Download Inquiry-Based Teaching Methods in Secondary Mathematics and more Thesis Financial Accounting in PDF only on Docsity! C728 Western Governor University C728 Task2: Secondary Disciplinary Literacy A. Describe how inquiry-based teaching methods can affect student learning in your discipline. In inquiry-based teaching methods are guided by teachers, and they are student-centered. They are questions given by teachers to students to get them engaged in the topic. “The aim is that students will engage in authentic, intellectual work so that their products will have value within schools as well as outside of school in their everyday lives.”(Spires et al., 2014) When a student is engaged in the topic, his learning will not be like work but more like fun. My discipline is Mathematics. When I teach any lessons, I will focus only on solving specific problems, and I will encourage my students to think deeper. By doing this, I will show my students how we can use them in real-life. When my students see how they can use things that we do in class, they will be engaged more in the lessons. I do not believe in lecturing the whole time in class because the students lose focus and interest in the materials I am giving them. I live in Michigan, and my discipline is secondary Mathematics. The writing for my students is to do a math journal. I would like my students to write down what they have been learning every day in their journals. The topic that my students will be studying is ratios and proportional relationships. Ratios are things that I believe my students will have to know for many years to come. A lot of students forget ratios when they are done with them. Ratios are things that students should be able to do even outside of the school setting. One of the common core standards of math in the 7th grade in Michigan is that students should understand ratios and proportional relationships. Students should be able to analyze proportional relationships and use them to solve real-world and mathematical problems. The activity that I would want my students to do would be to write a math journal. Students will start writing the math journal before we start the lesson on ratios and proportional relationships. They will have a journal organizer on the first page. This first page will be like a table of contents. Students can know precisely where to look for things when they are stuck with any work. Students will fill out this table as we move along the lesson on ratios and proportional relationships. On the first page of the math journal, students will be writing what they already know. As we move along with the lesson, students will be filling out their journal page by page with notes. Not only will students fill their journals with notes, but they will also include questions and predictions about the topic. They will also write procedures on how to solve particular problems. By the end of the journal, students will then write their conclusions, reflections, and they will write the new things they learned from the lesson. They will also have a page for writing down questions that they might still have about the lesson. Then students will be doing some scaffolding by going around the class to get some answers to the questions they have written. While my students are walking around the classroom, I will walk around and make sure the students are getting the correct answers to their questions. This is a good way of incorporating cooperative learning into my lesson because it is a peer to peer reciprocal teaching, socialization, and sharing of thoughts. Students must write the answers to their questions down in their math journals. If students can’t answer their questions, they refer to their textbook and search for the answers. After the students finish sections of their journal, they go back to the first page and write down the page of the section they finished and the title. This will make things
