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Tim Arundell

open ended maths tasks - 0 views

sln.fi.edu/math2

math mathematics Open ended maths tasks

shared by Tim Arundell on 31 Aug 09 - Cached
  • Tim Arundell on 31 Aug 09
     
    Open ended maths tasks suitable for Years 3-6
Andrew Williamson

Open-Ended Math Problems - 0 views

fi.edu/index.html

math problemsolving openended mathematics Level4

shared by Andrew Williamson on 10 Jul 11 - Cached
  • Andrew Williamson on 10 Jul 11
     
    Some good problem solving open ended maths problems for middle school students or advanced primary school
Andrew Williamson

10 Google Forms for the Classroom | ICT in my Classroom - 0 views

tbarrett.edublogs.org/...comment-page-1

google apps Google Forms forms online data collection

shared by Andrew Williamson on 05 Sep 09 - Cached
  • For your weekly spelling test use simple 1-10 or 1-20 numbered form (with a name question too of course) and ask the children to type in their answers as you read out the list of words. Once these are submitted apply formula to judge if they are correct or not and it becomes self marking.
    • Andrew Williamson
      Andrew Williamson on 05 Sep 09
       
      If we had a 1:1 program and we used Google forms our data collection and analysis would become very efficient.
  • Andrew Williamson on 05 Sep 09
     
    Another useful post by one of my favourite Edubloggers. This guy just keeps on keeping on! This post is about google forms and how they can be used in the classroom. I used Google forms to create the staff survey on the 1:1 program. Imagine the students using this for the end of the week spelling test or maths diagnostics or any of these data collecting excersises completed using google forms and then instantly sent to a spread sheet.
carmela guglielmino

Interactives . 3D Shapes . Polyhedron - 0 views

www.learner.org/...3d.html

Level 3 ad 4

shared by carmela guglielmino on 06 Mar 10 - Cached
  • carmela guglielmino on 06 Mar 10
     
    Awesome site for definitions, activities, glossary and interactive shapes. There are also mini tests at the end of each section.
Andrew Williamson

Squares of Differences: subtraction practice toward a greater purpose | math for love - 0 views

mathforlove.com/...squares_of_differences

math problemsolving student interactive subtraction game Level2 Level3 Level4

shared by Andrew Williamson on 10 Jul 11 - No Cached
  • Andrew Williamson on 10 Jul 11
     
    This is a great example of one maths lesson that is open ended to suit the differentiated class. Step by step instructions on how to do it. 
kynan robinson

What Is Integrated Curriculum? - 0 views

www.ascd.org/...tegrated-Curriculum%C2%A2.aspx

pbl clp creativity project integrated

shared by kynan robinson on 18 Apr 12 - No Cached
  • Can making wind and rain machines improve the reading comprehension and writing scores of elementary students on the Florida Comprehensive Assessment Test? Do students really learn math by learning to clog dance? When students spend after-school time participating in a microsociety that reflects the roles of real life, will their test scores in math and reading improve?
  • Lee's students have shown more than 100 percent gains in comprehension and writing on the FCAT.
    • kynan robinson
      kynan robinson on 18 Apr 12
       
      Its sad that we even have to ask these questions, what about increased levels of creative thought, or deeper understanding of social interactions etc etc etc
  • ...28 more annotations...
  • Lee claims that when she teaches science concepts she also teaches students to think and write in the structured, coherent ways required on standardized tests
  • What exactly is integrated curriculum? In its simplest conception, it is about making connections. What kind of connections? Across disciplines? To real life? Are the connections skill-based or knowledge-based?
  • we defined three approaches to integration—multidisciplinary, interdisciplinary, and transdisciplinary
  • Multidisciplinary approaches focus primarily on the disciplines.
  • When teachers integrate the subdisciplines within a subject area, they are using an intradisciplinary approach
  • Through this integration, teachers expect students to understand the connections between the different subdisciplines and their relationship to the real world.
  • In this approach to integration, teachers organize the curriculum around common learnings across disciplines. T
  • ey chunk together the common learnings embedded in the disciplines to emphasize interdisciplinary skills and concepts.
  • They are learning the interdisciplinary skill of communication (thinking and writing in a structured and coherent way).
  • In the transdisciplinary approach to integration, teachers organize curriculum around student questions and concerns (see Figure 1.3). Students develop life skills as they apply interdisciplinary and disciplinary skills in a real-life context. Two routes lead to transdisciplinary integration: project-based learning and negotiating the curriculum
  • Project-Based Learning. In project-based learning, students tackle a local problem. Some schools call this problem-based learning or place-based learning. According to Chard (1998), planning project-based curriculum involves three steps:
  • Teachers and students select a topic of study based on student interests, curriculum standards, and local resources. The teacher finds out what the students already know and helps them generate questions to explore. The teacher also provides resources for students and opportunities to work in the field. Students share their work with others in a culminating activity. Students display the results of their exploration and review and evaluate the project.
  • Negotiating the Curriculum. In this version of the transdisciplinary approach, student questions form the basis for curriculum.
  • Studies of project-based programs show that students go far beyond the minimum effort, make connections among different subject areas to answer open-ended questions, retain what they have learned, apply learning to real-life problems, have fewer discipline problems, and have lower absenteeism
  • The boundaries of the disciplines seemed to dissolve abruptly.
  • The essential difference between the three approaches was the perceived degree of separation that existed between subject areas. Given our experiences at the time, both of us believed that the three approaches fit on an evolutionary continuum.
    • kynan robinson
      kynan robinson on 18 Apr 12
       
      all education is evolutionary which is why we need to keep studying, reading investigating asking questions
  • suggests that even intradisciplinary projects should include math and literature/media to be rich and vibrant
  • backward design process.
  • We believe that educators will continue to experience deepening connections as they become more experienced in this area.
  • Real-life context Student questions
  • Coplanner Colearner Generalist/specialist
  • Disciplines identified if desired, but real-life context emphasized
  • All knowledge interconnected and interdependent Many right answers Knowledge considered to be indeterminate and ambiguous
  • Student questions and concerns Real-world context
  • Interdisciplinary skills/concepts stressed
  • shift
  • Interdisciplinary skills and disciplinary skills applied in a real-life context
  • kynan robinson on 18 Apr 12
     
    great overview of different approaches to integrated  Curriculum
Melody McC

Maths Resources - Black Douglas - 0 views

This is a useful maths resources that is affiliated with Maths 300. Provides additional information to Maths 300, as well as student work samples. http://www.blackdouglas.com.au/taskcentre/

maths open ended

started by Melody McC on 14 Dec 11 no follow-up yet
Andrew Williamson

: Netbooks, Notebooks, and Smartbooks - 0 views

beta.aalf.org/...view

shared by Andrew Williamson on 12 Aug 09 - Cached
  • I agree. I presented to a Board of Trustees meeting here in NZ last night about this. The BOT wanted to buy IWBs for each classroom - high-end ones at up to $7000 NZ a piece. I showed them some of the research and white papers and then showed them what they could buy as an alternative - being a lot of netbooks giving individual kids a load more power - be interesting to see what they do. One BOT member asked me if schools are now obsolete. My response was that schools are not obsolete but their walls are.
    • Andrew Williamson
      Andrew Williamson on 12 Aug 09
       
      Quote for 1:1 as opposed to IWB
Andrew Williamson

Quia - Fraction/Decimal/Percent Jeopardy - 0 views

www.quia.com/34887.html

math mathematics fractions decimals open-ended maths task

shared by Andrew Williamson on 31 Aug 09 - Cached
  • Andrew Williamson on 31 Aug 09
     
    This is great site that coverts fractions to decimals its a game
Andrew Williamson

nrich.maths.org :: Mathematics Enrichment :: February 2010 Front Page - 1 views

nrich.maths.org/index.php

mathematics Interactive student interactive teacher interactive Level1 Level2 Level3 Level4

shared by Andrew Williamson on 26 Feb 10 - Cached
  • Andrew Williamson on 26 Feb 10
     
    This looks like an amazing site with loads of activities for teachers and students. Amazing when do people find the time to put this together and who is paying for it?
  • Matthew Berrisford on 04 May 10
     
    Yep Andrew, total agree! Not quite sure how the stages relate to VELS. But loads of open ended problems and games. Seems to have activities for just about all of the different areas of the Maths cirriculum.
kynan robinson

Project-Based Learning: A Short History | Edutopia - 0 views

www.edutopia.org/project-based-learning-history

Project-Based pbl learning theory

shared by kynan robinson on 11 Oct 11 - No Cached
  • Projects are typically framed with open-ended questions that drive students to investigate, do research, or construct their own solutions.
  • How can we reduce our school's carbon footprint? How safe is our water? What can we do to protect a special place or species?
  • How do we measure the impact of disasters? Students use technology tools much as professionals do -- to communicate, collaborate, conduct research, analyze, create, and publish their own work for authentic audiences. Instead of writing book reports, for instance, students in a literature project might produce audio reviews of books, post them on a blog, and invite responses from a partner class in another city or country.
  • ...2 more annotations...
  • it consistently emphasizes active, student-directed learning
  • Learning to read is no longer enough. Today's students must to be able to navigate and evaluate a vast store of information. This requires fluency in technology along with the development of critical-thinking skills
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