Identifying Similarities and Differences, Homework and Practice, and Generating and Testing Hypotheses

As our time in this class comes to an end, we are asked to look at Identifying Similarities and Differences, Homework and Practice, and Generating and Testing Hypotheses.  

Similarities and Differences

In business classes in particular, I find myself using this technique a lot.  Most recently I've had my students look at the similarities and differences between wants and needs, fixed expenses and variable expenses.  I had never thought to use Venn diagrams even though I know they are a great resource to implement this technique.  I definitely will be using them in the future to have students compare the topics that we have been comparing.


Homework and Practice
Personally I do not give homework because I know that I would never get it back.  I do spend a lot of extra time doing more practice on topics to make up for that.  Recently we've looked at checkbook registers and I made the students complete multiple registers.  They definitely complained about having to do so, but in the end realized that it got easier as they did more.  I think that giving extra practice for the students to complete not only reiterates the topics, but it also helps them to learn the material on their own.  Each student learns their own way and sometimes they need that extra practice to find a way that works for them to remember the material.  

Generating and Testing Hypotheses
This is something I feel we do as a teacher on a daily basis.  Our lessons are constantly changing based on the students we are teaching.  We're also constantly creating new lessons and not sure how they are going to work out.  As we go through, we have to change, and tweak to make the lessons work for our students.  Even though I teach 2 sections of each grade level, I don't necessarily teach the second section the same way I did the first.  I make note of what worked during the first session and then either change it to make it better or eliminate it all together.  Sometimes things don't work out as planned and we need to change it for the better of the students.

Cooperative Learning and Reinforcing Effort

This week we were asked to take a look at cooperative learning reinforcing effort.  We also took a look at a TED video.


Institutions vs Collaboration
Clay Shirky talked about institutions vs. collaboration.  He talked about the issues of having groups work together to solve problems within a company.  What caught my attention the most was when he talked about how when people are put into groups, the goals of the task go out the window and individual members automatically resort to self preservation.  Each group member wants to be better than the next, so the whole idea of working together to solve the problem is out.  I feel like this happens in our classroom all the time.  We put students together in groups and there is always that one group member who goes above and beyond by taking control and making sure things get done their way.  This in essence is only to make themselves look good.

Reinforcing Effort
Reinforcing effort is a very important part to any classroom because not only does it show that you're recognizing good student behavior/work, but it also shows the student the importance of good work ethic.  I try to "praise" my students for their good work especially in difficult classes.  This week, my group of 8th grader, who are usually bouncing off the wall by 9:45 in the morning, took initiative by getting to work right away on their projects.  I was so impressed with their effort and willingness to work.  A few minutes before class ended, I stopped class, commended them on their great job and told them how much I appreciated their hard work.  They didn't even realize class was close to being over!  The next day, I made sure to tell them how much I appreciated their effort the day before and hoped it carried into today.  Unfortunately that wasn't the case, but it was the thought that counted!!

Cooperative Learning
Cooperative learning is important in any subject area because I feel that is it the best time for kids to learn from one another.  There are those students out there who have a hard time focusing on what the teacher is saying, but as soon as their peer explains the concept it automatically makes sense.  That is a huge benefit to cooperative learning.  I also find that when working in groups, I can tell which students not only paid attention, but go it.  All too often it seems that those that weren't paying attention or don't get it have a lot more questions and need more explanation.

On a side note, in college, I had a peer who protested cooperative learning because he felt that there was no benefit to it and that he would learn better on his own.  Anytime we had groups, he refused to be apart of one.  To each his own I guess, but in those instances you can't help but wonder what did he miss out on and what did I miss out on because of his lack of wanting to try something new.