In your inquiry e-folio write a brief description of the Jasper series highlighting your impressions of the series. Try to suspend judgment and consider instead what questions this TELE raises for you as an instructor and what questions the series raises for you as a potential TELE designer.<\/p>\n
The Jasper series consists of 12 video based problem solving adventures designed for grades 5 and up. Each problem is designed to meet standards of the National Council of Teachers of Mathematics (NCTM). The problem solving scenarios are rooted in authentic contexts and require students to apply knowledge to solve problems. The series was designed to connect knowledge constructed in school environments to real world environments. Each problem is presented as a visual story with embedded data\/information and embedded teaching to get the students started. Also students can revisit the video if the need arises.<\/p>\n
Designed to provide real world, interesting problems that require students to; Add a commentary on your perspectives after the symposium in your inquiry e-folio.<\/p>\n Post Symposium:<\/p>\n In the original post at the beginning of the week we were asked to explore the Jasper materials but suspend making judgements around the Jasper series. I found this very difficult and admit that I did make judgements after my initial introduction to the Jasper series. Upon completion of my Jasper exploration and delving into the research surrounding the Jasper project my thinking has changed. Originally I thought that this project was so dated that it would not be relevant to today\u2019s students. However my perspective on this has changed partly due to personal reflection on my own research and partly due to reading and reflecting on peers posts of their perspectives. In your inquiry e-folio write a brief description of the Jasper series highlighting your impressions of the series. Try to suspend judgment and consider instead what questions this TELE raises for you as an instructor and what questions the series … Continue reading
\n\u2022 apply knowledge
\n\u2022 think critically
\n\u2022 communicate
\n\u2022 collaborate
\n\u2022 analyze data\/information
\nQuestions as an instructor:<\/strong>
\n\u2022 Do students have the necessary prior knowledge to solve the problem?
\n\u2022 How does this series fit with current outcomes in the curriculum?
\n\u2022 How do I redesign the classroom environment to facilitate this kind of learning?
\n\u2022 What is my role in this learning environment?
\n\u2022 What support will be given for the implementation of this series?
\nQuestions as a TELE Designer:<\/strong>
\n\u2022 Will the video cases created engage and motivate students to solve the problem?
\n\u2022 Do the scenarios have enough embedded teaching and data to enable students to solve the problem?
\n\u2022 Are the authentic problem scenarios presented, within the experiential base of most students?<\/p>\n
\nThe characteristics of the constructivist principles that were used in the design of the Jasper series are very relevant in today\u2019s classrooms. The issue that this series was designed to address, the gap between school learning and learning in the real world remains a huge issue today, decades later. The need to actively engage students in collaborative problem solving activities, to use complex problems anchored in real world contexts has been identified and promoted in new mathematics curriculum across the country. The fact that the gap still exists decades later emphasizes the need to change how we are teaching Mathematics and Science. The use of technology-enhanced environments like the Jasper series, based on constructivist principles may indeed improve teaching and learning in these areas.
\nAlthough the Jasper series can still be used in today\u2019s classrooms, after participating in the Jasper symposium I can see how this series can be updated and even differentiated for younger learners. The basic constructivist principles incorporated into the Jasper series will I think lead to meaningful learning for students in mathematics and other curriculum areas. Darren, Sarah and Danielle’s ideas for creating their own interactive problem based series using their student interests would I think engage their students. The number of tools available simplifies how teachers and students can collaboratively create scenarios that are designed to appeal to the students in our particular contexts.<\/p>\n","protected":false},"excerpt":{"rendered":"