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Semelhante a Kelly Skehill TEDx West Vancouver Ed
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Kelly Skehill TEDx West Vancouver Ed
- 1. Changing Perspectives on Math By Kelly Skehill Math Teacher in West Vancouver SD 45 kskehill@sd45.bc.ca Opportunit y Next Exit
- 2. My Story
- 3. How can schools be a part of shifting the negative perspectives on math that exist? Hate math I saved money today thanks to math Love math Love math So useful Waste of time I suck What’s the point
- 5. “If we teach today the way we were taught yesterday we aren’t preparing students for today or tomorrow.” The Fred Deutsch Education Blog
- 15. OPENMINDED REALIZING MATH WITHIN THEIR PASSIONS
- 16. OPENMINDED REALIZING MATH WITHIN THEIR PASSIONS
- 17. INQUIRERS TAKING THE TIME TO WONDER
- 18. INQUIRERS TAKING THE TIME TO WONDER
- 19. INVESTIGATORS TAKING THE TIME TO FIND ANSWERS
- 20. RISK TAKERS CHALLENGE BY CHOICE
- 21. INNOVATORS USING MATH TO CONVINCE
- 22. THINKERS RECOGNIZING PATTERNS & MAKING PREDICTIONS
- 23. THINKERS RECOGNIZING PATTERNS & MAKING PREDICTIONS
- 24. DECISION MAKERS USING MATH TO IMPACT THEIR LIVES & THE WORLD
- 25. Team Members Reflective Open-minded Inquirers Investigators Risk Takers Innovators Thinkers Decision Makers
- 27. The Views are Worth it!
Notas do Editor
- I would like to ask you to reflect on how you were taught math in high school. What is the most prominent memory? Did you value the math you were being taught? Did you have fun? Do you continue to use those math skills to benefit your life? If it was not a required course, would you have taken it? Use your hand to indicate to me your level of engagement in high school math. 5 for highly engaged and zero if you would have rather stuck a fork in your eyeball. This is why I am here today.Less lecture like!!! More casual! Intro needs to be included!!Why linux sucks – watch videosLess examples and why!!!Between slides – flow and connect the slides
- I started teaching math 5 years ago in my hometown of Jasper, AB. That September I realized my young adult years had drastically changed. I had to be selective about where to socialize with my peers. I never thought math would be a topic of interest amongst them. Often when I meet new people they ask me what I do for a living. When I tell them I’m a math teacher they either quickly change the topic or start reflecting on their horrible experiences as a math student.
- Since I was a student I recognized that a large population believe they are incapable at math. This has driven me to take action to begin dissolving the negative perspectives on math that exist in our society.
- We must do our best to ensure that no student feels that math is useless, a waste of time and adds nothing valuable to their lives.
- And how we teach and the experiences we provide student with in our classes must prepare them for today and tomorrow.
- To do this we need to ensure that our classrooms don’t look the same as they did in the 1960’s with rows of desk, teacher at the front, and blank walls.
- That we don’t teach through direct instruction and then independent practice majority of the time.
- That our students don’t sit passively in class, bored, with little interaction. I don’t want students to think of math as just another hoop to jump through.
- Today I am going to share with you my journey so far in beginning to shift the perspectives that students have about math. I compare it to hiking the Chief. I spent a lot of time thinking about it. Needed support from others to do it. Participating in it increases my hearth rate and makes me feel uncomfortable at times. But I know the views are worth it.
- Students became team members. A fellow colleague and I taught an entire Math 9 Unit with student-centered lessons. No lessons were taught through direct instruction. We developed problem sets which challenged students to work in teams to solve problems in their own unique way. Alongside hands-on activities that encourage students to learn through discovery.
- As teachers we stepped off the podium and transitioned to coaching our students. Our role became the guides of active learning. This provided us with the opportunity to question students to evaluate their understanding and encourage deeper thinking. This style of teaching engaged students, increased their desire to be in the class and overall made learning more fun!
- Students recognized connections. This project challenged students to build a waterslide model that a park would select to add to their facility.
- They had to ensure it was aesthetically pleasing and mathematically informative. They used their creativity and math knowledge to develop a model that would convince a water park to invest in their idea.
- The students displayed their knowledge and understanding of 50% of the Math 10 learning outcomes through this one project. It gave the students a chance to apply a variety of concepts they learned throughout the year and work collaboratively towards a goal.
- Students became open-minded. They started to seek out math in areas they are passionate about. At the same time they used the projects as an opportunity to further develop other skills such as graphic design.
- Connecting the math to their interests created an emotional connection which assisted students in recalling the information. Here a student researched and identified inequalities that exist at Play Land. She has communicated her understanding of inequalities at the same time as become knowledgeable of the necessary requirements. In this other example the student took the opportunity to express one of his interests and identifies what he believes is required to go on a heli-ski tour.
- Students became inquirers. I gave them the chance to answer their question: Why are we learning about exponents? They researched reasons why exponents were important. They worked in teams to find an area where exponents were used and then educated the class on the importance of exponents in a specific area.
- Student’s questions became an opportunity to investigate and often led to a deeper appreciation for the content students were learning. Here a student realized that radical functions had a use. That doctors use them to calculate an individual’s body surface area in order to determine the dosage of chemotherapy to give a patient
- Students became investigators. They calculated the radius that would create a cylinder that had the least amount of surface area for a specific volume of food. They noticed that most cans of food did not use that radius and that the cans had a larger volume then indicated on the label. This investigation sparked many questions: Why are the companies wasting money and negatively affecting the environment by using more aluminum than needed? Are they using larger cans than necessary to trick consumers? We had go further with this investigation and so we Skyped with an individual that had worked in the food container design business for many years. Student’s questions got answered and it exposed them to a thriving career field.
- Students became risk takers. This assignment gave students a chance to create a visual representation of solving math equations. Students had the choice to challenge themselves by developing the equation. The most exciting moment was when all students told me they preferred the algebraic method. It is not often I have 50 students recognizing the benefits and efficiency of algebra!
- The Dragons Den Project allowed students to be innovative and display their understanding of linear relations in a meaningful way. They had to decide what they wanted to sell, research a fair market price, and represent the revenues in a table of values, graph and equation. I found students got so involved that they forgot they were doing math. They had made the transition from doing math to using math to convince their audience.
- Students became thinkers. This student recognizes that a geometric sequence exists with population growth. She develops a general term equations, uses it to calculate the population of India in 2020 and then reflects on the impact of overpopulation.
- This is a similar example on an individual level verses global level. This student recognized an arithmetic sequences in a cell phone plan. He creates a general term equations and then uses it to calculate the total he will have paid at the end of the contact.
- Students have become decision makers. Through the help of Dan Meyer math teachers across the world have real life problems to engage their students in. Such as how much water is wasted if a sink is dripping in your house? Does the shower or the bath use more water? These problems provide opportunities for class discussions and research on water conservation. It gives students a chance to reflect on their water usage and compare it to others within their class and globally. Students were shocked to find out that in some impoverished areas one bucket of water is used to shower, then it is reused for laundry and reused again for mopping the floors. Students had the chance to think about their own behaviors and make decisions that will positively impact the environment.
- We need to embrace this opportunity. The door is unlocked and ready for us to take a step towards inspiring a love for or at least a curiosity about math. We need to model these characteristics and provide students with opportunities to demonstrate these characteristics. In doing so we are preparing students for today and tomorrow!
- So I ask you to join me on this journey and I promise the time involved and the challenges we’ll face are worth the views!
- … are worth the views! Thank you!