{"id":5239,"date":"2018-02-22T22:30:51","date_gmt":"2018-02-23T05:30:51","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5239"},"modified":"2018-02-22T22:33:59","modified_gmt":"2018-02-23T05:33:59","slug":"numeracy-and-lfu","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/02\/22\/numeracy-and-lfu\/","title":{"rendered":"Numeracy and LfU"},"content":{"rendered":"

In what ways would you teach an LfI-based activity to explore a concept in math or science?\u00a0 Draw on LfU and My World scholarship to support your pedagogical directions.\u00a0 Given its social and cognitive affordances, extend the discussion by describing how the activity and roles of the teacher and students are aligned with LfU principles.<\/em><\/p>\n

 <\/p>\n

Learning for Use model \u201cis a description of the learning process that can be used to support the design of content-intensive, inquiry-based science learning activities\u201d (p.355).\u00a0 The Learning Cycle is an \u201cinquiry based pedagogy\u201d where content knowledge and process learning are combined. Edelson (2000) discusses how inquiry learning fosters deep learning among students. Using technology is engaging for students, technology and computers are able to store large amounts of information (ie. data), and technology bring change to the classroom as it is evolving.<\/p>\n

Many see traditional teaching as \u201cmemorization of recitation of facts\u201d (p. 356). The main goal of the Learning for Use model is to make learning and knowledge meaningful for the learner so they are able to apply it. The LfU model is based on 4 principles:<\/p>\n

-Learning occurs through construction of knowledge<\/p>\n

-Knowledge construction is a goal-directed process<\/p>\n

-Knowledge construction will be used for future use<\/p>\n

-Knowledge is constructed in a form that supports use before application<\/p>\n

Edelson (2000) discusses how the first principle is related to constructivism. Constructivists believe that knowledge is built from exploration and experimentation. Further, new experiences are connected with pre-existing knowledge and knowledge is gained. Here, learning is active and students are engaged. The newly BC reformed curriculum falls more with a constructivist approach as inquiry learning has become increasingly popular as it allows students to gain critical thinking and problem-solving skills.<\/p>\n

As a teacher who specializes in Numeracy instruction for students who struggle with math, I began thinking how I could apply principles of LfU to explore a mathematical concept. My students often struggle with money and applying it to real world situations. I would use LfU principles to teach a lesson on budgeting. To motivate my students (upper intermediates), I would show them $100 bill. This would be a hook to get students excited about money. \u00a0This would also give them an opportunity to think about what they could possibly purchase for $100 and what value it holds. They would be assigned a project where they are planning a party and inviting three friends over and they have budget of $100 for food, decorations and activities. They each would be given an iPad and can use online shopping (ie. Save on Foods) to \u201cpurchase items\u201d for the party they are hosting. This brings in the real-world element and most students use technology for online shopping. This also provides them with visuals to enhance learning. Here they would investigate, explore and determine if it\u2019s better to buy single items or in bulk. Here they would build upon their problem solving abilities. The students would devise a plan, share their purchases and all discuss if the $100 budget was realistic or not and this would create a discussion among the students. After, they will reflect whether they effectively used $100 effectively and if they stayed on budget. This activity follows the four principles of the LfU.<\/p>\n

Edelson, D. (2001). Learning-for-Use: a framework for the design of technology supported inquiry activities. Journal of Research in Science Teaching, <\/em>38(3), 355-385.<\/p>\n","protected":false},"excerpt":{"rendered":"

In what ways would you teach an LfI-based activity to explore a concept in math or science?\u00a0 Draw on LfU and My World scholarship to support your pedagogical directions.\u00a0 Given its social and cognitive affordances, extend the discussion by describing how the activity and roles of the teacher and students are aligned with LfU principles. […]<\/p>\n","protected":false},"author":50112,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669391],"tags":[],"class_list":["post-5239","post","type-post","status-publish","format-standard","hentry","category-b-lfu"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5239","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/50112"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5239"}],"version-history":[{"count":3,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5239\/revisions"}],"predecessor-version":[{"id":5242,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5239\/revisions\/5242"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5239"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5239"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5239"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}