I took a punt on introducing a new Mathematical program to my learners. I have used GeoGebra with learners before but not at the post-secondary level and certainly not with apprehensive adults. Because the program was new to them, we moved collectively like the Borg and they paid attention. Loved their reaction and enthusiasm. They saw visually what a Binomial Distribution looked like and even made comments that it looked like histograms we did earlier in the course. I can’t wait to segue to Normal distribution next lesson.
With all good intentions, I hit a snag! Infrastructure. The computer won’t log on, the interface to my iPad won’t work. The well thought out dynamic e-learning went back to the whiteboard. I guess with all the salt on the road, potholes are inevitable. Just reminding myself not to give up.
Ontario Extend eCampus mOOC Module 1 is complete. How is growing mathematically fitting me as a learner? I’m trying new ideas. I’m exploring teaching pedagogy. It does not matter how fast you grow or how crazy you grow, it’s that you do grow. I let my learners do a pre-knowledge exercise about Probability and took their vocabulary and adapted it to the lesson I already had planned. They had a chance to make a spider diagram and get out of their seats to write. I will open the next lesson extending their spider diagram and exploring further concepts making connections to pre-knowledge.
Moving from teaching teenage learners to adult learners requires some adjustment. But do they grow mathematically the same? Are there still misconceptions? How do connections to real life apply with more life experience? My goal is to explore some static learning in post-secondary to dynamic learning and foster a growth for learning mathematically.