Community+-+Practicum+II+Wiki

= Contributions to Practicum 2 Wiki = Below are my contributions to the Practicum 2 Wiki:

= Lesson Plans Page: = [|LP - G8 - Math - Solving Percent Problems with Decimals - (1.0).docx] Proportion - Solving Percentage Problems with Decimals (Eddie Gissing)
 * My formative assessments (and my AT's feedback) indicated that my class had extensive prior knowledge on solving percentage problems using decimals. So, I made a review lesson for solving percentage problems with decimals. What I did was I made two fully worked out math problems and then cut them up and jumbled them up. This turned my problem into a "puzzle" that the class had to put back together for it to make sense. I did this up on the SMART Board and my class totally loved it. They all gathered around the SMART Board and everyone wanted a chance to come up and move the "puzzle pieces" back in the right place to solve the problem up on the board.

= "Things Not to Do" Page: =

Taking Notes from an Overhead (Eddie Gissing)
Taking notes from the board is horrible enough, but taking notes from an overhead is the absolute worst. What is the point? Is the assumption here that we learn by copying? If this is the case, if I merely copied out entire textbooks then I would be a genius. I don't understand why this strategy is not considered professional misconduct? It is a waste of time, it is boring, and the students learn nothing. Why not discuss what is being "copied" and then photocopy the notes and give it to the students? This way at least the students have actually THOUGHT about it; and they have not wasted their instruction time with mindless copying.