Questions/Answers - Personal Reflection

MAED314a-301

When starting this assignment, there were two questions that I knew I really wanted to ask. First, I wanted to know if there have been any changes to the "work at your own pace" mathematics system that was employed at Nechako Valley Secondary School, from where I graduated in 1997. Second, I was curious to see if "Think-Pair-Share" (TPS) actually worked in the math classroom.

When I started grade 8 math in 1992, Nechako Valley Secondary School had just implemented a revolutionary "work at your own pace" module system. Each student started grade 8 by writing tests that ascertained basic mathematics comprehension. The tests started out with single digit addition, and over the course of the first two weeks, tested skills that should have been taught in grades 1-7. In order to pass to the next section, a score of 8/10 was required. Very quickly the students gifted in mathematics started to outpace the ones who struggled in the subject.

When I first made contact with Mr. Jack French, who designed the "work at your own pace" module system, I was unsure as to if the program remained in its original form, if it had been modified, or if it had been wholly replaced by another system. While Mr. French wasn't as forthcoming in his direct written response, he did mention in the phone interview that there had been a stress on the system. Students that were struggling with grade 11 math were required to schedule a mathematics block in their grade 12 years to finish the required modules. Because a passing grade of 8/10 was required on all modules, these students were passing the course with 80%, but a year behind schedule. When Mr. French took a year sabbatical, and the other mathematics teacher supporting the system accepted a job as vice-principal in another school district, and the math program was replaced with a traditional classroom model.

The program now exists behind the scenes as an option for students that cannot fit a mathematics block into their schedule, or students that have other requirements forcing them to miss too much classroom time.

As a future mathematics teacher, I am very happy that I had the opportunity to talk with Mr. French, since I was considering a modified version of this same program for my own classroom. Because of this conversation, I am no longer considering this model.

My biggest surprise was the positive views of the "Think-Pair-Share" (TPS) technique. I have never seen this technique used in the secondary level, and had believed that it would quickly dissolve into a social opportunity for students. However, both students and teachers mentioned that the technique can be used for greater classroom management, which is opposite to my initial misconception. Additional benefits include more active student participation and deeper thought about the lesson being taught, less hesitance on sharing an answer, and increased creativity. This is definitely a technique that I will use in the future.