Class Reflection: Workshop Model in Math Class for the week of October 6, 2015

      Reflecting back to my childhood, I believe too often that Math appeared dull. A quick lecture model, and worksheets were responsible for many of my Elementary Math days.  However, I do still recall playing Around the World game in the fifth grade. Often, if our teacher had some additional time to spare, he would allow our class to play this game. We were rewarded with sticker. The competition for stickers was an added motivation, but the game on in it’s own respect made learning much more fun.  The entire class always enjoyed playing the game.

        What I have seen thus far when completing my practicums supports my contention that learning should be open to a diversity of resources. Educational games should be amongst the teaching toolbox.  A child’s learning process tends to be much more engaging when learning is hands on. This would include when working with a small group or a partner to include a game.  I have seen shy students light up with excitement not only about the game, but also about learning a new rule or how to add and subtract when using a simple manipulative such as dice.  Many games can be adaptable to help children that may have a learning difference. For example, by pairing students that may require greater assistance with the teacher, EA or other students and also by modifying the game rules. Often some competition can be a motivator as long as fun is involved for the class.

          While many children do enjoy playing Math games, having a class that is a workshop model may also present a challenge for students that are less confident in their Math skills. These students may require prompting by their teacher or perhaps may want to work with others in their group. A student experiencing some difficulties may prefer to not be the presenter for the group. Perhaps, a stronger Math student can be assigned this task. In my own experience, The Millionaire Game was enjoyable, but a bit of a challenge since I did not have the benefit of having done place value in a number of years.  

 So, I certainly do think of children that struggle with Math. It would be anxiety provoking for them to be playing this game with their peers. This may also lead to behaviours by some children, such as pencil sharpening, and so on to waste time. Therefore, I can well understand how these games may present some anxiety to children. I believe that teachers have a role to teach the children that we all learn differently. Some people may struggle more with some courses than others, but all children and adults have a valuable role to contribute in the classroom, and in the community. We need to be aware of signs for those children who are facing difficulties.

         My group did not have the opportunity to finish all the games. If I were to do a workshop model with my own class, I would have fewer games or operate over the course of a few days or week.  Certainly, I would embrace this teaching model. The Place Value game was among my favourites.

        Overall, I enjoyed learning about the various kinds of Math games, I feel that by making Math an exciting subject to learn when a child is young, that just as many students also acquire a joy for literature; that they are more likely to develop a love for learning math. Math games can also increase student’s critical thinking skills that will help them to become more logical, independent thinkers. I also believe in the value of teaching children chess to help them to develop their creativity and logical thinking skills, as they grow older, and also in the possibilities of including music and math together in someway. Both are linked to helping children engage in and develop skills that will further help them in STEM based courses throughout their educational careers.