Reflection on High School Mathematics Strategies

After observing many mathematics teachers in my district I have seen many strategies being used in the high school classroom environment. Many of the strategies that I have seen are successful for teaching mathematics, though there are some that are not. My blog is going to talk about five strategies that are used successfully for the high school math classroom and one strategy that I feel is not successful. For each of these strategies I will include a video on what they are and how they are used in the classroom. If there is anyone that feels I have not included a strategy that would be useful or feel that the strategy that I picked for no use in this particular type of classroom, please feel free to leave me a comment.

The first strategy that I feel is successful in the mathematics classroom is Collaborative or Cooperative Learning. Collaborative learning is an approach where students are encouraged to learn in small groups to achieve the same task. I feel that this approach to learning has become essential in a mathematics classroom, mostly due to the implementation of Common Core. The Common Core standards require a more collaborative environment. The standards are based on using

Reflection on Teacher Evaluation

Currently being worked on! Come back later to check it out!

Tackling Grading

     I recently had to read this great article by Rebecca Alber about grading in the classroom. As a future mathematics teacher for high school, before reading this article I never really took the time to think about grading. This article had some great ideas and made me think of a few on my own. If you would like to read this article it is available at: http://www.edutopia.org/grading-dilemma-strategies-tactics. Feel free to read this article and leave comments! I would love to know if there are some other great grading ideas out there!

Peer/Self Assessments
     Students in high school can purposely give a student a bad score just because they do not get along. Even if students do not grade fairly, it may be able to spot. However, if the goal was to ensure that you, as the teacher, has less grading, what would be the point if you have to go through all of them yourself anyway?
The positive with peer assessments is that students can learn from each other about what is acceptable in the classroom. Self assessment is a great tool to use for grading. It gets each student involved in their own success, or sometimes failure. For students in high school, it is important for them to start learning how to be accountable for their own actions.

The One-in-Four Rule
     The one in four rule is to grade one out of every four assignments. I have never heard of this rule before. However, I did have a teacher that explained to me how important it was to grade assignments and get the back as soon as possible. With this rule, I feel that getting the students their graded assignments back quickly will be so much easier. I also feel that this rule can even be added to by including grading just the problems that students are having the most difficulty with. For example, in my future high school math classroom I may give them credit for turning in their homework, but examine closely their word problems and make comments to help them feel more comfortable with these types of problems.

The Stamping Method
     I loved Rebecca Alber's idea with creating your own stamps for the classroom. What a great way to personalize your classroom and encourage your students! Stamping cuts down the grading time. I believe that switching the stamping between a stamp for credit and a stamp that is based on how well the students are doing on the homework. This is important because the students don't know what is the stamp for the day so they have to make sure their homework is done.

Student Journals
     I love the idea for student journals. I feel that students in high school need to learn these important study and note-taking skills so they can use it throughout their college careers. In a high school mathematics classroom with Common Core Standards, the students need to learn to write about how a problem is solved. I feel that this is important because if you can teach it, you know it. This way the students can talk about the problems with each other and help each other succeed.

     As a future teacher, I know that when it comes to rewarding a student, no matter their age, it is not always about the reward, it is about the fact that you took the time to recognize the student for their skills. Some students do not get this kind of attention at home. So, as the teacher, you can provide some motivation, even if it is giving a sticker that you got from the Dollar Store!

High Expectations

This blog will explain how I am going to communicate high expectations to my students. Come back later to see how I can achieve this in a high school mathematics classroom.

Writing Lesson Plans...

When it comes to writing lesson plans, all teachers can think of is work,Work, WORK!! Successful lesson plans need to be thought out very carefully and tailored to fit your classroom. Each of your classes have a different groups of students with different capabilities. You may encounter a class that understands the lesson quicker than others. If you run into a class like this, you need to have a lesson plan that has other activities (maybe they are more challenging, maybe they are different, or maybe you move to the next lesson). As a teacher, being prepared with your lesson plans and the ability to change the classroom based on your students level is extremely important. 

My favorite part about writing a lesson plan is finding the anticipatory set! I think that the anticipatory set is the most important part of the lesson plan. Why you ask??? Well as a soon to be high school mathematics teacher, I feel that students do not have much interest in mathematics because they cannot relate to the process. Students also have a hard time seeing the end product, the reason why we learn the concepts in mathematics. As a teacher creating or finding the anticipatory set, I am finding the reason why students should be focusing on what I am teaching them. It is the hook of the lesson! I have to catch the students attention and Keep it! Whether I do this through a problem students often face or I find a really great YouTube video that keeps the kids excited about learning. 

My least favorite part of lesson planning is deciding what standards I can hit with every lesson. I think that choosing the standards is the most tedious part of the lesson. Often times the standards are written in awkward language and are hard to interpret. Also, when it comes to mathematics, most of the time the students that come into the classroom are behind so I have to teach them standards that they were supposed to learn from last year or a few years ago. 

I believe that when I am able to start teaching these lesson plans in a classroom I will be able to determine if I need more structure or options in certain areas. I also feel that my format of lesson planning may change as I accumulate more years of teaching experience. 

This is one of my assignments to receive my teaching credential. If I were to write this module that we just concluded. I would include a group assignment, which groups everyone based on their area. This assignment would have us all write a lesson plan. After we have all written our lesson plans, we would meet and talk about all of our lesson plans. (What we liked? What we didn't? Give each other ideas about the parts of our lesson plans. Talk about our experiences of trying certain things in the classroom.)

Formative Assessment

Check out my video of my presentation on Formative Assessments!!!!!!!!

Video on Observed Classroom with Differentiated Instruction

Check out my video on my experiences with differentiated instruction!

Review of Standards, Objectives, and Lesson Plans

This week at Teach-Now has been all about how to take a standard and see it through to a lesson. Now, most people are thinking that this task isn't that difficult. However, there is a lot of thought that is included in every part of creating a lesson or lessons based on a standard. Teachers need to be highly aware of every aspect of their classroom, including what objectives his or her students can accomplish in one lesson.

Speaking of standards, there is one big deal that is happening all over the United States this year... Yep, you guessed it.

It's Common Core!! Now, this blog is definitely not about how great or horrible Common Core is or will be. My blog is about how I have learned to take a standard from the Common Core State Standards and turn it into an objective and eventually into a lesson. There are many techniques and strategies that are available out in the world to accomplish this task. However, we started with learning how to backwards map a standard.

The standards that I chose came from the Common Core State Standards from California for high school mathematics. To start the backwards mapping of a standard, first we defined three possible student performances for the standard that we chose. After we picked possible student performances, we described at least two teaching strategies to help students meet the standards. Then we identified two assessments that would show that the students have met the standard. For example, I chose the standard:
G-GMD- Explain volume formulas and use them to solve problems-3

Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. 

My possible assessments included:

 Quiz on problems that use the formulas for a cylinder, pyramid, cones and spheres.

Group assignment for students to solve a real world word problem describing the steps in solving the problem. 

Originally, I felt that this assignment was not going to be challenging. However, when sitting down to do the assignment I found that I had to pick out the standard and then stop for a while to think about what the best strategies, performances, and assessments would work best for each of the standards. I know that as a future teacher I will also have to think about what would best fit for the students that I am teaching the standard. This an extremely important lesson for me to learn as a first year teacher, so I am glad that I can make a note of it now for future reference. 

Our next assignment was a group assignment that involved choosing two English Language Arts standards and unpacking the standards. There are many strategies to unpack standards. The strategy that my partner and I chose to use is: First you need to identify the concept or concepts of the standard, the what. Then you look to find what the standard wants you to do with these concepts, the verb or the how. Lastly look to see if the standard gives you a context, the where. There are many strategies when unpacking standards. Some strategies include talking about the standards big idea or ideas. The big idea is the main point or points of a standard. This allows the teacher to glance at their standard and understand where it would fit in their lesson plans.

One of the standards we chose is: Reading Standards for Literature K–5

Standard 2: (Key Ideas and Details) Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (“Common Core State Standards”)

This is what it looked like when we unpacked the standard:

At first, I felt that this assignment would be difficult for me because we were unpacking English standards and I am more of a mathematics girl. However, I had a great partner who had great ideas and help me accomplish the task.

The last assignment required that we write objectives for one of the standards that we unpacked. I chose to

stick with the standard that I used above. The objective that I came up with were:

        Students will be able to recount the story of Heracles in Greek mythology, by understanding sequential order.

     Students will be able to distinguish the different genres: fables, folktales and myths.  

     Students will be able to determine the central message, lesson, or moral of the story, by asking “What did the character learn in this story?”.

     Students will be able to explain how the message is being conveyed through key details in the text.

For this assignment, I was unsure that I could be successful at creating objectives. I wish that we could have chosen a standard from our grade level and subject. However, by having to create objectives for a different age group and subject it pushed me out of my comfort zone and allowed me to turn to the internet for some guidance on the assignment. I learned that there are many tools and websites that allow a teacher to help themselves and their students by getting new ideas. I think that other teachers insights are a great tool to help you create the best objectives and environment for your students. 

Classroom Culture

As an incoming high school mathematics teacher the classroom culture is critical to my success and to the ability of the students to learn.  The trick is to balance the rules and organization without stifling the students desire to learn.  A classroom must be a place of safety that allows students to open their hearts and minds for learning.  The rules must clearly state what behavior is unacceptable while allowing the student enough freedom to escape the traditional constraints and open his mind to new possibilities in education.  In my classroom, I will discourage bad behavior and reward good behavior, innovative thinking, group discussions, openness, and  learning.

Class control is extremely important.  I believe that rules and structure provide one necessary component of class control but the culture of the classroom must be developed for a student to want to go to class.  The concept of an ideal classroom , at least in my mind, includes a culture that promotes happiness in learning.  Students should want to come.  They should believe that I care about them and know each one of them individually.  I want to be the students support and mentor for advancing their skills in math.  Math is extremely important in the new economy and students who do not learn math will not be able to participate in many jobs within the economy.  The students are our future and we need to arm them with the knowledge they need for success in life.  The classroom culture should harness technology, reward innovation, support individuals, solve problems in groups, and create a desire to learn more.  I hope that my students want to come to my class.  If I spend all of my time focused on broken rules I will have failed.  I want my classroom environment to be so interesting and innovative that students want to come even if hard work is required.

Rules have to be followed but should not be the focus of our classroom.  Our purpose is to learn.  I will use innovative teaching methodologies and technology to interest the students.  Many students in math have already developed an aversion to the subject area.  Many students, and the majority of female students, do not feel that they can excel in math.  I want my classroom to be the place they can break through the barrier and build a foundation. 

In order to have an effective classroom with a positive and caring environment the teacher must also follow

certain rules.

Rules for the teacher:

-          Talk to your students by using their first name.

-          Start and end class on time.

-          Reward learning behaviors.

-          Arrange the environment for group and individual work sessions.

-          Provide a safe environment for all students.

o   No Bullying Zone

o   Work Together

o   Keep Trying!

o   If you fail, don’t quit, try again.

-          Integrate technology and innovative teaching methods.

-          Make every student feel important.

-          Communicate your expectations.

-          Communicate rewards and praise.
-          Ask for student participation and opinions.
-          Be Available for students.
-          Work with the math club.
-          Show the students why I love math!
-          Use a new method if the students do not understand the lesson.

-          Encourage your students!

References: 

1. Teaching Tolerance. Culture in the Classroom | Teaching Tolerance. Retrieved March 25, 2014, from http://www.tolerance.org/supplement/culture-classroom

2. Center for Teaching and Learning. Positive Classroom Climate | Center for Teaching and Learning. Retrieved March 25, 2014, from http://cte.udel.edu/publications/handbook-graduate-assistants/getting-started/positive-classroom-climate.html
3. Teacher Certification, Teaching Certificate, Teacher Education & Training. Maintaining a Positive Classroom Environment.Retrieved March 25, 2014, from http://www.teachercertification.org/a/maintaining-a-positive-classroom-environment.html
4. Kelly, M. Secondary Education | Teaching Strategies and Resources for Educators. Creating a Positive Learning Environment. Retrieved March 26, 2014, from http://712educators.about.com/od/classroomhelpers/tp/Creating-A-Positive-Learning-Environment.htm
5. Dennis, K. Kelly Dennis: Chapter 7: A positive classroom environment. Retrieved March 26, 2014, from http://sitemaker.umich.edu/keldenn/chapter_7__a_positive_classroom_environment

My 5 Digital Tools to Engage Your Students!

Check out my video that shows my top 5 digital tools that your students will be excited about!!

Check out each of these tools websites:

5. Wolfram Alpha http://www.wolframalpha.com/about.html

4. Prezi http://prezi.com/about/

3. Twitter https://about.twitter.com/

2. ThingLink http://www.thinglink.com/learn

1. BrainPOP http://www.brainpop.com/about/tour/

How Objectives Affect the Usage of Technology Tools in the Classroom...

Teachers are constantly writing new and exciting lessons by first creating a lesson plan. What is in a lesson plan you may ask? Well, here is an example of what should may be in an lesson plan:

1. Objective 

2. Anticipatory Set

3. Checking for Understanding 

4. Closure 

5. Formative Assessment.

Note: Lesson plans are very unique and have the tendency to look different based on a teachers content area and what their school requires of them.

Below, we can see a comparison of lesson plans. The lesson plan template that is shown first is made for middle school students. This lesson plan includes: Content Objective, Language Objective, Anticipatory Set, Lesson Activities, Closure, and Homework and Practice. The lesson plan includes many of the items that I mentioned above, but not all of them; it even adds a few extra categories. The lesson plan below that is made for high school students. It includes: Daily Objectives, Methods, Instructional Strategies and Assessments. This lesson plan has even less categories, but each category is very specific and detailed with the types of strategies, methods and assessments that are being used.

Now that we have established what is in a desired lesson plan we can now focus on the topic of my blog: 

OBJECTIVES! 

First, what are objectives and why are they necessary?

Definition: "Objectives specify what learners will be able to do, or perform, to be considered competent." (Schuman) Objectives are the heart and soul of the lesson plan. The objective clearly states what the students will be able to do to ensure that there is a measurement of learning. In order to make sure you have achieved this goal when writing objectives, make sure the meet the criteria of the P.A.C.E. framework. (Uretsky) So, what is the P.AC.E. framework???

"Pertains: The objective should pertain to a standard or broad topic.

Attainable: The objective should be designed to be achievable by the end of the lesson.

Crafted with a Question: The objective should be crafted with a corresponding question to promote student       thinking. 

Evidence-Based: The objective should be designed in a way that enables evidence to determine if the target       of the lesson was met." (Uretsky)

These 4 areas of an objective are extremely important when considering the topic of the lesson and the what is going to be achieved from the standard. The purpose of objectives is to improve both students' and teachers' performance in the classroom. (Schuman) By showing what is expected of the students for the day, they will be better organized and prepared for the days lesson.

Now that we have defined what an objective is for a lesson plan, we can now look at their importance. Let's say that we asked students to measure the perimeter of a cube. Would students be able to accomplish the task if you handed each student a measuring cup? I am sure that they
would look at you with puzzling faces. So the question is what would be the best tool for the students to work with to accomplish the task? For this task, a better tool would be a tape measure or a ruler, right? I am sure that you are thinking, what is your point with all of this tape measuring stuff? Well, my point is that we need to understand the objective before deciding what tool would be best used to accomplish the task.

Now that we understand that the objective is the most important factor in deciding which tool to use for the assignments, we can now apply this same idea when choosing technology for the classroom. There are so many technological tools that can be used in the classroom this may feel like a daunting task. However, if you
are aware of the lesson's objective you can narrow down the list of tools based on the task at hand. For example, if you wanted students to find a
YouTube video that is based on the concept of the lesson you would not have only one computer for the entire class to share, right? For this lesson's objective, you would much rather have a classroom that allows every student to have their own laptop or tablet to effectively accomplish the objectives task. The goal of technology in a classroom environment is to encourage students to engage in a deeper level of learning. Technology is more efficient at accomplishing this level of learning if it is being used appropriately and effectively in the learning environment. Having all of the students huddled around one computer does not create efficient learning for each student. When every student has their individual tool, they can accomplish a deeper level of learning and doing work individually. 

References:

1. Schuman, L. (1996, 9). Understanding Objectives. Retrieved March 11, 2014, from http://edweb.sdsu.edu/courses/EDTEC540/objectives/ObjectivesHome.html

2. Uretsky, M., & Andrews, D. Key Lesson Components. Handout.

Brain-Based Learning in a Digital Age

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     So a new idea in teaching? Brain-Based Learning. Well...what is it? It is actually quite simple. This new theory is based on the brain and how it functions. (Brain-Based Learning) Basically, everyone does learn and we are learning all the time everyday. So let me guess...You're thinking so what? Another new theory about how children can do better in their classrooms. If you are thinking that, you are wrong, the truth is that this theory can be used in many ways for the 21st century classroom.

First, you need to know the principles and how they can be applied in the everyday classroom. The key fundamentals of brain-based learning are:

“The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling." (The Twelve Principles for Brain-Based Learning)

Implementation: If we consider the first principle, it talks about how the brain can learn by performing

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multiple tasks at once. Technology can help teachers reach this type of learning by having the students listen to the teacher teaching the lesson and using their iPad or other device to help visualize the shapes or the
problems in the lesson. This can be extremely important in a geometry class. Students need to have an explanation in words while picturing the concept in their head.  The tablet would allow them to be able to check if they are visualizing it correctly and become faster at visualizing.

"Learning engages the whole physiology." (The Twelve Principles for Brain-Based Learning)

Implementation: The basis of this principle is that the whole health of the child affects their brain and therefore

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their learning capability.  In order for my students to understand the benefit of sleeping at least 8 hours a night and eating healthy, I would encourage physical activity and nutrition. Now you are thinking, well how are you going to do that? Well, I feel that I could present a lesson with statistics on how important taking care of your body is and how it affects their brains. This lesson would hopefully empower my students to keep up their physical health to increase their mental health. 

"The search for meaning is innate." (The Twelve Principles for Brain-Based Learning)

Implementation: This next principle is mentioning the fact that students always search for meaning in everything.  As teachers we need to create a stable and familiar environment with enriched experiences.

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 (The Twelve Principles for Brain-Based Learning) In my future classroom, I feel to reach this goal we need to create a routine for our students to expect everyday. A great way to accomplish this is to have a theme for everyday and also keeping the normal routine. For example, everyday we would start class with warm-up, next we would go through questions on the homework, then we would move to the lesson of the day, and last we would have an "exit ticket" that includes questions of the days lesson. During the lesson of the day we would be able to create these experiences based on the days theme. For example, I could incorporate hands on learning into the lesson by having students go outside to take measurements to find the area of shapes. A tablet can be used for the students to keep track of the measurements and to take pictures of the object that they chose to find its area. 

"The search for meaning comes through patterning." (The Twelve Principles for Brain-Based Learning)

Implementation: Patterns are everywhere. Now why is it important in the classroom? Our brain more

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efficiently takes in information through patterns. When information is taken in through patterns we are better able to make connections with related information. One way to create this is to use the same technique as described above, by having themes for the day. Another way to use patterns to our advantage is to have lessons that are related to more than one topic of study. This allows our brains to remember more information. (The Twelve Principles for Brain-Based Learning) A great is example is the subject of physics, which uses mathematics and science.The Common Core is encouraging teachers to create this environment in the classroom. 

"Emotions are critical to patterning." (The Twelve Principles for Brain-Based Learning)

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Implementation: Emotions are critical to encourage learning in the classroom. Emotions affect the function of the brain. A student needs to have a safe emotional environment. In order to create this feeling I would establish rules about respect in the classroom. It is also important for students to feel comfortable to emote their feelings to one another. Passion is a large source of learning. As a teacher, I want to show my passion for learning to inspire my students to do the same for others. 

"The brain processes wholes and parts simultaneously." (The Twelve Principles for Brain-Based Learning)

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Implementation: I will teach the students the whole concept and then break it down into smaller parts.  By introducing the whole concept and then focusing on the individual parts the student develops a better understanding of the parts.  When the student understands each of the parts, I will discuss the overall concept again and the student will be able to put together the pieces in context (Considering the Whole-Part-Whole learning model).

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"Learning involves both focused attention and peripheral perception." (The Twelve Principles for Brain-Based Learning)

Implementation: The difference between focused attention and peripheral perception is that in focused attention you have the students full attention.  An example of Peripheral perception is when a student is focused on a particular problem and listening to a side conversation and taking in that information as well. Students need time to process the math concept and how the concept is implemented.  Without this time, the student will not learn at the same rate. This can be handled by breaking the lessons into smaller units.

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"Learning involves both conscious and unconscious processes." (The Twelve Principles for Brain-Based Learning)

Implementation: I will help the student become proficient at the math process by practicing it until they know it on an unconscious level.  Once they learn it on an unconscious level, they will be able to complete the problems quickly and easily (Image 9).

"We have two types of memory: spatial and rote." (The Twelve Principles for Brain-Based Learning)

(Image 10)

Implementation: First, let's think about the definition of rote memory versus spatial memory. "Rote learning, also known as learning by repetition, is a method of learning by memorizing information." (What is Rote Learning?) "In neuroscience, spatial memory is the part of memory responsible for recording information about one's environment and its spatial orientation." (Spatial Memory) We need to learn to reach both types of memory. An idea for reaching rote memory is: A computer program can be used to create the opportunity for repetitive learning by allowing the student to practice a particular kind of math problem.  This repetition allows for long-term retention of a math concept.  The teacher is able to review a concept while the student creatures closure in his mind by using the summarizing and using the concept (Brain-Based Learning in Mathematics).

"We understand best when facts are embedded in natural, spatial memory." (The Twelve Principles for Brain-Based Learning)

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Implementation: Students with weak memories have trouble visualizing word problems.  I am going to translate the word problems into diagrams so that the student can visually understand the problem and be able to solve it.   For example:

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                “A train leaves Chicago for Detroit going 60 mph. At the same time, on an adjacent track, a train leaves Detroit heading for Chicago going 45 mph. Detroit is 280 miles from Chicago. How far are the trains from Chicago when they pass?" (Solution)

"Learning is enhanced by challenge and inhibited by threat." (The Twelve Principles for Brain-Based Learning)

(Image 13)

Implementation: As you can see by the pyramid to the left, a student will retain significantly more if they are able to practice the math concept by doing problems on a computer repetitively rather than having the teacher continue to review the concept in a lecture format.  The computer software can select the level of the problem based on the level of the student offering repetition and then challenge when they have mastered the easier problems.  The student remains alert because they are doing the calculations and using their brain to create new and easier methods of reaching the answer.  This system provides immediate and concrete feedback to the student telling them if they have the answer correct or not.

"Each brain is unique.” (The Twelve Principles for Brain-Based Learning)

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Implementation: Since every brain is unique, it would make sense that every student learns and understands ideas in different ways right? Well, a man named Howard Gardner sure did think so. He came up with nine intelligences that he believes will help teachers better able to reach more students. (Howard Gardner’s Theory of 

Multiple Intelligences) As shown in the picture on the right, I may have students in my classroom that are not just visual learners, but may be kinesthetic learners. In order to reach these students I will need to adapt my lessons based on the types of learners in my classroom. If I had students that were kinestethic learners I would create hands on experiences in the classroom. I may do this by having students do group projects or use technology that allows students to do examples of problems on their own. 

As a teacher we also need to remember that each student will have to deal with problems in their life. To make sure that my students understand this I can incorporate it into my mathematics class through this quote: "Every person is born to a unique set of circumstances, time, place, family, natural affinities, intrinsic motivations, attraction to objects, activities and people in our environments. Fifty factors in different combinations would give us a figure of 50! or 3.04140932 × 10⁶⁴.  The permutations and combinations of all the factors that create a human being may reach to the infinite."   (Every Brain is Unique)

 I will treat each student as an individual and try to account for the differences. A woman named Jill Bolte Taylor wrote these 12 techniques after she suffered a stroke and had to reteach herself everything she used to know. I will remember that:

  "1.  I am not stupid.  I am wounded.  Please respect me.

  2.    Repeat yourself.  Assume I know nothing and start from the beginning, over and over.

  3.    Be patient with me the 20^th time you teach me something as you were the first.

  4.    Approach me with an open heart and slow your energy down. Take your time.

  5.    Do not access my cognitive ability by how fast I can think.

  6.    Cheer me on.  Expect me to recover completely, even if it takes twenty years.

  7.    Break all actions down into smaller steps of action.

  8.    Look for what obstacles prevent me from succeeding on a task.

  9.    Clarify for me what the next level or step is so I know what I am working toward.

10.  Remember that I have to be proficient at one level of function before I can move  onto the next level

11.  Focus on what I can do, rather than bemoan what I cannot do.

12.  Celebrate all of my little successes.  They inspire me." (Every Brain is Unique).

     There are multiple techniques for brain-based learning such as orchestrated immersion, relaxed alertness, and active processing (Wilson).  A student will understand and learn more if these brain-based techniques are utilized.   A teacher can utilize these techniques in a variety of way including those that are based in technology.  Technology can be used as a tool to provide a mechanism for the teacher to immerse students in complicated and interactive learning experiences, allow students to feel challenged so that they maintain alertness, and to allow the student to create different ways of solving the problem.  In addition, the use of technology can constantly increase the challenges to the student, maintain alertness in the class, and allow diverse solution creation. Technology can individualizes the curriculum and reinforces the best learning method for each student. The student must feel that they are being enriched by the material, obtain feedback from the instructor, and be able to visualize the material (Powell).

     YouTube can be used to create video lectures for the students to review when they have a question while doing their homework.  If a student encounters a problem he does not understand in his homework he can play the video link that shows the class lecture (Technology in the Classroom - US News).  These links can be broken down into small segments so that the student can listen to the one(s) that directly apply to the problems he is completing.  For example, the student is completing a graph but does not remember how the graph should be set up.  The student will go to the Facebook page for the class and click on the link with the YouTube lecture video.  The student will be able to repeat the necessary information and then practice the concept while completing his homework.  This process will allow for a greater retention by using a mix of brain-based learning techniques and technology.

      A computer based grouping can be accomplished so that all math students can share information and work together solving homework problems.  Facebook, twitter and Skype provide the tools a group of students need to work together while completing homework assignments from different locations.  Students who teach math concepts to other students will have the highest level of concept comprehension because they have to understand how to complete the problem and how to tell another person to complete it (Brain-Based Learning in Mathematics).  These technologies allow students to provide feedback to each other in real time. 

References:
1. (2011, 14). Funderstanding: Education, Curriculum and Learning Resources. Brain-based Learning | Learning Theory | Funderstanding: Education, Curriculum and Learning Resources. Retrieved February 21, 2014, from http://www.funderstanding.com/theory/brain-based-learning/brain-based-learning/
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