tag:blogger.com,1999:blog-2351780875810839713.post2393901458826519205..comments2023-10-11T02:37:30.122-05:00Comments on e's ponderings: No timeehttp://www.blogger.com/profile/09267780684300310845noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-2351780875810839713.post-13362544999746210042007-05-24T12:49:00.000-05:002007-05-24T12:49:00.000-05:00Welcome back, Lsquared! I know I haven't written m...Welcome back, Lsquared! I know I haven't written much, so there wasn't much to comment on. Thanks for the tips, though. I will definitely not shy from mathematics :) These are all good suggestions, and I'll come back to reread them and hopefully implement them. I like the mock teaching, but the ones I've seen have been badly executed (10 minutes only, which I think is almost too short, and mostly scripted so that the students ended up reading most of it).ehttps://www.blogger.com/profile/09267780684300310845noreply@blogger.comtag:blogger.com,1999:blog-2351780875810839713.post-78216532899272653872007-05-24T12:01:00.000-05:002007-05-24T12:01:00.000-05:00I've been part of a team that teaches several rela...I've been part of a team that teaches several related classes including the secondary math techniques. The class I teach runs the 2 hours before techniques. It used to only be 1 hour long, but this hour I added a 0-credit lab. It has some advantages for my class (which is a computer lab class), but it also has great advantages for the techniques class because students can give more presentations without eating up more class days. That's one of the keys to keeping the students positive and actively involved: have them up in front teaching mock lessons (15-20 mins each) as much as possible. We managed 5 of them this semester. <BR/><BR/>The other key we found this semester is to keep it focused on what they are interested in--bring authentic HS materials; discuss different ways to present topics; not only discuss, but also do problem solving and have the students analyze student solutions of varying degrees of correctness.<BR/><BR/>This one you're not going to have time for too, probably, but be aware that a few of these math major seniors are going to have significant gaps in their knowledge--things like being able to write a decent multiplication of fractions word problem, or setting up the solution to a trig word problem correctly. If you don't have these problems I'm sincerely jealous, but anyway, don't shy away from discussing the math/asking them to discuss or demonstrate the math just because it's stuff that they are supposed to know by now. The earlier the content, the more likely they are to have forgotten.<BR/><BR/>Good luck and have fun. It's a great, rewarding class to teach once you get the bugs worked out of it.LSquared32https://www.blogger.com/profile/00858524638866166691noreply@blogger.com