(T)(T)(T)(T) = T to the 4th power
So, in reading through the article on Teaching to the 4th power it made me think back to my post and podcast on "Where's the critical literacy in y = mx + b?". It's been almost 8 weeks since my class first did this assignment and now we are about to take our Mid-terms. I wonder how well my students will do with questions on linear equations? I think we were able to achieve 3 of the Ts: Transmission, Transaction, and Transmediation. Will they be able to go back to transmitting their knowledge on a test that assesses their mastery learning?
I'm going to reflect on my teaching process on the linear equations mini-project and contrast it to the model presented in the article.
Transmission:
Through transmission, students consume knowledge that is fed to them by the teacher. This is really all about direct instruction. I presented the 4 views of linear functions to my students in the form of telling a story, modeling with an equation, creating an input-output table, and graphing by using various instructor-led examples to get them used to the idea. This perspective was quite new to the students and new for me to teach, but I found that it captured the essence of creating context with Algebra I material and putting multiple perspectives into one picture. I was transmitting my knowledge of linear functions in these 4 views to directly instruct my students.
Transaction
Transaction requires students to use the knowledge. After having gone through several examples as a class, I gave the students a set of 4 problems. I divided the class up into groups of 4 and assigned each group 2 of the problems to work on with some guidance from me. After giving the students a chance to work through the 2 assigned problems, I partnered them up with another corresponding group that worked on the opposite 2 problems and had them share out and explain their solutions together. Students were transacting their knowledge to each other through sharing out solutions and by explaining out the process they had previously learned.
Transmediation
Transmediation asks students to interpret knowledge. For this, I had the students create their own contextualized problems and present them to the class. This was a way for the students to create a metaphor of something they experience or have had experience with and apply it to algebra concepts. I found this part of the process to be the most exciting way of assessing my students. My students quickly explored how algebra can have an impact on things in their lives. Although some of the students just recreated the scenarios that were presented to them, they put their own names in place which gave the problems a bit more self-worth.
Transformation
I've been thinking about how my students could have taken action on their mini-project and in what ways could they have taken their learning to the level of producing knowledge. As a culminating event, I had the students present their problems to the class and explain it. In retrospect, I could have assigned the students to investigate some examples where data on social issues could be modeled linearly. They could have then taken their findings to other classes in the school and presented the issues and show how they could make predictions on the trends based on the linear models. This would be giving my students the chance to produce knowledge and show the value and use of linear equations to other students.
All in all, I'm happy with the way the unit turned out because my students got more of chance to see learning conceptually versus direct instruction. But, since that time 8 weeks ago... our school and curriculum has been under stress for reviewing for and preparation of the standardized testing and unfortunately, my class has been stuck revolving around the first two Ts. I guess the measure of the real value of my teaching to (almost) the 4 Ts will be in how well they do on Tuesday on the Mid-term when they are asked to model a scenario with linear equations and answer some critical thinking questions about it. I'm keeping my fingers crossed...
-MF EDOOMCATOR
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4 comments:
I often find it difficult to read the articles assigned to us by education profesors. Most education articles involve a lot of theory with very little practical classroom stories. I enjoyed your post becuase you took the article teaching to the fourth power and made it your own. You explained the theory through your own classroom activity (which was brilliant). It took something abstract and made it concrete. I think that Teaching to the Fourth had many great points, but I truly think I understand their point after reading your post. Did your kids past their tests and go onto the fourth?
You did a great job breaking down the 4 Ts, and I really enjoy your methods for having students explain what they have just learned by being partnered with a different student and teaching what they just learned. I am definitely going to try that with my class. Students always think they know a particular concept and then find out exactly what they do and do not know when they have to explain it. Reading your thorough explanations makes me realize how crucial it is to go through those four Ts for every unit so that students really learn, apply, and retain information in their lives.
I think what you have become skilled at (one of the many things) is theorizing your practice. Whether you know it or not you clearly have a theoretical perspective from which you are able to talk about your teaching. The beauty of this is there is nothing more practical than a good theory because having internalized theory means your practice can never be void of it...thus you engage in theorized practice which is very powerful!
vivian
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