Table of Contents

General Teaching Strategies

Whenever students make connections between curriculum areas, a deeper, more meaningful learning occurs. Contextual learning results in a higher relevancy of subject matter to real-world issues. Geometry of Space Navigation is designed to reflect the trends in science education in Canada. This resource utilizes a variety of teaching methods such as cooperative learning and hands-on learning in the Exploration section, and reflectivity in the Space Navigation Logs.

A variety of strategies should be used in the implementation of Geometry of Space Navigation. No one strategy results in the most learning for all students. A balance of teacher-directed lessons, small group and individual work is recommended.

1. Cooperative learning leads to improved problem solving and teamwork.

   • a. Many of the experiments and activities within the Exploration section are designed to extend individual learning to small group learning. They focus on a problem solving process that emphasizes the components of the scientific method: questioning, planning, testing, recording observing, analyzing, and concluding.

   • b. Performance tasks may be implemented in a small group or individual context. Should small group learning be used, it is necessary to focus on individual accountability to confirm a student's learning and achievement.

2. Teaching strategies should include hands-on activities.

   • a. Interactivity with the computer and the Exploration materials address this strategy.

   • b. Hands-on activities address the kinesthetic learner and provide a vehicle to solidify knowledge and skills.

   • c. Hands-on activities provide variety for the learner and contribute to engagement in learning.

3. Reflection on learning clarifies student understanding.

   • a. The Space Navigation Log guides students to reflect on their specific learning.

   • b. As part of the reflection process, students develop a plan for future learning.

   • c. Confirmation of achievement motivates students to continue the learning continuum. Immediate feedback in the Math Challenges encourages students.

4. Computer technology provides multiple benefits to both students and teachers.

   • a. Teachers who are not specialists in a certain curriculum area can use materials that are both accurate and engaging to present concepts. The tutorials in the Math Mentor sections provide accurate and engaging materials for instructional purposes.

   • b. Students have the flexibility to work at their own pace.

   • c. Students acquire immediate and motivational feedback and direction for future learning.

   • d. Multimedia programs address a variety of learning styles and are inherently engaging.

   • e. Individualized instruction is facilitated. Capable students can be directed to more challenging activities and students requiring additional practice and review can access appropriate parts of the resource, such as Math Mentor, with minimal teacher direction and assistance.

5. Experiential learning brings subject matter to life.

   • a. Activities within the Exploration section, and additional classroom experiences contribute to effective learning.

   • b. Teachers could incorporate guest speakers and field trips to emphasize the real-life context of mathematics and science and to complement the resource.