IMAGINEIT Final Report
Math is essential and everywhere in our world.
The Design
Throughout the year, I gave my students projects that were similar to projects that I had given in previous years. The major difference in this year’s projects were the design process.
All the projects were designed this year with the final project in mind. The final project was designed to be a culmination of my intent to have the students change their attitudes about mathematics. In previous years, the intent of the projects was to see if they had mastered a unit theme or concept. This year as opposed to previous years, the projects were cohesive and were meant to act as a guide to lead the students to an incredible realization about mathematics and the world they live in.
The Process
This year I designed the projects after major feedback from my peers and a student focus group. My peers suggested that we do a cross curriculum project. While we didn’t officially do a cross curriculum project, we did do projects that lent themselves to other curriculums and discussed them in our grade level meetings. One of my social science peers brought examples of how she gave a project of how mathematics have been utilized throughout history.
Final Analysis
Starting with my big idea and then breaking it into small steps along the way has been very beneficial in achieving my goal of having my students recognize and utilize mathematics in their everyday lives. I feel this year my projects were more cohesive and intentional. I feel I facilitated the projects better while allowing the students to truly take ownership of their projects. My students can see the mathematics in their worlds more readily than when they first entered my class. I have become a better teacher by utilizing the big picture first design process. I won’t say backward design.
Math is essential and everywhere in our world.
The Design
Throughout the year, I gave my students projects that were similar to projects that I had given in previous years. The major difference in this year’s projects were the design process.
All the projects were designed this year with the final project in mind. The final project was designed to be a culmination of my intent to have the students change their attitudes about mathematics. In previous years, the intent of the projects was to see if they had mastered a unit theme or concept. This year as opposed to previous years, the projects were cohesive and were meant to act as a guide to lead the students to an incredible realization about mathematics and the world they live in.
The Process
This year I designed the projects after major feedback from my peers and a student focus group. My peers suggested that we do a cross curriculum project. While we didn’t officially do a cross curriculum project, we did do projects that lent themselves to other curriculums and discussed them in our grade level meetings. One of my social science peers brought examples of how she gave a project of how mathematics have been utilized throughout history.
Final Analysis
Starting with my big idea and then breaking it into small steps along the way has been very beneficial in achieving my goal of having my students recognize and utilize mathematics in their everyday lives. I feel this year my projects were more cohesive and intentional. I feel I facilitated the projects better while allowing the students to truly take ownership of their projects. My students can see the mathematics in their worlds more readily than when they first entered my class. I have become a better teacher by utilizing the big picture first design process. I won’t say backward design.