Synthesis
This module has challenged my thought process behind how I teach math/science concepts in my classes. While most teachers want to incorporate inquiry-based projects and learning, I feel that Math teachers especially struggle with this. Understanding the design principles behind these four TELE’s increases a teachers TPACK and confidence to use technology in the classroom. I found myself reflecting on which TELE design would best be suited for which topic in math/science. For example, using a T-GEM TELE to teach concepts in Math (such as exponent rules) where students are encouraged to create the relationships, then test and modify, allow the teacher to exercise strength in TPK and students the opportunity to learn effectively. T-GEM TELE’s use model-based inquiry as one foundation and the combination of “modeling and inquiry facilitate the development and revision of abstract concepts and, as such, can be considered as a joint educational endeavor” (Khan, 2007, p. 899).
After this module, I feel it is easier than I thought to incorporate TELE’s into teaching concepts, especially in science. The lesson needs to provide minimal information to equip the students to inquire in a social and collaborative environment. The WISE project I explored was an engaging application that helped students uncover their misconceptions and reorganize their learnings with scaffolded knowledge integration where needed. T-GEMs are an effective addition to help students really understand science concepts because of their design principles with discovering relationships.
Anchored instruction would be effective to facilitate students to solve complex multi-step problems in a social and collaborative setting. This type of TELE could be used in any Math classroom and would especially be effective in a senior level math class, where students are applying concepts from years of math learning and not necessarily specific unit concepts.
Reference
Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905. doi: 10.1002/sce.20226
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