Reflective Entry – Blog # 3.

We are now in the third day of class and I wonder if there is still much to learn about instructional strategies. I realized that my scope on instructional strategies was so narrow and limited. Having been exposed to so many strategies over the three days has certainly broadened my scope of teaching and learning and enriches my knowledge on instructional strategies and assessment tools. All the strategies that I have worked with so far are interesting, realistic and student centred and seeks to develop critical thinkers. 

We discussed the use and benefits of the 21^st century learning model, project-based learning model and the SAMR model.  The elements of the 21^st century learning model are not new to me. My lessons are sometimes student cantered and encourages hands-on activities. However, I now realize that I need to use this strategy more often if I want to develop thinkers and move away from the lecture method. This strategy also facilitates different learning styles and supports variety of assessment strategies.

I found the Project-based learning model to be very interesting; I have never used it before, but I am now motivated to do so after exploring its benefits. As a mathematics teacher I am often faced with the question “why do I have to learn this?” This strategy will automatically provide an answer to that students as it helps students to formulate relationships between the content learnt in class and what actually happen in the real world. They will now be able to see mathematics in action and better able to transfer the knowledge gained to solving problems in familiar and unfamiliar situations. Looking back at previous lessons I have done, I can now identify the elements of project- based learning that I need to incorporate in order for my students to develop the higher order thinking skills. One of the limitation of using this approach is that, if it is not properly coordinated, implemented and supervised, the learning experience could  turn out differently from what you intend for the students to learn. Another limitation is that if students do not know the content, they will not know what to apply and service learning would be pointless at this stage.

The SAMR model has impacted me the least, probably because I am not a keen on how to effectively use technology to develop a lesson in mathematics. My students however, would opt to use this method as they are technologically driven and are often seen interacting with various technological gadgets, whether for the purpose of entertainment or education. With their interest in mind I now see the need for me to participate in a technology enhancement programme so that I will be better able to meet the needs of the students and incorporate their love for technology in lessons. 

I support the constructivism approach to learning. The idea of student centred classrooms and project- based learning cannot be over emphasize as these are the elements of learning that creates thinkers. Getting the opportunity to read various theories and participate in group discussion has given me new insights on the importance of selecting instruction strategies that are student cantered. I also realized that for students to gain maximum benefits from the learning experience, the most appropriate strategies must be used at the right time. Therefore, selecting when to use a strategy, how they will be used and for what reason they are used, will determine the outcome of the learning experience. The benefits of creating active learners and critical thinkers who can formulate their own judgments, far outweigh the limitation of the constructivism approach to learning. With this in mind I hope I will be able to impact other mathematics teachers at my school so that they may see the need to incorporate the constructivist approach as an instructional tool in lessons.