1. Principles of Learning and Teaching – Math/Science EDU312
Reviewing Week 2&3
Principles of Learning and Teaching – Math/Science
EDU312

2. Like whoa!
Alright, week three is almost done. Does it feels like we are on a loaded freight train careening down a hill?
Yes time is flying by, but we have done a LOT already.
Now we have to start shifting gears to think more about application of these ideas.

3. Some reminders
Where do you start your thinking about planning for mathematics?
CCSS
The district planning documents
What you know about children’s learning
What things should you keep in mind?
We all have prior knowledge and experiences.
There are skills, facts, and concepts to learn.
Metacognition is important.
Teachers have different roles in classrooms.
Classrooms have different styles.

4. Big Ideas from the past two weeks…
Cognitive Demand looks at the complexity of a task. It is not an instructional approach; but a way to think about learning potential of a task or problem.
Memorization
Procedures without connections
Procedures with connections
Doing math
How can we increase cognitive demand?
How does cognitive demand relate to Big Ideas?
How does cognitive demand relate to instrucitonal models?

5. Big Ideas – continued
We looked at complex instruction as one instructional model
Social constructivism (Vygotsky especially)
Communities of Practice (Lave & Wenger)
Why are these theories important?
What are some goals of complex instruction in mathematics?
What does it look like?

6. Big Ideas - continued
We also looked at Cognitively Guided Instruction.
This highlights individual constructivism
Focuses on children’s thinking and reasoning about problem types.
More rooted in Piaget, but there is Vygotskian ideas in this. How?
Beyond the learning theories, how is this different and similar to Complex Instruction?

7. Pedagogical issues
VanDeWalle et.al. give us a procedure or approach to taking what we know and transforming this into a planning for teaching cycle.
Content and Task Decisions
Planning actions: Before, During, After
Actually planning
How does this compare or relate to your ideas about what it means to plan for mathematics instruction?

8. Practical issues for us
Placements – Wahoo! We are off
Get in the classroom
Start engaging in mathematics instruction ASAP
REFLECT – write down your experiences
Talk with your teachers about teaching Mar The good news is that the delay will make this easier to specify. The goal is not that you create NEW things. The goal is that you engage in a planning process
NO Curriculum and Teaching paper
Website issues – I tried didn’t have a problem. Let me think on this .