{"id":5489,"date":"2018-03-08T02:26:23","date_gmt":"2018-03-08T09:26:23","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5489"},"modified":"2018-03-08T18:16:02","modified_gmt":"2018-03-09T01:16:02","slug":"5489","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/03\/08\/5489\/","title":{"rendered":"TELEs Synthesis"},"content":{"rendered":"

The four environments we explored in this module are excellent examples of how our pedagogical approach to teaching and learning in Mathematics and Science should be hands-on, collaborative and inquiry-based. In all environments, students are given different opportunities to engage in learning that is both meaningful and engaging. All these TELE\u2019s encompass aspects of the constructivist learning approach and aim to integrate technology that redefines the learning experience rather than just being a minor substitution for other tools.<\/p>\n

While reflecting on these four environments and the tools we investigated, I looked at how I could apply them to my school’s pedagogical framework to teaching. We currently use the IB\u2019s inquiry cycle for planning and specifically the Mathematics inquiry cycle for our Numeracy units. Within this framework we have students work through a cycle (not necessarily linear, sometimes going back and forth) of ‘Constructing Meaning,’ ‘Transferring Meaning,’ and ‘Applying with Understanding.’ Any of the models and tools we investigated would fit in the ‘transferring meaning’ phase after students have taught new concepts. The tools investigated all give students a chance to work with the ideas and new knowledge they have been shown and practice them to build conceptual understanding. Once established they are given a summative assessment where they apply these understandings in a meaningful way<\/p>\n

Below is a table to help synthesize the four environments and explain the pros and potential cons to each one.<\/p>\n

Module B Synthesis<\/a><\/p>\n

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 <\/p>\n","protected":false},"excerpt":{"rendered":"

The four environments we explored in this module are excellent examples of how our pedagogical approach to teaching and learning in Mathematics and Science should be hands-on, collaborative and inquiry-based. In all environments, students are given different opportunities to engage in learning that is both meaningful and engaging. All these TELE\u2019s encompass aspects of the […]<\/p>\n","protected":false},"author":51893,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669396],"tags":[],"class_list":["post-5489","post","type-post","status-publish","format-standard","hentry","category-b-synthesis"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5489","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\/51893"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5489"}],"version-history":[{"count":3,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5489\/revisions"}],"predecessor-version":[{"id":5501,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5489\/revisions\/5501"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5489"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5489"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5489"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}