I first learned about TPCK and PCK frameworks in my very first MET course. These frameworks are something I always think about as I integrate technology within my instruction. From the reading, this part stood out for me, “Newer technologies often disrupt the status quo, requiring teachers to reconfigure not just their understanding of technology but of all three components” (pg. 1030). I’ve taught for 6 years and currently in my 7th and so every year the way I teach has changed as newer technologies emerge and I need to adapt and change they way I teach. Some of my colleagues haven’t adapted to the 21st century way of learning and teaching and still are very traditional with their teaching practice. This brings up the notion again of why teachers need good quality professional development and training so they are able to learn and apply newer technologies with confidence for example.
I specifically teach Math as a Learning Support Specialist Teacher. When teaching new math concepts, I ensure that I activate prior knowledge and make connections to material learned prior to the new unit, as this is essential for my students. One of the very first units I always teach and review is Place Value. I use various materials to teach Place Value. I use visuals, hands on manipulatives and virtual manipulatives on iPads for example.
For example, for my Grade 3 class block as an introduction I will put up a number on the whiteboard and leave out manipulatives and let the students use manipulatives (base-ten blocks) to represent the number. After exploring for a few minutes, the students share their responses and collaborate. During this time, I can assess which students understand and are connecting the Place Value with the correct Base-Ten Block and where further instruction is needed.
Next, I thoroughly go through each place value spot with the corresponding manipulative to ensure students are making the connection. Students first listen and watch, and then they work together with their group to demonstrate their understanding. Once student understand the value of each place value position, we focus on representing the place value of numerals in three notations: Standard, Expanded and Written and focus only until the thousands position until everyone has a good understanding. Students can demonstrate their knowledge by using manipulatives, using whiteboard place value mats, or recording their thoughts on paper or digitally. For students who struggle and require another explanation, they can watch the tutorial videos on Khan Academy, which they always find very useful.
Once the students have “mastered” each place value spot and can represent it various ways (standard, expanded and written), we move onto the next until of addition with regrouping. Since I have just been teaching math the past few years, I have become very specialized in this area and have received training in specific programs and concepts.
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
Hi Amanda,
Place value is one of those concepts where a strong foundation is essential! I currently teach grade 6 and it is amazing how many students still lack a conceptual understanding of place value and it impacts so many other areas of their mathematical skills. I liked your connection to this week’s readings and wonder if you have any tips including technology when teaching place value? It’s something I am looking into for those who are still struggling to grasp it, even after getting the manipulatives out again! Also, something I have recently done to challenge the most able learners who have a really strong understanding of place value is introducing different number systems, starting with a binary number system, where you can only use two digits! This is obviously more suitable for the older grades but for those who need an extra challenge, I’ve found it to be a great topic! Thanks for your post!
Hi Kathryn,
Thanks for your suggestion about using the binary system to create a challenge for those who require it. There are Place Value apps that students like use to for extra practice but my students really enjoy when I create a lesson using Nearpod as it it engaging and interactive for them. They send in their answers and everything is live so we can share answers with each other and students can explain their reasoning!
Interesting post, Amanda. I agree with you about activating prior knowledge as being an essential stage in lesson planning.
I think the thing about mid- and late-career teachers is that classrooms are extremely busy places with many demands made of teacher time. After a certain amount of time a teacher becomes comfortable in a setting and some things can be set on the back burner, so to speak, so that the teacher is able to concentrate on other things. Rather than concentrating on how to deliver the math curriculum, for example, the teacher may be able to set that on a lower priority because they have mastered it and move on to becoming more of an expert in social-emotional growth of students.
Good teachers are always learning. For that reason, I think it is essential for teachers to move frequently in order to teach a new curriculum or to teach in a new context. After too many years of teaching the same curriculum in the same context, it is too easy to become complacent about the pedagogy or the technology and not learn in order to do it better. Good teachers are never done learning and it’s a constant cycle of moving priorities from the front burner to the back burner.
I agree with you Tracy! As educators we have to constantly be keeping up with new forms of teaching, new modes of technology and always be learning ourselves as this keeps our students interested and passionate about learning! The students really pick up on which teachers provide engaging lessons and which teachers are more traditional in their approach. How do you find when you attend a professional development opportunity, do you feel that you require more time to process and actually practice it? I know I do!
Hi Amanda,
I am curious, in your experience have you faced any concepts where it was difficult to create manipulatives or strategies to help students understand? If yes, do you think it is because the concept(s) are inherently difficult to teach or you just have not invested enough time into creating a strategy? The reason I ask is sometimes I find teachers giving up too fast and then adopting a technology tool as a crutch.
Cheers!
Gordon
Great question Gordon!
I am currently teaching a block of math to Grade 7 students who struggle with their math skills and abilities. We are on the unit of circumference and area of a circle. The students are having a hard time understanding why we need to learn this, so myself and a few others are trying to come up with real world situations and examples so students can apply their knowledge as the textbook does a poor job of this. Using videos certainly helps with the visual but we are looking into creating more of a hand-on experience through discovery. I can definitely see why teachers turn to technology as a crutch. Thinking about how much we need to cover in the curriculum and lack of time in the school day, it is definitely hard to invest time in all subject areas. That is why I think we need specialized teachers even at the elementary level. What do you think about having dedicated specialized teachers at the elementary level? In high school, teachers are required to have coursework in their specialized subject areas so why not have the same at elementary level. Thanks for your question!