Math teaching in ES

[Anonymous]

Anonymous wrote:Our ES abandoned Dreambox this year. We're using Prodigy now instead. So far, I like it much better. My kids only use it during "free time" though. It's not required by the teacher.

Did you ask the teacher if she/he sends homework through Prodigy?

[Anonymous]

Anonymous wrote:

Anonymous wrote:In my kids class (AAP) they work on math problems in class and learn subject matter at home via videos. So Tuesday night at home they learn circumference of a circle, etc....Wed. in class they work on it. It's called reverse something. It irks me to no end.

Flipped classroom. Works well with AAP kids...not so much with gen ed.

I actually like this approach. It seems more effective than having them listen to a lecture in class, then try to work through the problems on their own as homework. I'd rather have them do the watching/listening on their own, and the doing part with a teacher available to monitor, make sure they're on the right track, and answer questions.

I've done some instruction for adults on professional topics, and it's always more productive if I can assign pre-reading material and they come in ready to discuss/do.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In my kids class (AAP) they work on math problems in class and learn subject matter at home via videos. So Tuesday night at home they learn circumference of a circle, etc....Wed. in class they work on it. It's called reverse something. It irks me to no end.

Flipped classroom. Works well with AAP kids...not so much with gen ed.

I actually like this approach. It seems more effective than having them listen to a lecture in class, then try to work through the problems on their own as homework. I'd rather have them do the watching/listening on their own, and the doing part with a teacher available to monitor, make sure they're on the right track, and answer questions.

I've done some instruction for adults on professional topics, and it's always more productive if I can assign pre-reading material and they come in ready to discuss/do.

You like the “work less” approach. It is more effective for you but not for the kids. They need interactive lessons.

[Anonymous]

They need both in class. The lecture and time to work on the problems with guidance. Then they can send the lecture home to rewatch on video as a review and os parents know what was taught.

[Anonymous]

According to DD (3rd grade), 30-40% of math lessons are videos from mathantics.com, after which they work on problems in class. She also says that 60-70% of social studies and science is watching videos. I don't really know how accurate her reporting is.

[Anonymous]

My measure would be what is the quality of the video and how often is this happening? Our teachers occasionally integrate some videos with their lessons, and the ones that my kid has replayed at home have been pretty good on information and holding interest. I have a kid who's not naturally good at math, so the ability to watch and rewind has been helpful. If it's all the time and the video doesn't help understand the concept or is intended as a substitute for a teacher providing guidance, I would see that as a problem.

I have mixed feelings about flipped classroom for elementary school. I find it works well with adult learners, but it can frustrate my elementary schooler for some topics, particularly math. If it's social studies and she can read in advance, that's fairly successful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In my kids class (AAP) they work on math problems in class and learn subject matter at home via videos. So Tuesday night at home they learn circumference of a circle, etc....Wed. in class they work on it. It's called reverse something. It irks me to no end.

Flipped classroom. Works well with AAP kids...not so much with gen ed.

I actually like this approach. It seems more effective than having them listen to a lecture in class, then try to work through the problems on their own as homework. I'd rather have them do the watching/listening on their own, and the doing part with a teacher available to monitor, make sure they're on the right track, and answer questions.

I've done some instruction for adults on professional topics, and it's always more productive if I can assign pre-reading material and they come in ready to discuss/do.

You like the “work less” approach. It is more effective for you but not for the kids. They need interactive lessons.

This method allows the teacher more time to interact with the students and give them personalized help. It's actually more work for the teacher, not less.

[Anonymous]

Anonymous wrote:According to DD (3rd grade), 30-40% of math lessons are videos from mathantics.com, after which they work on problems in class. She also says that 60-70% of social studies and science is watching videos. I don't really know how accurate her reporting is.

It may be exaggerated. If those three subjects make up two hours/day, that is an hour of videos each day. If it is true, it may be time to reach out to the principal.