reflecting modellingtasks lessonsassessment reflecting

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Modelling Tasks Lessons Assessment Reflecting

Lessons 2

Implementation Challenges


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Modelling Tasks Lessons Assessment Reflecting

Lessons 3



Session 1

Feedback from students and parents

Lessons 4



Objectives

You will have an opportunity to consider possible reactions to modelling from students and parents and how to deal with them.

Lessons 5



Outcomes

You will produce:• lists of arguments that students and parents might

have for and against modelling

• a list of strategies you might use to cope with students and parents who do not like modelling.

Lessons 6



Activity 1

Discussion

Reflect on any feedback you have had from students, parents or colleagues about your implementation of modelling in your mathematics lessons.

Lessons 7



Activity 1

Possible discussion

Imagine ....you have tried integrating modelling tasks into your mathematics lessons. After a lesson some students who do not like these tasks come to you to complain.

Lessons 8



Activity 2

RoleplayWork in pairs – one of you should be a teacher in favour of modelling, the other should be a student who does not like modelling.Write down some arguments supporting your position.Argue with your colleague.

DiscussionHow did you feel during the roleplay?Whose arguments were most convincing?

Develop the list of arguments that might convince students about the value of modelling in mathematics

Lessons 9



Activity 3

Focus on parents

Alternative A Alternative B

Lessons 10



Activity 3 (A)

Discussion

Imagine ....you try to integrate modelling into mathematics lessons and after some time there is a parents‘ evening at which a number of parents tell you that they do not like the new methods and do not understand why you have changed your way of teaching. They say,•the teacher should explain the rules of mathematics first•weak students need rules and procedures they can work with

Lessons 11



Activity 3 (A)

Work in groups to prepare responses to the parents.

Lessons 12



Activity 3 (B)

• Imagine there is a parents‘ consultation at your school. Some parents do not understand why you are using a modelling approach in your mathematics lessons.

• The whole group will have a debate. Four participants will take the role of questioning parents who are quite negative about modelling. Four will take the role of teachers who support modelling.

• Each group should take up to five minutes to put their case. This can be followed by a period of question and answer.

Lessons 13



Activity 4

Discussion

Why might some students / parents react negatively towards modelling?

The thoughts of some students are given in Resource R.2.1.

Lessons 14



Activity 4

What are students‘ beliefs about mathematics?

How do students develop their beliefs?

How do students react to modelling tasks?

Lessons 15



Activity 4

Discussion

What can be done in order to avoid negative reactions to modelling by students and parents?

Lessons 16



Activity 5

Consider ways in which you might inform parents about modelling and its role in mathematics.

You could:• prepare a poster• prepare a powerpoint presentation• write a letter that could be sent home• make a small booklet

Lessons 17



Objectives

You will have an opportunity to consider possible reactions to modelling from students and parents and how to deal with them.

Lessons 18



Teacher diaries

Don‘t forget to use your teacher diary to:• Reflect on the session• Collect and record useful material that may have been

developed by you and colleagues

Lessons 19



Session 2

Organisational constraints

Lessons 20



Objectives

You will have an opportunity to reflect upon and consider the way in which features of the organisation in which you work might hinder you in your attempts to integrate modelling into your classroom practice.

You will discuss ways of overcoming constraints.

Lessons 21



Outcomes

You will produce a poster of possible organisational constraints that might hinder the introduction of modelling into mathematics teaching and learning and ways that these might be overcome.

Lessons 22



Activity 1

Discusssion (using think – pair – share)

Consider how features of your school might make the introduction of modelling in mathematics teaching problematic.

How can difficulties be overcome?

Lessons 23



Activity 1

Discusssion

What aspects of the organisational structures and frameworks of schools can hinder the integration of modelling into mathematics lessons?

How can these be overcome?

Lessons 24



Activity 2

Watch a video of a teacher who worked to overcome constraints that might have stopped her integrating modelling into her teaching.

Are her suggestions likely to be useful in your situation?

Lessons 25



Outcomes

You will produce a poster of possible organisational constraints that might hinder the introduction of modelling into mathematics teaching and learning and ways that these might be overcome.

Lessons 26



Objectives

You will have an opportunity to reflect upon and consider the way in which features of the organisation in which you work might hinder you in your attempts to integrate modelling into your classroom practice.

You will discuss ways of overcoming constraints.

Lessons 27



Teacher diaries

Use your teacher diary to record some startegies that might prove useful to you in overcoming difficulties towards introducing modelling when working in your particular school.

reflecting modellingtasks lessonsassessment reflecting

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