Group items tagged

Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends

the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

They justify their conclusions, communicate them to others, and respond to the arguments of others.

I have a group that watches the videos the night before and then uses class time (extremely effectively, I might add) to work through challenge problems, labs, quizzes, and projects. In the same class, I have two students that work 30-35 hours each week outside of school. They use the class time to watch the videos together and then move forward. They rarely do chemistry at home, which is fine with me. Yet a third group does most of their chemistry at home, checks with me in class, and then moves on to geometry for the rest of the period. Each group is totally different than the others, but they are still learning.

The problem, I began to realize, was my own understanding of how the iPads should be utilized in the classroom. I had seen them as a supplement to my pre-existing curriculum, trying to fit them into the structure of what I’d always do

ne. This was the wrong approach: To truly change how my classroom worked, I needed a technology-based redefinition of my practice.

Here are five lessons I’ve learned about redefining classroom instruction with technology—whether iPads or other tools.