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Methods course documentation
Sharing strategies for using instructional resources effectively
(D7.4)
Logistics and scheduling information (by Raffaella Borasi)
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| Choice of scope and format for this activity |
| Scheduling of this activity within the course |
| Materials needed to implement this activity |
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Choice of scope and format for this activity:
Learning how to use existing instructional materials in effective and creative ways seems especially important for student teachers. With this goal in mind, this session was intended to act as a catalyst to get prospective teachers to consider both the potential value of existing resource and the variety of ways the same resource could be used depending on the teachers' goals.
The Project Mathematics! video The Theorem of Pythagoras, which discusses this fundamental theorem by telling the story of the many different times and places in history where the theorem was discovered and/or proved differently, seemed to provide a great focus for this session. First, this specific resource had proved to be a powerful catalyst in a similar session that had previously been developed in the context of an in-service program. Second, we knew that we could report on at least one very unusual "real-life" use of this resource with students (as described in the "Narrative account of an inquiry-based instructional experience where 'The Theorem of Pythagoras' video was used" -- see Instructional Materials section). Third, we thought it would be worthwhile to focus on a video, so as to show participants that one should look beyond books for valuable instructional resources.
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Scheduling of this activity within the course
The activity was scheduled towards the beginning of the mathematics education course that followed the Methods course for secondary math pre-service teachers, before these participants started their student teaching experience. This activity was also purposefully scheduled after the presentation of a case-study of the planning of an inquiry unit around the Olympics Games (described in Section D7.1). Since this case-study had highlighted how the teachers frequently went in search of materials to meet a need, this enabled us to introduce this activity as a means to get us to take a different view of potential resources.
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Materials needed to implement this activity
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