2008 Woodie Awards
Forum bridges gap for teachers and students
Groups brainstorm solutions to prepare high school kids for college math
Dan Warn
Issue date:
2/13/08
Section:
Features
"When it comes to math, I have no regrets," Williamson said. "I think of it as an art. It's my passion. I believe anyone can do math. The way they approach it may vary, but everyone struggles. Believe me. Some take days to approach it while others take minutes."
As the panelists spoke to the instructors about teaching methods, many instructors jotted down the multiple teaching tips the students spoke of. These notes came in handy when everyone separated into groups again to discuss what the students had said.
When the discussion died down, Dan King from OC professional development approached the room's front and began to record the main solutions the panelists had suggested.
One approach was to educate the students about how math will actually apply to each of their career goals.
Another brought up teaching concepts in more than one way so that those who learn differently will not be left behind.
Other solutions included teaching math through discussion rather than an all-period lecture, and paying attention to the needs of each student, college or high school.
"We can talk to math experts about it and get ideas from them all day," Dodge said. "But the students are the ones who are actually experiencing it. They are the experts here. The students are teaching the teachers."
As the panelists spoke to the instructors about teaching methods, many instructors jotted down the multiple teaching tips the students spoke of. These notes came in handy when everyone separated into groups again to discuss what the students had said.
When the discussion died down, Dan King from OC professional development approached the room's front and began to record the main solutions the panelists had suggested.
One approach was to educate the students about how math will actually apply to each of their career goals.
Another brought up teaching concepts in more than one way so that those who learn differently will not be left behind.
Other solutions included teaching math through discussion rather than an all-period lecture, and paying attention to the needs of each student, college or high school.
"We can talk to math experts about it and get ideas from them all day," Dodge said. "But the students are the ones who are actually experiencing it. They are the experts here. The students are teaching the teachers."
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