From my various experiences teaching Grade 9 applied, I
found an approach that worked and had the highest rate of success amongst my
students. The method utilizes a two-pronged modern learning and mental health
approach. By applying specific solutions to remove individual obstacles,
students develop a more positive outlook as well as increased risk-taking towards
mathematics.
The challenges often unique to Grade 9 applied students are
one or a combination of the following:
- · a self-imposed mathematics learning limit
- · a fixed mindset
- · math anxiety
- · low metacognitive skills
- · learning skills need improvement
As a result, when exposed to learning new ideas or extremely
interesting mathematics facts, the students often result in behaviour that
ranges from extremely disruptive to complete withdrawal. These challenging mindsets and lagging
skillsets may undermine even the most engaging mathematics lessons.
My approach to teaching Grade 9 Applied has been to devote time
to breaking down negative mindsets and to increase assessment as learning as
part of the evaluation set. By focusing
some attention to how their mindsets affect their learning, students can start
to learn more effectively.
We start every class using the community circle. We discuss our experiences with learning; both in and outside of mathematics classroom. It is important to have students examine
their successes in learning, regardless of subject, and to translate these
successes to the math classroom. We draw
upon their successes in sports, music, and other learning experiences and
connect it to learning mathematics. We watch Jo Boaler videos and learn
about applying the growth mindset. Most
importantly, we also talk about anything that is on their mind for that day –
and really listen. Building these
relationships of trust as well as removing any obstacles to learning prior to
the lesson is imperative to a delivering each lesson successfully.
By integrating aspects of Building Thinking Classrooms
over the past three years, engagement of the Grade 9 applied students has
increased. Working with numerous online resources
(desmos.com, 101qs.com, John Orr and Kyle Pearce’s work) has helped students
grasp mathematical concepts while also improving their learning skills. To conclude the learning cycle, we utilize
assessment as learning tools such as assessment wrappers, reflective questions
and goal setting to help develop the learning and metacognitive skills.
In addition, spiraling through the Grade 9 applied course
can also have dramatic effect in students’ learning. By spiralling, students will have the
opportunity to see concepts repeatedly in intervals to increase retention and
confidence. At the same time, it is
vital to match one’s assessment policy with the growth mindset and Growing
Success. Students will not be
penalized for “early not knowing” and instead be rewarded for their resilience
and grit. Combining a spiral curriculum with
a flexible assessment plan will allow students to focus more on learning and
less on grades. Furthermore, it allows
students to feel safe to make mistakes and to spend the time necessary to work
on their learning and metacognitive skills; this in turn will will help
solidify their mathematical learning and increase self-confidence.
In addition to weekly quizzes, we have had students
demonstrate their learning in the form of interviews, portfolios, assignments,
whiteboard work, in-class observations, assessment wrappers, group performance
tasks, journaling, and retests to get a broader evaluative understanding of a
students’ comprehension of mathematics. By also incorporating Flipgrid
videos, creative journaling, or projects – students can express their
creativity and personality, which simultaneously makes them feel included in
the classroom.
To summarize, the following approaches to teaching 9 applied
were suggested:
- · community circle
- · Comprehensive Math Program
- · Building Thinking Classrooms
- · spiralling
- · varied assessment
