Poor Learning Environment in Mathematics

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Poor Learning Environment in Mathematics by Mind Map: Poor Learning Environment in Mathematics

1. Collaborative Learning Community

1.1. A collaborative learning community should provide:

1.1.1. Individual Development and collaborative construction of knowledge Set up individual desks with lamps, comfortable supporting office chairs, pens or pencils in a holder. Provide several stations where students can learn in comfort. Not every student is comfortable at a desk.

1.1.2. sharing knowledge and skills Set up group lounging areas where students can read together Through the use of pillows, beanbag chairs, balls to sit and bounce on. Use small office chairs for desks. Provide comfortable, warm and inviting classroom that encourages student interaction. Hang up curtains or fabric around the room to give class a home warming feel.

1.1.3. making learning processes visible and articulated through a variety of learning activities. Working Together Group Research/Classroom Discussions

1.2. Classroom Environment

1.2.1. Temperature/Lighting/Sound Students allowed to bring jacket to class if chilly Small portable fan will be available for students who get too hot/warm. Seat several desks near window for students needing more light. Keep portable radio in classroom Limit in class distractions and noises

1.2.2. Classroom Layout/Seating Seat students according to teaching style Limit clutter and distracting posters Make sure furniture is appropriate for the students

1.2.3. Threats Have guidelines and rules in place Students read and sign classroom rules and procedures paper Outline strict punishments students face when breaking rules

2. Problems withing the Learning Environment

2.1. Lighting

2.1.1. Lighting affects how students stay on or off task

2.1.2. Cool White Florecent Lights can cause Light Depervation, hyperactivity, fatigue, instability and attention deficits

2.1.3. Florecent lighting causes restless learners and fidgeting

2.2. Temperature

2.2.1. Hot and cold temperatures affects a students ability to grasp concepts

2.2.2. Temperatures above 80 degrees Fahrenheit decrease work efficiency.

2.3. Sound

2.3.1. Students struggle with concentration and hearing

2.3.2. Classroom sound problems Outdoor Sound Elements outside studenT/Teacher control Noise within the Classroom Computers, air conditioner/heating unit, chatting children Mechanical Sounds Noise generated from between classrooms/hallways

2.4. Physical Environmen/Seating Arrangementt

2.4.1. Seating affects ability to learn The seating arrangement must align with teachers learning style Using only hard desk/chairs can cause focus problems in students

2.4.2. Cluttered Classroom Cluttered classroom can harbor dust, mold or other unwanted things. Poor Physical conditions can have a negative affect on the students

2.4.3. Poor classroom layout can disrupt ease of movement or overcrowding for the students.

2.5. Social/Emotional Threats

2.5.1. Students feel threatened they are not willing to learn

2.5.2. Include unsafe learning environment, cyber-bullies/bully's, and other unsafe activities.

3. Learning Styles/Teaching Styles

3.1. Through Feedback to Students

3.1.1. Instantaneous feedback enables teachers to intervene immediately when a concept is misunderstood.

3.1.2. Adjust teaching Strategies provide multiple examples, or alternative explanations. Shows students that teacher recognizes and appreciates that previous attempts at teaching the concept or principle not effective (Hughes, 2009).

3.1.3. Use electric and non-electric forms of feedback. Electric: Electric Include online tests, computer generated tests and testing through other electrical devices (Hughes, 2009). Non-Electric Non-electric: classroom discussions, cooperative group work, board work or seat work, and answering questions (Hughes, 2009).

3.2. The Classroom functions as a learning community where thinking, critiquing, debating, disagreeing, and agreeing are encouraged (Hughes, 2009).

3.3. Classroom should align with teaching style

3.3.1. Small group learning layout (Shalaway,2012) Group desks in several clusters around the room for group learning. 4-6 desks per group. Group round tables together for 10 student doing a mathematics activity together.

3.3.2. Whole group layout (Shalaway, 2012) U shaped desk configuration Circle desk Configuration

3.3.3. individualized layout (Shalaway, 2012 provide individual learning stations around the room for students who work best alone Set stations up near windows for natural light

3.4. Through our Dscussions/Lessons

3.4.1. Take a survey or classroom poll to determine how the student learn best, what teaching style they have experienced in past courses, and the type of teaching style they would like (Hughes, 2009).

3.4.2. Give students questionnaires throughout the year to gauges their level of understanding with the material being taught, what you could do better, what you are already doing perfectly (Hughes, 2009).

4. Reflection-in-Action

4.1. Teacher

4.1.1. Ask the Students Questions

4.1.2. Give informative surveys to find out about each students preferences

4.1.3. Give students several 3 minute breaks to relax

4.1.4. Make on the spot changes during classtime

4.2. Student

4.2.1. Tell teacher problem or issue ASAP

4.2.2. Keep jacket other items important for focus at hand

5. Physical/Online Resources

5.1. Classroom Layout

5.1.1. Must reflect teaching style

5.1.2. Mathematical postures/bulletin boards

5.1.3. Neatly organized classroom materials/supplies

5.2. Technology

5.2.1. Computer Access Library or computer lab access for students 3-4 Computers within classroom

5.2.2. Variety of Calculators Standard Calculator Scientific Calculator Money computing Calculators

5.2.3. Online mathematics games/websites www.coolmath.com www.mathcats.com www.mathleague.com www.funbrain.com/numbers.html www.mathplayground.com

6. References

6.1. Hughes,G. (2009). Students Perceptions of Teaching Styles in Mathematics Learning Environments. Retrieved November 17th, 2012 from https://docs.google.com/viewer?url=http%3A%2F%2Fwww.hostos.cuny.edu%2Fdepartments%2Fmath%2FMTRJ%2Farchives%2Fvolume3%2Fissue2%2FStudents_Perceptions_of_Teaching_Styles_in_Mathematics_Learning_Environments-2.pdf

6.2. Kaufeldt, M. (2006). Physical Environment. Retrieved November 10th, 2012 from http://beginwiththebrain.com/physical_environment.php

6.3. Lyons, J. (2001). Do School Facilities Really Impact a Childs Education? An Introduction to the Issues. Retrieved November 12, 2012 from http://sdpl.coe.uga.edu/articlesandpapers/lyons.html

6.4. Shalaway,L. (2012). Classroom Organization: The Physical Environment (Learn to teach, Not just for beginners). Retrieved November 10,2012 from http://www.scholastic.com/teachers/article/classroom-organization-physical-environment

7. Differentiated Instructional Resources

7.1. Technology

7.1.1. Calculators

7.1.2. Smart boards

7.1.3. Individual computer time

7.1.4. Headphones/radio

7.2. Provide a variety of learning stations for individualized learning styles

7.2.1. Mathematics stations for students of different levels Two different stations for each element being learned First Station: Problems that are easy to medium level of difficulty. Second Station: Problems of medium to a hard level of difficulty. Lighting affects how students stay on or off task

7.2.2. Provide a variety of materials for hands on, auditory, and visual learning books about math and science, number books, dry erase books/boards for extra learning videos, number algebra songs, online educational games Blocks, measuring cups with rice or beans, numbers for visual reference