Reflecting on Grade 12 University Prep Leading Learning Activity
In this weeks class, the two presenters discussed resources that would be beneficial for students in grade 12 university preparation courses, specifically in the courses of calculus and vectors and data management. One thing I noticed throughout the OAME portion of the presentation is that the resources stay fairly consistent throughout every presentation that we have seen. OAME has found ways for all courses to be embedded in inquiry-based learning, ranging from the grade 9 applied presentation we saw last semester, to the grade 12 university prep presentation that we saw this week. I have more confidence now with the OAME website and being able to maneuver around the website to find content that is applicable to the current Ontario curriculum. As a conclusion to the OAME, I have realized that this is one of the most useful websites in terms of establishing authentic lesson plans, and unit plans.
The first individual presentation was based on the calculus and vectors course, with a focus in the introductory unit of vectors. The best part of this presentation in specific was the connection to utilizing computer science skills using the application called Scratch. With the rapid growth of technology being utilized within our classrooms, specifically in secondary mathematics classroom, I realized that having the knowledge of computer science can really provide an experience for students that is grounded in tons of inquiry-based opportunities. So, I do feel like using this type of website to teach children can be extremely useful, especially if we are giving students' the tools to learn some of these computer science strategies to prepare them for post-secondary education, or the workplace. However, one thing I found challenging about this presentation was from my own limitations of knowledge based on computer science. I have always struggled with the MICA courses offered at Brock. Therefore, I found it difficult to create my own activity using a website like Scratch. This will challenge me as an educator and a life-long learner to acquire knowledge in these technological strategies so it can benefit my own students.
The second presentation was an inquiry-based formative assessment strategy in the form of a card game for the data management course. One thing I noticed is although data management is a grade 12 university level course, there are so many opportunities to make the content fun and interesting for students. For example, the card game that was presented aligned exactly with the expectation of permutations and combinations coupled with basic probability concepts. In my opinion, the card game is a good way to intrigue students based off of the fact that it is in fact, a game. This really brings the content of data management to life for students, and allows them to make connections to other card games that they might play in real-world contexts.
An idea that this presentation gave me was another resource that I used in my first block. Kahoot is a great activity, particularly for university students. Kahoot is set up in multiple choice based questions, which is important for university bound students to be able to test well in multiple choice for post-secondary purposes. However, it gives students the opportunity to use their own technology to play Kahoot and to receive valuable feedback. Overall, I can't wait to gain experience as an educator by implementing all of these resources into my own practice as a teacher!
References
Maijen, R. (2011). Playing Hand of Cards Ace through Five
The first individual presentation was based on the calculus and vectors course, with a focus in the introductory unit of vectors. The best part of this presentation in specific was the connection to utilizing computer science skills using the application called Scratch. With the rapid growth of technology being utilized within our classrooms, specifically in secondary mathematics classroom, I realized that having the knowledge of computer science can really provide an experience for students that is grounded in tons of inquiry-based opportunities. So, I do feel like using this type of website to teach children can be extremely useful, especially if we are giving students' the tools to learn some of these computer science strategies to prepare them for post-secondary education, or the workplace. However, one thing I found challenging about this presentation was from my own limitations of knowledge based on computer science. I have always struggled with the MICA courses offered at Brock. Therefore, I found it difficult to create my own activity using a website like Scratch. This will challenge me as an educator and a life-long learner to acquire knowledge in these technological strategies so it can benefit my own students.
The second presentation was an inquiry-based formative assessment strategy in the form of a card game for the data management course. One thing I noticed is although data management is a grade 12 university level course, there are so many opportunities to make the content fun and interesting for students. For example, the card game that was presented aligned exactly with the expectation of permutations and combinations coupled with basic probability concepts. In my opinion, the card game is a good way to intrigue students based off of the fact that it is in fact, a game. This really brings the content of data management to life for students, and allows them to make connections to other card games that they might play in real-world contexts.
An idea that this presentation gave me was another resource that I used in my first block. Kahoot is a great activity, particularly for university students. Kahoot is set up in multiple choice based questions, which is important for university bound students to be able to test well in multiple choice for post-secondary purposes. However, it gives students the opportunity to use their own technology to play Kahoot and to receive valuable feedback. Overall, I can't wait to gain experience as an educator by implementing all of these resources into my own practice as a teacher!
References
Maijen, R. (2011). Playing Hand of Cards Ace through Five
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