, Director Woodrow Wilson Fellowship Program, UM

1OverviewWhat is the Algebra Project?Teaching contextWhat the Algebra Project looked like for usLessons learnedHow we are applying it todayI would plan on talking about how you all used key features of the Algebra project when you were student teaching and how each of you used these activities to use group work in math. You can both describe how you are using the principals now in your current jobs as well. Start with a hook about the problem you wanted to solve, each of you should tell a story of what you did and how how you are using ideas now, show some specific examples of what you did and are doing, how the activities allowed you to use group work with kids, and then end with a key take away of some pluses and deltas. Leave time for questions at the end.

2What is the Algebra Project?Founded by Bob Moses to specifically address achievement among the poor, low-achievingExperiential Curriculum from daily handout(s)Work in groups of 3-4Emphasis on inquiry, probing questionsCollaborative and individual workPublic presentation of thinkingAre you going to take yourself seriously?I would plan on talking about how you all used key features of the Algebra project when you were student teaching and how each of you used these activities to use group work in math. You can both describe how you are using the principals now in your current jobs as well. Start with a hook about the problem you wanted to solve, each of you should tell a story of what you did and how how you are using ideas now, show some specific examples of what you did and are doing, how the activities allowed you to use group work with kids, and then end with a key take away of some pluses and deltas. Leave time for questions at the end.

3Teaching contextYpsilanti High SchoolAlgebra, pre-calculus, physics, calculusAlgebra students taking algebra for second timePre-calculus and calculus students were, on average, higher achieving1 mentor teacher (4 years experience with AP), two teaching interns

I would plan on talking about how you all used key features of the Algebra project when you were student teaching and how each of you used these activities to use group work in math. You can both describe how you are using the principals now in your current jobs as well. Start with a hook about the problem you wanted to solve, each of you should tell a story of what you did and how how you are using ideas now, show some specific examples of what you did and are doing, how the activities allowed you to use group work with kids, and then end with a key take away of some pluses and deltas. Leave time for questions at the end.

4First project: Setting the stage

5Make-Do

6Make-Do

7Make-Do

8Two months later

9Billiards

10Billiards

11Billiards experience

Classroom

Personal lessons learnedIt takes time to get buy in from students: when are you going to start teaching us?Older, high achieving students more resistant at outset, but most embraced it later in yearStart introducing Algebra Project approach to students earlier?Apply across the curriculum?I would plan on talking about how you all used key features of the Algebra project when you were student teaching and how each of you used these activities to use group work in math. You can both describe how you are using the principals now in your current jobs as well. Start with a hook about the problem you wanted to solve, each of you should tell a story of what you did and how how you are using ideas now, show some specific examples of what you did and are doing, how the activities allowed you to use group work with kids, and then end with a key take away of some pluses and deltas. Leave time for questions at the end.

14FlexTech High Schoolteaching math, physics, and computer sciencemath: ALEKS-based, dispersed progress, poor fit for collaboration, good fit for projectsphysics: online labs, experiential, student choicecollaborative work difficult to manage for upper level students with flexible scheduleswork published onlinecomputer science: closest fit to Algebra Project15Publishing their work

16Why this is useful and neededStudents ALWAYS have knowledge gaps and NEVER enough time to reteach what is neededRange of gaps and abilitiesIncreased one on one and small group support from staff and peersChallenging for all through the use of questioning practicesAllows for self reflection and individualized help

BenefitsRetentionHigher Order ThinkingDeveloping reflection skillsKnowing they can do itDevelops their thinking patterns and helps and provides a new way of thinking and learning.Foster academic communication and peer supportWhat I Took AwayStudents understand things at different times and shouldnt be penalized.They need to feel successful in math, which is a difficult feeling for them to get.Showing that you care about them as students and people.They will improve if you give them the chance to do so and the opportunity to show you.Display student work, they take pride in it.NorthwestRough StartAdaptations~ every class is differentSuccesses in student understandingDemonstration of learning and growthAcademic and personal growth of studentsI wish every math class could be taught this way starting in elementary school. ~ Student

Room Set-Up

Teams provide support for understanding and foster academic communication.21Demonstration of Learning

Student work wall where they can share pictures, tests, stories, and anything else they are proud of. 22