Learning Outcome 1 Learning-Centered Teaching Strategies Reflection
Learning-centered teaching strategies were a major focus in creating the active learning notes for MAT0024C Beginning Algebra. Some learning-centered teaching strategies that I utilized were problem-based learning, the use of real-life situations, the cooperative learning strategy of documented problem solving using pairs check, and various formative and summative assessments to see if learning has occurred and to thus measure the learning.
In my research, I became very interested in brain research and how the brain learns. I learned that many brains function well when questions are posed, and the students are asked to find a solution or solutions to the problem. As a result, every section of the active learning notes starts off with a question to be answered. This will engage students in learning in the beginning and in working with the way the brain prefers to function. During the lesson, the students and I will work together to answer the question. At the end of the lesson, the question will be repeated with lines provided for the student to answer the question. If the student is unable to answer the question, then we review the lesson. To enhance the problem-based learning, real life applications will be used when appropriate to engage the students in learning and to help answer the age old question, “When are we ever going to use this stuff?”
AN EXAMPLE OF A QUESTION AND A REAL-LIFE EXAMPLE
I have found that using this technique of questioning truly gets the students involved. I believe many students are just used to being lectured to and are not asked to actively participate in the learning or to discover how and why the lesson works.
Another learning strategy that was utilized was the cooperative learning strategy of documented problem solving with pairs check. Documented problem solving is a classroom assessment technique in which students are required to not only solve the mathematics problem and show their steps, but also document in words what was done at each step. This enhances the learning and gives the students good documentation to study. The technique of documented problem solving is combined with another classroom assessment technique of pairs check. In pairs check, the students are required to work in pairs. On the first problem, Student A solves the problem and writes the explanatory notes while Student B coaches. On the second problem, the roles are reversed. This complete technique allows students to work and learn together.
EXAMPLES OF DOCUMENTED PROBLEM SOLVING WITH A PAIRS CHECK
Q19 Sample, Q19, Q20, Q21, Q22, Q23, Q24, Q25
I have found that using this method of collaborative learning strategy is effective. The students like working together, but they normally find that the stronger student does all the work and that not much learning occurs. In this method, both students are engaged, and it fosters discussions. An unexpected issue occurs at the end of working together: only one document is produced for two students. To solve this problem, I make copies of the work, and every student has a copy.
Finally, to assess if students are learning the material and to get feedback on assessments, another classroom assessment technique will be used: the minute paper. At the end of a class or after an assessment, the students will be asked anonymously to write down their reactions to the lesson or assessment. The comments can be positive or can be used to discuss areas that need to be improved or clarified. At the beginning of the next class, the responses will be addressed.
I have found that using the minute paper really helps the class be more effective. Since the papers are anonymous, students feel free to express themselves and state when they are having problems with the material. After I give an assessment, it also helps to get the students’ feedback to find what areas they learned or did not learn. The most important reason I use this assessment technique is that it really empowers the students, and they feel they are a part of the course and are not just being told what to do. We discuss the feedback and sometimes make changes based on suggestions. The only difficulties I have experienced from using the minute paper is when students feel everything is going well or they understand the material, they do not write any complaints, suggestions, or comments. To alleviate this problem, I may not use the minute paper all the time, and I do not force the students to write the minute paper; I only encourage them. However, the minute paper is a great resource.