Category Archives: 3.2 Classroom Organisation & Management

Combining Mathematics and Art

In a recent lecture we explored the concepts of Mathematics in relation to aspects of ancient art and how these can be taught with cross curricular intent. Symmetry and pattern are an example of key mathematical concepts which can be explored using art from around the world.

is art 2

Islamic art uses fantastic pattern and repetition, creating fascinating and eye catching designs used in architecture, religion and clothing to name but a few. Using shapes and folding techniques we explored the possibilities for classroom learning. Shape, position and movement are concepts which can be addressed as early as nursery learning.

folding

tiling

Repeating patterns can create dramatic displays for the children to appreciate and encourage their learning, and demonstrate appreciation for their involvement. It is important to be aware of the difficulties some children may face when creating pattern and using tools such as scissors or coloured pattern. Some examples of this can be physical and visual impairments, concentration and proportional and spatial awareness. Creating achievable, differentiated outcomes for children is key to their attainment and this can supported by allowing the children to create their own success criteria.

Constructivist Learning

Recently, I have watched a video clip where a secondary school teacher is teaching Pythagoras. He leads the classroom with a concept unrelated to maths, in this case the game of golf. He creates opportunities for discussion and exploration for pupils by introducing them to a relatable context, this gains thundering discussion in the classroom and all learners become instantly engaged, possibly because they do not see the relation to mathematical concepts. As the lesson continues the teacher offers the children the chance to explore two methods by which to solve the initial problem he has constructed. Once again the children respond in an engaged manner and they discuss with their peers to investigate.

The outcome of this strategy is that all learners are then given a similar concept to solve, and due to their new experience of calculations adopt a new strategy one that involves calculations and a deeper understanding on the mathematical concept.
Relative context in this lesson has been key to the learner’s understanding, which supports my previous engagement in mathematical pedagogy.
By creating a variety of opportunities for engagement the learners are empowered by their previous knowledge to explore and create deeper understanding of what can be a confusing concept… in my own opinion!

Offering learners the opportunity to discuss and share findings is an excellent method of assessment for the teacher. Often learners can explain things to other learners in a way which is more accessible to a teacher’s method.

Returning to this blog post I have reflected on this teachers approach. I can now connect this method of teaching to Ma’s description of multiple perspectives. This teacher displayed an appreciation for “difference facets of an idea and various approaches to a solution, as well as their advantages and disadvantages”  (Ma, 2010, Pg. 122). Offering multiple solution processes for learners allows children to adopt a more flexible and insightful approach to a discipline. I can also relate this to differentiation, with many learners differing in their learning strategies, this approach encourages learners to explore opportunities for problem solving.

 

It’s my philosophy

I believe that the educational system today should be used to encourage, motivate, inspire and allow children to follow the path they wish to. Primarily, I believe, there are social aspects of education that must be addressed and a society’s values and norms should be displayed so that children are able to function effectively in society. However I don’t believe that this is for the benefit of society; it is for the benefit of the individual. This will allow them to form relationships, whether it be family, friends, colleagues or clients. It is important to gain these understandings at a young age as these values and norms that are expected will allow a child to form their own understanding with time and life experience. Instilling this cultural awareness is crucial.

Education should not just be for learning knowledge. In my view, some of the most intelligent people I know have little social skills and ability to adapt in challenging situations such as interviews for jobs. These are the sort of skills children should be encouraged to adapt in the early years through communication and understanding of different opinions, perspectives and cultures. I believe that these skills are equally if not more important than vast knowledge in particular subjects.

Children should have free choice of the subjects they wish to explore, and although the curriculum is key in allowing children to receive a fair and equal education, it is fundamental that children are heard and feel valued. Children should be allowed to explore their learning in a controlled way in which they can be kept on task, while using a wide variety of facilities, environments and tools. This independence will encourage a child’s imagination to grow and they will gradually form their own opinions of the world. I do not want to contribute to a society full of single minded individuals. I want to be inspired by the children in the same way that I inspire them! It is a key aspect of the educational system that the teachers are continuously developing and trying new approaches to learning.

With regard to discipline, I hope to improve behaviour, not necessarily discipline. I want children to recognise the rights and wrongs, but also to understand why they are expected to adopt particular manners. This would not only allow the children to develop their social skills but to also to make the choice of how they wish to act. I believe that if children feel like they have some control of the situations in class then they are more likely to cooperate. In my experience, explanations and understanding are key to the improvement of behaviour in a child. It is not only important for the child to know what’s gone wrong, but also to recognise myself. Has it potentially been something that I could have avoided myself? I aim to reflect daily of the situations which arise in the classroom and this should allow me to evaluate the strengths and weaknesses in order to adapt my approach towards the individuals of my concerns.