Module 3: Know your learners

Promoting Student’s Mental Health and Well-being:

It is a self-defeating attitude when someone says, “I am not good at math”. Our first response as educator should be, “why do you think so”? Some student has misconception that being good at math relates to speed. If they cannot quickly solve a math problem, then they are not good at math. Start convincing students that math is a skill that can be acquired with time and repeated action can enhance learning. Encourage them to revisit knowledge repeatedly to reinforce learning.

Some students are afraid of making mistakes, they stop trying and eventually they lose interest in math. In such situation, positive reinforcement can help them. Discuss with them how long does it take to invent a mathematical formula and how mathematicians persevere to design mathematical theories. It is ok to make mistakes as long as you learn from them and not repeat.

Sometimes students have problem in decoding real-life word math problem. They get scared of the process of understanding the problem and solving it. Such students can be supported by teaching how to unfold the problem step wise. Teacher can encourage student by saying, “If you cannot solve a problem now, it doesn’t mean that you will not be able to solve it in future”. It is just a matter of time and using right strategies can make you confident in solving math problems. Assure them that feelings of frustration are real but are not permanent and can be overcome.

Studies show that students with growth mindset perform better than with fixed mindset. Start educating students about using right and positive phrases which can keep their moral up. Assure them that math is difficult but we (student and teacher) can work in team to overcome all the obstacles.

At the end, supporting students in math concepts, fostering growth mindset and creating resilience in educational settings can change this perception.

Differentiation Practices and Instructions:

Here are some practices for holistic learning environment:

• Encourage collaborative learning. Students are grouped based on their knowledge, interests, skills and learning preferences.

• Multiple instructional strategies at the same time to increase the chances of teaching each and every student.

• To offer choices and flexibility in classroom, create learning centres which include various activities like skill practice, problem solving, use of manipulative and working with technology

• Make good relationships with the students to understand their personal interests and skills beyond math. This will help design and modify assessments to fit students’ interest.

• Assessment and instructions should be mingled. Focus on informal assessment for more qualitative assessment than quantitative assessment.

• Using a variety of forms of assessments like quiz, tests, homework assignment, discussions, presentations. Checking progress of on-going skills before mastering. Revisiting un-mastered skills can be another strategy.

• Inquiry based investigations for real-world application of conceptual knowledge

• Include explorations and flip classroom to hold students accountable of their learning

• Open ended rich activities for gifted students. Encourage gifted students for peer mentorship and peer tutoring as sometimes language of peers is less intimidating and easy to process

• Opportunities for students to work at their own pace, build on their strengths, and address areas of weakness.

• Targeted support and scaffolding that facilitate skill development and conceptual understanding.

These strategies boosts confidence in students, improves student engagement and students feel more inclusive socially and academically. Slowly students become responsible for their own learning. But some challenges that teachers face in planning differentiated instruction are

limited preparation time and teachers' heavy workload. It is even harder to plan in a bigger class size specially with lack of resources. Absence of teacher training in differentiation can be reason for lack of motivation to differentiate.

Reflection:

Module 3 gave greater picture of :

• Knowing our learners and learning theories

• Differentiation Practices and Instructions

• Developing IEP

• Student’s Mental Health and well-being

• Building on Unit of study

Creating podcast was an exceptional experience and I would incorporate in my class to provide more choice to the students for submitting assignments and summative tasks.