Discovery Learning: Update 1/7-1/11

I titled this blog post "discovery learning". I talked to the chief (Mr. LeCrone) and we had an enlightening conversation about giving students more opportunities to at least begin their learning through a process of discovery. This doesn't mean we leave them to their own devices. It means that when we begin studying a skill (writing ratios), strategy (making proportions), content (taxation), or concept (sales tax) we give the students more time to discuss what they already know, more time to experiment with methods, more time to talk to each other about how they would solve a problem, more time for the kids to experiment with multiple options, and demonstrate their understanding in varied and multiple ways. It also means that I step in and model possible or correct methods afterwards, and assess for learning. 

Ratio of orange to grey is 3:1

Discover

Model

Assess

We tried this out on the Friday before winter break and it was quite meaningful and it allowed the children to demonstrate their understanding in their varied ways and multiple ways. The way I envision our math class utilizing this model of instruction is as follows: (Below is just a scenario) 

Monday in class: Discover before actual instruction. Kids will discuss what they already know, answer entry level questions about what they're trying to learn, use manipulatives to try demonstrate their understanding in varied or multiple methods, try to rationalize their work, and inquire about what they want to further learn. 

Monday night: Kids watch instructional video that will model how a strategy is used to solve a problem or how to use a strategy to become more adept at a skill. The modeling can also include the transmitting of simple information such as vocabulary or content knowledge. *If there is no video lesson kids will receive modeling the next day in class. 

Tuesday in class: Students will have more opportunity to demonstrate their understanding using their own methods or the testing of methods I have introduced. They will work together, or sometimes independently to demonstrate their understanding and I will assess their work or have a conference to assess them. Kids will also assess the success of the group and themselves.  


This week's standards focus:

6.RP.1
6.RP.2
6.RP.3 

• Defining and writing ratios
• Understanding equivalent ratios
• Using ratios to solve real world mathematical problems via reasoning. 
• Examining golden ratios