tag:blogger.com,1999:blog-4041971344716475391.post770737340421290355..comments2023-06-26T10:20:50.820-04:00Comments on Mr So's Classroom: My own developmental learning todayMr Sohttp://www.blogger.com/profile/06820164014431578634noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-4041971344716475391.post-23069519031044520222013-12-15T11:57:45.211-05:002013-12-15T11:57:45.211-05:00Aviva there are a couple of previous blog posts yo...Aviva there are a couple of previous blog posts you can check: one is http://mrsoclassroom.blogspot.ca/2013_05_01_archive.html and the other is in October. I have a list of questions too but need to find them. Will send them once I have them. Thanks for the comment again.Mr Sohttps://www.blogger.com/profile/06820164014431578634noreply@blogger.comtag:blogger.com,1999:blog-4041971344716475391.post-7289734927280643172013-12-15T08:26:19.596-05:002013-12-15T08:26:19.596-05:00This does help, & is great to know. Do you hav...This does help, & is great to know. Do you have any specific examples of questions you used to scaffold this learning for students? I'm trying to get a better picture in my head.<br /><br />Thanks!<br />Aviva Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-4041971344716475391.post-46292160003094830942013-12-14T21:29:50.137-05:002013-12-14T21:29:50.137-05:00So I don't know what happened to my reply but ...So I don't know what happened to my reply but I will try it again. Aviva, your questions are great ones and ones that actually formed my thesis. I wanted to explore how to make math more impactful and if my teaching through questioning and facilitation would help. Well it did. Through carefully planted questions, ones that pushed their thinking beyond or ones tha built upon their knowledge helped push students a long the continuum of learning. I think that this is how we can help our students feel more successful. We have to know when they are drowning and when they just need a little nudge. At the beginning of the unit I found that I had to do a lot more scaffolding and interrogating before they started to understand but after a couple of repeating problems they were amazing And needed less help with the concepts. <br /><br />I also think it is how we set our students up in the classroom. We need to teach our students that it is okay to fail. That failure is not a weakness but a learning point. When they understand this they will feel comfortable not getting the question, knowing that with time and practise they will.<br /><br />Don't know if that answers your question. Thanks for your comment.Mr Sohttps://www.blogger.com/profile/06820164014431578634noreply@blogger.comtag:blogger.com,1999:blog-4041971344716475391.post-84200812383060929042013-12-14T10:16:54.520-05:002013-12-14T10:16:54.520-05:00What a post, Jonathan! So much to think about. I t...What a post, Jonathan! So much to think about. I think that teaching through inquiry and this problem based approach to learning really helps. It constantly pushes students to think, make mistakes, and try again. I do love the use of the word, "disequilibrium." I'm going to have to remember this word for the future.<br /><br />What continues to get me thinking though is how do we push our most struggling learners into this feeling of disequilibrium without making them feel like it's failure? I know that the multiple entry points help, and I know that the collaborative learning helps too, but I want to make sure that all of my students are really involved in the learning. I continue to play with options for my students with autism: the abstract nature of problems (and the language behind the problems) sometimes hinders their learning. How do you support this? What would you suggest?<br /><br />I think that we've had some similar conversations in the past, but I'm still thinking about this one!<br /><br />AvivaAviva (@avivaloca)http://adunsiger.comnoreply@blogger.com