infusing ict in early years math and science curricula
DESCRIPTION
Infusing ICT in Early Years Math and Science Curricula. BYTE February 25, 2011 Portage la Prairie, MB Sherry Perih and Rosalind Robb [email protected] [email protected]. Goal. - PowerPoint PPT PresentationTRANSCRIPT
INFUSING ICT IN EARLY YEARS MATH AND SCIENCE CURRICULA
BYTE February 25, 2011Portage la Prairie, MBSherry Perih and Rosalind [email protected]@gov.mb.ca
This session will target how to infuse technology into the classroom and provide a snapshot of how to connect the curriculum to meaningful math and science learning experiences to foster engagement with early years students.
Goal
Action Cards
Prepare a set of activity cards. Seat students in a circle. Place cards face down in the middle of the circle. Students take turns drawing a card and then leading the class in performing the activity on the card. Have students count aloud as the actions are
performed. Students can make their own cards!
It’s Not About the Technology
Technology Is Not Technologyhttp://www.flickr.com/photos/40836723@N08/4390432853/
It’s About the Learning It’s about the process of learning. How can ICT support and enhance
student learning? No matter what we are learning, we
follow a process, whether it is the curriculum or if we are learning to wink…
Ask Questions
Learning To Wink Photostreamhttp://www.flickr.com/photos/courosa/sets/72157623465344795/with/4421748406/courosa
Gather information and make sense of it
Learning To Wink Photostreamhttp://www.flickr.com/photos/courosa/sets/72157623465344795/with/4421748406/courosa
Attempt to model, not afraid to make mistakes
Learning To Wink Photostreamhttp://www.flickr.com/photos/courosa/sets/72157623465344795/with/4421748406/courosa
Try different strategies
Learning To Wink Photostreamhttp://www.flickr.com/photos/courosa/sets/72157623465344795/with/4421748406/courosa
If something does not work try something else
Learning To Wink Photostreamhttp://www.flickr.com/photos/courosa/sets/72157623465344795/with/4421748406/courosa
Show their learning
Learning To Wink Photostreamhttp://www.flickr.com/photos/courosa/sets/72157623465344795/with/4421748406/courosa
Show their learning
Learning To Wink Photostreamhttp://www.flickr.com/photos/courosa/sets/72157623465344795/with/4421748406/courosa
Proud of their accomplishments
Learning To Wink Photostreamhttp://www.flickr.com/photos/courosa/sets/72157623465344795/with/4421748406/courosa
Our Role
http://www.edu.gov.mb.ca/k12/tech/lict/index.html
Transformation Continuum
“Philosophies of learning and teaching can be viewed as a continuum with extreme educational interpretations of behaviorism (for example, instruction) and cognitivism (for example, construction) at either end. Any one educator's philosophy resides somewhere on this line. The threshold between the two views marks a critical point of "transformation" for an educator.” Teaching with Technology. Hooper, Simon and Lloyd P. Rieber
http://www.nowhereroad.com/twt/
http://lwict-principles.wikispaces.com/Constructivist+Learning
Uncovering the Curriculum
Just as the goal of science is to make sense of things, so is the goal of mathematics is to find and analyze mathematical patterns and make meaning of them.
Mathematical Processes There are critical
components that students must encounter in a mathematics program in order to achieve the goals of mathematics education and encourage lifelong learning in mathematics.
Communication
Problem Solving
Reasoning
VisualizationTechnology
ConnectionsMental Mathematics and Estimation
Science Scientific literacy is an evolving
combination of the science-related attitudes, skills, and knowledge. Students need to develop inquiry, problem-solving, and decision-making abilities, to become lifelong learners, and to maintain a sense of wonder about the world around them. Kindergarten to Grade 4 Science: Manitoba Curriculum Framework of
Outcomes (1999)
Math Students need to explore problem
solving situations in order to develop personal strategies and become mathematically literate. Learners must realize that it is acceptable to solve problems in different ways and that solutions may vary. K I N D E R G A R T E N T O G R A D E 8 M A T H E M A T I C S
Manitoba Curriculum Framework of Outcomes (2008)
Using Media
CYBERCHASE from PBS KIDS GO! Walter the Lowdown Sneaky Walrus A Perfect Fit
PWIM Picture Word Inductive Model
Public School Minute - PWIM Pictures from City By Numbers by Stephen T. Johnson
In your groups, turn the cards so that you can see all of the images.
As a group, sort out the images with similar math or science.
Each group member must choose a card and talk about how math is shown through the image. Relate it to your life.
Community Cards
Finding Images Creative
Commons License (creativecommons.ca)
Flickr.com – Advanced Search (Check off Creative Commons-licensed content)
Bridge - Pontehttp://www.flickr.com/photos/20986960@N04/2398823962/By Andre MaceiraLicense:
Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)
Literature “Children’s books are effective classroom
vehicles for motivating students to think and reason mathematically”
Marilyn Burns. Math and Literature (K-3)
Eric The Math Bear
Eric the Math Bear by Caroline Glicksman
math literature - Eric the math bear\ericthemathbear.pptx
Engagement Use your everyday life to capture
student’s interest. Math and science is found everywhere. It can begin with a story.
I am hungry!
Creating Stories Engage students in curriculum by having
them create their own stories. How can you use technology to support story
making? Digital images Kerpoof.com, Readwritethink.org More resources:
http://resources4lwict.wikispaces.com/Resource+Teachers
Example: Eric Makes a Pie
30
Eric wanted to make some rhubarb pie.
I am hungry!
31
I need eggs. How many eggs do I need? How many eggs are in
the package?
I need measuring
cups.
Thank goodness, mom washed and cut up all the rhubarb. I wonder how many pies can I
make?
The Teddy Bear Exchange Online collaboration http://www.iearn.org.au/tbear/ The aim of the project was to team pairs
of schools and have them exchange a 'Teddy Bear" or other soft toy. The bear then sent home a diary by email describing its adventures, the places it has been, as well as the things it had seen and done. The project aimed to enhance understanding and acceptance of diverse cultures.
Everyday Math Everyday Math by Ray Appel http://www.zapple.ca/
36
37
38
Cook-A-Doodle-Doo Cook-A-Doodle-Doo by Janet Stevens
Literature Links Cook-A-Doodle-Doo by Janet Stevens and Susan
Stevens Crummel Chrysanthemum by Kevin Henkes Hottest Coldest Highest Deepest by Steve Jenkins Bean Thirteen by Matthew McElligott The Spring Celebration by Tina Umperherville One Tiny Turtle by Nicola Davies Icebergs and Glaciers by Seymour Simon Is A Blue Whale The Biggest Thing There Is? By
Robert E. Wells
Problem Solving with Images
Engages students Infuses ITC Connects to all strands Connects problems solving to
students’ lives Integrates community into Math class
What questions can we ask!
http://www.killarney.ca/default.asp
Questions - Math
How many windows does the house have?
How many windows do you think are on the sides of the house that we cannot see?
How many rectangles in the picture? How many different polygons are
shown? How many different 3-D objects are
shown?
Questions - Science What type of trees are in
the picture? What did they use to build
this house? How would you get a
piano upstairs? What did they use to build
this house 100 years ago? Where is this building? Was this building built in a
protected wildlife habitat?
Write A Problem
What problem can we write about this picture?
http://www.killarney.ca/default.asp
The answer is 12. What is the question?
http://www.killarney.ca/default.asp
By Sherry
The Answer is 9
The answer is 9. What is the question?
There were 12 goldfish that swam near the bottom of the ocean. The great white shark gobbled 3 of them for his supper. How many goldfish are left swimming?
Planning – Sample Lesson The Four-Column
Planner BLM 9 Independent
Together http://www.edu.gov.mb.ca/k12/cur/
multilevel/blm/index.html
Questions How are the shapes you see alike? How are they different?
Color, by Terry Grant
http://junomain.files.wordpress.com/2007/03/mondrian-composition_a-1923.jpg
Resources LwICT: Let Me Try - Sample learning experiences
http://www.edu.gov.mb.ca/k12/tech/lict IMYM
http://www.edu.gov.mb.ca/k12/tech/imym/index.html
Mathematics Support Documentshttp://www.edu.gov.mb.ca/k12/cur/math/index.html
LwICT Wikihttps://lwict.wikispaces.com/
LwICT Resources Wikihttp://resources4lwict.wikispaces.com/
Reflection What are you
doing with your students?