Math in one-to-one
When I was in Tina Jada's class, I saw students actively engaged, engrossed in their learning the standards at a deeper level, with a context for why they were learning and when they'd use these standards in the real world.
Here's a glimpse into her 7th grade class:
Different teachers, different approaches, great learning
When I was in Valinda Wells' class, I saw more great learning. Her class started with a quick review for students to start on their own. After a short amount of time, Ms. Wells' showed a Screenr video modeling her solving the problems, her metacognition throughout, and how she deduced the correct answer. While she played the video, Wells was free to walk around to provide feedback, check for understanding, or guide learners if needed.
Next, the students quickly moved to new places in the room. Ms. Wells grouped them based on their learning styles, interests, and readiness. While she'd work with one group, the others were learning from online tutorials or other interactive online content.
One group worked on math projects. Ms. Wells offered a few different projects based on interest and readiness. Both projects required converting percentages to decimals, calculating sales tax, tips, discounts, and totals.
One project was a Menu Project:
Ms. Wells designed the learning in her classroom based on task analysis and learning styles. She grouped them according to pre-test data and ongoing formative assessment.
Having the content online provided the students with multi-media tutorials and interactive learning. It also gave Ms. Wells the opportunity to work with all the students, tailoring instruction to their individual needs.
Both teachers had different styles, and both focused on the learning. They made math relevant and connected to the real world.
- What did you notice about the learning in these two rooms?
- Is there an advantage to learning math in one-to-one classrooms?