| ITEM |
PARTICIPANT |
| ENTIRE Questionnaire |
1, 2,
3, 4, 5,
6, 7, 8,
9, 10, 11,
12, 13, 14 |
| 1. Preliminary information provided prior to S.I. |
1, 2,
3, 4, 5,
6, 7, 8,
9, 10, 11, 12, 13,
14 |
| 2. Preliminary assignments |
1, 2,
3, 4, 5,
6, 7, 8,
9, 10, 11, 12, 13,
14 |
| 3. "What is math" activity |
1, 2,
3, 4, 5,
6, 7, 8,
9, 10, 11, 12, 13,
14 |
| 4. Tessellation |
1, 2,
3, 4, 5,
6, 7, 8,
9, 10, 11, 12, 13,
14 |
| 5. Area |
1, 2,
3, 4, 5,
6, 7, 8,
9, 10, 11, 12, 13,
14 |
| 6. Remodelling |
1, 2,
3, 4, 5,
6, 7, 8,
9, 10, 11, 12, 13,
14 |
| 7. Sessions on learning differences |
1, 2,
3, 4, 5,
6, 7, 8,
9, 10, 11, 12, 13,
14 |
| 8. Reflections on teaching math through inquiry |
1, 2,
3, 4, 5,
6, 7, 8,
9, 10, 11, 12, 13,
14 |
| 9. Assessment issues |
1, 2,
3, 4, 5,
6, 7, 8,
9, 10, 11, 12, 13,
14 |
| 10. Preparation to planning |
1, 2,
3, 4, 5, 6, 7,
8, 9, 10, 11, 12,
13, 14 |
| 11. Journals |
1, 2,
3, 4, 5, 6, 7,
8, 9, 10, 11, 12,
13, 14 |
| 12. Supporting materials |
1, 2,
3, 4, 5, 6, 7,
8, 9, 10, 11, 12,
13, 14 |
| Other comments |
1, 2,
3, 4, 5,
6, 7, 8,
9, 10, 11, 12, 13,
14 |
| Participant 1 |
P 1
 |
1. Preliminary information provided prior to S.I.
The confusion over the "cost" of the institute - recall the
mailing with the BOCES charge - may have discouraged some potential participants.
The title of the project though apt may've been unattractive. Words and
pictures are co-leaders in my learning thus a amp would've helped me better
locate the N. H. School. The tessellation assignment is necessary however
it is unfortunate that we tend to approach this "new" stuff as
we've been trained - look it up first, then . . . rather than try to imagine
a tessellation. A suggestion: don't use the word "tessellation"
in the 1st assignment - fake 'em out with a phony name then apologize
later. Teachers can take it as long as a sound learning basis can be shown. |
P 1
|
2. Preliminary assignments
The reading previous to class was helpful, except for the student stories.
The way they were copied was very confusing to find which page continued
on the "which page." |
P 1
|
3. "What is math" activity
This was helpful as a beginning especially the time to work with others
who were strangers until the summer institute. |
P 1
|
4. Tessellation
Super. It helped to bring uncertainty to understanding of tessellations. |
P 1
|
5. Area
Great. It was very interesting to see a wide variety of approaches to
finding the area of the fish. Some were obvious - once someone else showed
us! |
P 1
|
6. Remodelling
Probably the most difficult of the three areas. I can see many excellent
possibilities, though. |
P 1
|
7. Sessions on learning differences
The increased awareness is something all teachers should be reminded
of each year. |
P 1
|
8. Reflections on teaching math through inquiry
This reflection was helpful, even when we were on overload. This could
be used in other areas in addition to math. |
P 1
|
9. Assessment issues
Interesting.
I would like to see another day away from the summer institute to further
discuss this topic. |
P 1
|
10. Preparation to planning
This was helpful. Especially reassuring to realize that each time they
use these units modifications are needed and welcome. |
P 1
|
11. Journals
To me, this was the most difficult part since no one usually wants to
know what a teacher is thinking or feeling.
Safer will be the teacher reading the kids. |
P 1
|
12. Supporting materials
Helpful
sample plans
comments of plans
variety of approaches
evaluation suggestions |
P 1
|
Other comments
Fantastic!
You are right, my life will never be the same.
I am thrilled to have the support and follow through from the care team
as we venture out and try various units. |
Participant 2
P 2
|
1. Preliminary information provided prior to S.I.
The preliminary info to me was not clear. I wasn't aware of all the work
& dedication that would be involved. It wasn't until the second mailing
that I was clued in on what was involved. |
P 2
|
2. Preliminary assignments
Everything that was assigned had meaning to it. (So it was useful.)
Except the standards. I know the standards are important, but they are
overwhelming. |
P 2
|
3. "What is math" activity
This was helpful as a beginning especially the time to work with others
who were strangers until the summer institute. |
P 2
|
4. Tessellation
Wonderful! To go through whole experience was comforting. Now that we
have begun teaching the unit, it is neat to see that the learners, then
and now, weren't much different. |
P 2
|
5. Area
Fish activity was enlightening. I couldn't believe how many different
paths to the solution our class came up with. I missed the rest of the Area
Unit, sorry to say. |
P 2
|
6. Remodelling
Missed that afternoon! Because I missed this I'm nervous about trying
to use it in my classroom. |
P 2
|
7. Sessions on learning differences
Wanted more! More input on what to do as a Math teacher! Anticipated
getting an overview of learning differences specifically in the Math classroom.
Although I did enjoy viewing the 2 boys and discussing them. |
P 2
|
8. Reflections on teaching math through inquiry
I believe in it! It follows the NCTM Standards which are the "new"
view to teaching math. |
P 2
|
9. Assessment issues
Having a difficult day remembering what we did! |
P 2
|
10. Preparation to planning
Needed more! It was beneficial discussing with others what ideas they
had. |
P 2
|
11. Journals
During the seminar didn't buy into them. I did enjoy expressing my feelings
but didn't take the time to read others' feelings. |
P 2
|
12. Supporting materials
Participating in the actual lesson as a learner was the best! The materials
weren't a problem. It's amazing that these things weren't used before! |
P 2
|
Other comments |
Participant 3
P 3
|
1. Preliminary information provided prior to S.I.
Good reading material and initial assignment. Not too much but set the
stage nicely. Perhaps another article on inquiry approach and tangible improvements. |
P 3
|
2. Preliminary assignments
Although we put questions on newsprint we left them hanging and didn't
address them directly, but that goes along with the inquiry approach. |
P 3
|
3. "What is math" activity
Two of the Poster ideas I used in my class and this is an activity I
wanted to do at the beginning of the year, but I think we might do them
later |
P 3
|
4. Tessellation
Too much discussion for me. I interpreted the definition differently
than most of the group. |
P 3
|
5. Area
My favorite, this is useful, students come up with formulas and really
feel like inventors. They really think differently in an inquiry mode and
are tired at |
P 3
|
6. Remodelling
Tons of goals but less structure than Area unit. I would have to spend
time looking through the big blue & pink books to extract some ideas
from other teachers. |
P 3
|
7. Sessions on learning differences
I liked Wed.'s & Friday's sessions we were involved and trying to
evaluate kids & the kinds of things that work. Looking at our own learning
styles was kind of a waste. |
P 3
|
8. Reflections on teaching math through inquiry
Good overview of the big picture, but again a little too much |
P 3
|
9. Assessment issues
Journals
Rubrics
Tests
Projects
There are a lot of options out there. |
P 3
|
10. Preparation to planning
Good to have a day to get started built in. |
P 3
|
11. Journals
Great for reflection letting things flow and getting things on paper |
P 3
|
12. Supporting materials
Too much supporting materials, maybe 2 case studies & summary rationale.
We have 8 or 9 notebooks on 3 units. |
P 3
|
Other comments
Fantastic! You are right, my life will never be the same.
I am thrilled to have the support and follow through from the care team
as we venture out and try various units. |
Participant 4
P 4
|
1. Preliminary information provided prior to S.I.
I felt the information was very good. It may help to include (highlight)
some of the specific new standards (NSF) this program is trying to
meet/implement. (i.e., the new math/tech standards that came out) |
P 4
|
2. Preliminary assignments
I felt the preliminary assignments were fine. They helped bring me into
a "math mode." |
P 4
|
3. "What is math" activity
I really liked the sm. group posters. The video was a good lead in for
it also. |
P 4
|
4. Tessellation
I thought the explorations and questions were good. I felt the large
group discussion became repetitive. I also felt some questions were left
unanswered also - but we did have limited time. |
P 4
|
5. Area
I liked seeing all the different ways people looked at things. I also
liked seeing how the stars could be brought through so many levels. |
P 4
|
6. Remodelling
I felt it brought up some good points. My main concern is that middle
school students would not have any background in this to generate even half
of what we generated. |
P 4
|
7. Sessions on learning differences
The F.A.T. City video was helpful. I thought the most helpful part of
all was identifying our own learning styles so that students could be "put"
in those categories mentally. |
P 4
|
8. Reflections on teaching math through inquiry
Helpful. The identification discussion of strategies. Was most helpful. |
P 4
|
9. Assessment issues
Useful to the point that it was established that test can still be used,
along with projects. |
P 4
|
10. Preparation to planning
Nice reality check. We're teachers, we don't have to do everything perfectly.
It gave that "I won't be the only one" feeling. |
P 4
|
11. Journals
I like the directed journals. Personally, the open-ended ones were hard
for me. |
P 4
|
12. Supporting materials
The only problems I had were
- it's so much at once very overwhelming
- maybe all the "handout" worksheets could be in an appendix
at the end of each unit book.
|
P 4
|
Other comments
Number the pages |
Participant 5
P 5
|
1. Preliminary information provided prior to S.I.
Good - except I feel, that we were a little mislead by the concept of
mainstreaming the disable student. I don't feel we truly addressed
that issue. |
P 5
|
2. Preliminary assignments
Student's story - not too productive
NCTM Standards - necessary |
P 5
|
3. "What is math" activity
NCTM video - not too useful, Activity - OK, gave us something to come
together on, but a little childish |
P 5
|
4. Tessellation
"Walk down memory lane" - closure activity needed
"work in the classroom" - good, helped us to visualize what might
happen |
P 5
|
5. Area |
P 5
|
6. Remodelling
Don't quite feel we drew good closure on this - "how might we use
this in the classroom" sharing might have been useful |
P 5
|
7. Sessions on learning differences
? I don't recall this |
P 5
|
8. Reflections on teaching math through inquiry
Good closure. Area that needs emphasis. |
P 5
|
9. Assessment issues
Don't remember too much here. Maybe ideas that were presented were things
I had already thought of. |
P 5
|
10. Preparation to planning
Good to have experienced teachers there to share. |
P 5
|
11. Journals
OK - but I did not have time to read others during class |
P 5
|
12. Supporting materials
Too much!
Too much paper used/wasted? |
P 5
|
Other comments |
Participant 6
P 6
|
1. Preliminary information provided prior to S.I.
Everything was sufficient to let me know what to expect from the institute.
Thanks. |
P 6
|
2. Preliminary assignments
This was an excellent way to get interested in the topics before the
class. If I could incorporate this "warm-up" idea before a big
unit, I would definitely! |
P 6
|
3. "What is math" activity
Nice video! But I would at some point like to see the unedited version.
The poster exercise was excellent! I will be making posters & creative
objects as often as possible. |
P 6
|
4. Tessellation
Sometimes frustrating; sometimes rewarding. Always a genuine learning
experience! |
P 6
|
5. Area
Everyone in the class was challenged at his/her own level. Small group
activities helped fill in some gaps. The large group discussions were great.
This unit has great potential for many levels of sophistication (even beyond
middle school!) |
P 6
|
6. Remodelling
OK - Thursday afternoon we were all a bit spacy. But everything we did
was so very vague. This makes it hard to visualize some solid plans. |
P 6
|
7. Sessions on learning differences
I learned a lot; but there's still so much more to be done. Maybe more
workshops in my future! |
P 6
|
8. Reflections on teaching math through inquiry
This was nice follow-through. It helps to validate the ideas we had been
playing with. |
P 6
|
9. Assessment issues
There are tons of good ideas going on "out there." The big
issue is being consistent, documenting, and having accurate assessment. |
P 6
|
10. Preparation to planning
Sharing with phase 1 & 2 was the key experience of the entire
institute. I would like to see more of it at the follow-ups! |
P 6
|
11. Journals
I've come to believe they are an indispensable part of learning new ideas! |
P 6
|
12. Supporting materials
I love those books |
P 6
|
Other comments |
Participant 7
P 7
|
1. Preliminary information provided prior to S.I.
I found this information provided prior to the Institute to be helpful
and accurate. |
P 7
|
2. Preliminary assignments
I found Levine's reading especially helpful for initiating my thinking
about what students with learning disabilities go through at school and
have each day. |
P 7
|
3. "What is math" activity
I enjoyed this activity. It took my a while to get my thoughts going,
but once I started writing, I discovered I had a lot of thoughts to share
about "what math is." It also helped me and interested me to hear
what other people had to say about what math is. |
P 7
|
4. Tessellation
I think the preliminary assignment was a great intro to the Summer Institute
and really helped participants to start thinking about what a tessellation
is. I think we needed to have more time to come up with conjectures. Talking
about the definition of tessellation and whether or not it was OK to change
it and also reading about interpreting a geometric figure were especially
helpful. I had never really thought about the role of definitions in math
before - at least not this extensively. I learned a lot. |
P 7
|
5. Area
I really liked the area activities - especially the "Fish"
activity. I thought the discussion about rethinking the "math of area"
was good. It really helped me to think of a lot of different applications
for area. |
P 7
|
6. Remodelling
I've never really had any remodeling experience, so I felt kind of out-of
this discussion at times. I can see some of the potential goals &
applications of a remodeling unit, although I think I am more comfortable
with implementing the area & tessellation units. (Probably because I
have never really done any remodeling myself.) |
P 7
|
7. Sessions on learning differences
The F.A.T. City Video was excellent - I think it was a very good introduction
to our discussions of "learning differences."
The case studies of two LD students were very helpful. I think going through
the IEP's & the students' files would be especially helpful for new
teachers who may not have come across these yet |
P 7
|
8. Reflections on teaching math through inquiry
Although I think it was good for us to compile a list of teaching strategies
modeled in the Summer Institute, at times it seemed like we were just listing
every little thing we could think of that happened - and not really applying
them to how we would use these strategies in the classroom. I think we spent
too much of the time making the list and not enough time discussing how
the different strategies would actually meet the needs of learning disable
students as well as other students. |
P 7
|
9. Assessment issues
I really don't remember exactly what went on during this session and
don't really have any feelings one way or another. |
P 7
|
10. Preparation to planning
The small group planning on the chosen unit was very interesting. I wrote
lots of ideas down. However, I would have liked to be able to ask "someone"
about some specific planning for my unit. I felt like the Phase 1 teacher
really focused on the other members of my small group. |
P 7
|
11. Journals
I enjoyed reading other people's journals each day and finding out what
some of the other participants were thinking. However, I sometimes found
it a burden to try and think of something to write. I think it's a good
idea to allow for open journals but also each night to give suggestions
for what participants might like to write about. |
P 7
|
12. Supporting materials |
P 7
|
Other comments |
Participant 8
P 8
|
1. Preliminary information provided prior to S.I.
Preliminary information was sufficient. I think that the correspondence
was timely and informative. |
P 8
|
2. Preliminary assignments
I think that the readings were very helpful. Writing the student story
did not help. I would discontinue this part of the institute unless it is
for your needs. |
P 8
|
3. "What is math" activity
This activity was a good way to get everybody "on the same page."
It was interesting to see the different perspectives people had. |
P 8
|
4. Tessellation
I think this was the most helpful part of the institute. I think the
purpose of the "walk down memory lane" could have been more explicit. |
P 8
|
5. Area
This was definitely a good way to use the inquiry approach in the traditional
curriculum. I think it was very good the way that you modeled the process
with the large group first. |
P 8
|
6. Remodelling
This was helpful, but we didn't tap into the full potential. I would
have enjoyed breaking into small groups and planning together. |
P 8
|
7. Sessions on learning differences
This was a good way to identify differences; however, I would have liked
discussing what to do about the differences more often. |
P 8
|
8. Reflections on teaching math through inquiry
The identification and discussion of the teaching strategies modeled
helped tie all the loose ends together. |
P 8
|
9. Assessment issues
I still don't have any idea about how to assess this approach. But that's
OK. I know that the students learn more this way. |
P 8
|
10. Preparation to planning
I think it would have been better if we did planning in smaller groups
first. I don't know if this is because our group didn't process well in
a large group, but I would have enjoyed it if we had time on our own. |
P 8
|
11. Journals
I like the idea of a shared journal. I didn't reap the benefits because
there was too much other reading in such a short period of time. |
P 8
|
12. Supporting materials
The way that you introduced materials was excellent. I feel like many
teachers use materials inappropriately and your approach was refreshing.
I'm sorry I can't provide you any more specific feedback. |
P 8
|
Other comments |
Participant 9
P 9
|
1. Preliminary information provided prior to S.I.
Very clear and helpful. |
P 9
|
2. Preliminary assignments
Good introduction and "set the stage" for what was to come. |
P 9
|
3. "What is math" activity
Very good as a model to do with a class. I did it with good results.
Students were interested in the review. |
P 9
|
4. Tessellation
Large group processing got a little tedious "Walk" may have
been a good idea but it was a little long for my short attention span. |
P 9
|
5. Area
Very engaging! |
P 9
|
6. Remodelling
Since I could not see how I could apply this activity, I was not as interested
in it. How possible is a remodeling project in a school? |
P 9
|
7. Sessions on learning differences
Very interesting and informative. I will use that information in my teaching. |
P 9
|
8. Reflections on teaching math through inquiry
Good follow-up and review. |
P 9
|
9. Assessment issues
Excellent! A big help! |
P 9
|
10. Preparation to planning
I was in a group by myself (based on my unit and grade level) so I could
have stayed home to work. I also had most of the unit finished before Friday.
( I thought we were asked to be almost finished.) |
P 9
|
11. Journals
Helpful because we are asking our students to journal. I wouldn't want
to do it all the time. |
P 9
|
12. Supporting materials
Good for the most part. The units were hard to use because of the organization,
or lack of it. I know you are aware of the set-up and personal preferences. |
P 9
|
Other comments
On the whole, I was impressed with the planning and efficiency of the
Institute.
The weekly meetings, while I wouldn't prefer to skip because I like to
go home after work, are keeping the inquiry approach on my mind and in my
lesson plans. |
Participant 10
P 10
|
1. Preliminary information provided prior to S.I.
If written materials were provided to the school early on, I never saw
it. The group introduction meeting at B.T. was informative. Both
mailings were informative and complete |
P 10
|
2. Preliminary assignments
OK - got me thinking! |
P 10
|
3. "What is math" activity
Very good as a model to do with a class. I did it with good results.
Students were interested in the review. |
P 10
|
4. Tessellation
- Discussions were very interesting
- Small groups often seemed more task, interesting than the large group
lecture
format |
P 10
|
5. Area
- One of the best activities
- It allowed everyone to participate and feel valued |
P 10
|
6. Remodelling
Good practical ideas on ways to implement math remodeling unit within
the classroom. |
P 10
|
7. Sessions on learning differences
Can there be a method used to give teachers who have not taught L.D.
students some first hand experiences? Role playing? Etc.? I heard many say
that this section brought up more questions, concerns than it answered. |
P 10
|
8. Reflections on teaching math through inquiry
By this time I was a little overwhelmed - the amount of reading and discussion
needed to sink in so that I could fully appreciate the reflections. |
P 10
|
9. Assessment issues
Good ideas were shared on alternative ways to assess students. |
P 10
|
10. Preparation to planning
Very interesting to hear how previous years teachers implemented and
changed the lessons. |
P 10
|
11. Journals
I would have enjoyed reading/writing them much more if I had not also
had tons of H.W. to accomplish for the next day's class. |
P 10
|
12. Supporting materials
Good for the most part. The units were hard to use because of the organization,
or lack of it. I know you are aware of the set-up and personal preferences. |
P 10
|
Other comments
Frequently, facilitators let productive discussions overrun break times
without an appropriate restart delay. In effect, we were penalized for successful
discussions. |
Participant 11
P 11
|
1. Preliminary information provided prior to S.I.
doesn't apply |
P 11
|
2. Preliminary assignments
doesn't apply |
P 11
|
3. "What is math" activity
The "create a poster" was a nice change in this activity to
encourage creativity & to direct ideas toward a theme (or look for common
ideas) |
P 11
|
4. Tessellation
The less thorough coverage of T's leaves a lot left to be imagined, but
the write-ups should help fill in. |
P 11
|
5. Area
giving stars for different levels seemed like it worked well & opened
up the possibility of not always making the small groups heterogeneous |
P 11
|
6. Remodelling
Good to brainstorm, but shorten that piece & talk more about narrowing
down what is chosen |
P 11
|
7. Sessions on learning differences
very needed - put in even more |
P 11
|
8. Reflections on teaching math through inquiry
This helped to define what it really is (inquiry) & since there are
misconceptions, it's important to reflect on this. |
P 11
|
9. Assessment issues |
P 11
|
10. Preparation to planning
1 Should have been a time for questions after year 1 &2
teachers shared |
P 11
|
11. Journals
interesting to read
continue doing |
P 11
|
12. Supporting materials
? |
P 11
|
Other comments |
Participant 12
P 12
|
1. Preliminary information provided prior to S.I.
Preliminary information was fine! |
P 12
|
2. Preliminary assignments |
P 12
|
3. "What is math" activity
Okay - good way to create an awareness of the broad impact of math on
our lives. |
P 12
|
4. Tessellation
Lack of clarity of the tessellation definition was frustrating. I would
have enjoyed a brief "definition" activity before tessellation
examples were analyzed. The approach used with students is a good "lead
in" making them aware that definitions can be clarified and refined. |
P 12
|
5. Area
giving stars for different levels seemed like it worked well & opened
up the possibility of not always making the small groups heterogeneous |
P 12
|
6. Remodelling
Worthwhile exploration of the math involved in a remodeling project. |
P 12
|
7. Sessions on learning differences
Because I'm a special ed. Teacher, this section was not valuable for
me, but regular classroom teachers would probably benefit from a more comprehensive
approach. Specific suggestions & techniques could be presented. (Ex.
Well spaced work sheets, homework assigned verbally and written on
the board, emphasis on clarity of directions and clear easy to read print,
maps, charts, etc. . . . |
P 12
|
8. Reflections on teaching math through inquiry |
P 12
|
9. Assessment issues
Assessment is still a problem area for me. |
P 12
|
10. Preparation to planning
Sharing by teachers who have had experience teaching the units was very
interesting and beneficial. |
P 12
|
11. Journals
I'm not that enthusiastic about Journal writing and I didn't read all
the journals everyday. Some of them were quite lengthy. Perhaps it should
be optional, or assigned every other day. |
P 12
|
12. Supporting materials |
P 12
|
Other comments |
Participant 13
P 13
|
1. Preliminary information provided prior to S.I.
The preliminary information was well presented and informative. I have
to admit that I was late in reading the packet and benefited the most from
the in person presentation that Judi Fonzi made to our building. I appreciated
the reminders that preceded the August Session. These served to help focus
attention just prior to the beginning of the session. |
P 13
|
2. Preliminary assignments
The preliminary assignments helped focus our attention on the required
responsibilities and started us thinking about what was going to be expected.
At that time of the summer, we needed to have our energies directed appropriately.
There was enough to do - just the right amount. |
P 13
|
3. "What is math" activity
The video helped direct attention and provided info, the discussion helped
us all get a feel where each person was coming from. |
P 13
|
4. Tessellation
This was the beginning of the "nitty-gritty." I felt that we
were finally getting into what we had come for. Very thought provocative
and I find myself referring to the feelings I had whenever a student questions
"why" we are doing things this way. |
P 13
|
5. Area
This had the same impact on me that the Tessellation activity did. |
P 13
|
6. Remodelling
Here was a chance to see how we could implement what we were learning
in a practical way. This was very relevant in my life and I felt that it
would have possibilities for a Resource Room implementation. |
P 13
|
7. Sessions on learning differences
The video and discussion were helpful, as were the learning styles and
differences. However, I have liked more information on the impact of those
differences on classroom instruction and I'm a Spec. Ed teacher. There would
have been benefit in adding a "case study" each time something
new was presented and relating that "case" to implications in
the classroom. |
P 13
|
8. Reflections on teaching math through inquiry
No problem with this activity. Understood the need to tie loose ends
together. |
P 13
|
9. Assessment issues
This was a big concern for many participants. How were we going to hold
our students accountable for what they have learned? The most helpful par
of this - for me - was the sharing by the "experienced" teachers.
Knowing that this has and is working and how to put everything into perspective
and make it doable. |
P 13
|
10. Preparation to planning
The day you made us actually start our units proved that WE could make
this happen. This was the hardest part and I thought that I would never
get started and when we did, the ideas fell into place. Great! Hard Work!! |
P 13
|
11. Journals
The journals were hard for me to get used to and I felt very exposed
as I tried to stay honest. I really couldn't see how this would work as
a tool, but every day. I looked forward to reading other people's thoughts
and benefited from them. I have used this as a tool in the classroom and
it is very helpful for the student as they are forced to realize what they
are learning. This is even more helpful than the "accepted" method
of informing the student of what they will be learning prior to instruction.
It is also a good reality check for the teacher to see if the planned concepts
are being grasped. |
P 13
|
12. Supporting materials |
P 13
|
Other comments |
Participant 14
P 14
|
1. Preliminary information provided prior to S.I.
Because I decided to attend the Summer Institute a few days prior to
its beginning, I did not fully appreciate (read) the bulk of preliminary
information we received. There can be no question that such information
is useful, however. |
P 14
|
2. Preliminary assignments
These assignments & their timing were useful. Some of my own very
specific questions were answered during the week the F.A.T. city video helped
put to rest the problem of Fairness that I've struggled with for a while.
I would have preferred a little more depth & a little less breadth in
the Levine reading. |
P 14
|
3. "What is math" activity
I have been unable to recall the NCTM video - that seems to suggest something
The "what is Math" activity was a great ice-breaker & creative
learning experience. Definitely something I would employ in my own (God
willing) classroom. |
P 14
|
4. Tessellation
I enjoyed & found merit in all of the tessellation related activities.
The preliminary assignment served well to develop our own judging criteria
that we later defended in our group judgings.
The walk down memory lane would really have appealed to the teacher in
me - however, the student in me felt it was a little too drawn out or overdone.
I think that can be one of the greatest benefits of attending seminars/institutes
- feeling the reality of what seems like a great idea as a teacher. |
P 14
|
5. Area
This was really great! This went a long way to help me again rethink
teaching math. I have a tendency to think towards creative units meaning
using concepts as opposed to discovering them. Thanks! |
P 14
|
6. Remodelling
This was the unit I most identified with as something I might have done.
This "familiarity" was comforting - yet because the other 2 units
were more foreign to me, I think they held my attention better. Very well
done, though! |
P 14
|
7. Sessions on learning differences
This was the most interesting and meaningful part of the week for me
I continue to reassess my own learning disabilities as well as how I have/should
recognize & handle learning differences in my students. Its a lot to
accomplish in 40 minutes. Seems to address the need for longer/less frequent
classes. |
P 14
|
8. Reflections on teaching math through inquiry
Good -- |
P 14
|
9. Assessment issues
Did not attend. |
P 14
|
10. Preparation to planning
I did get some good ideas from their discussion - but in general their
information bank is of most use while trying to generate your own ideas
- not employ theirs. |
P 14
|
11. Journals
I think of myself as simultaneously being a very lazy (though well intended)
student & a very energetic, enthusiastic teacher. Journals are the only
'assignments' that have ever appealed to both of me. |
P 14
|
12. Supporting materials |
P 14
|
Other comments |