Vitalija Boskienė – “From theory to practice”
Please read the success story
“You are what you do, not what you say you will do.”
Vitalija Boskienė has been working as a teacher of Mathematics for 22 years (Qualification category – teacher methodologist). Currently she is teaching Mathematics to pupils of 5-9 grades in Kaunas region Akademija Ugnė Karvelis gymnasium. As there are students of different abilities and motivation in different classes, during her lessons teacher uses knowledge acquired in seminars on the possibilities of the interactive whiteboard “SMART Board”, creation of digital lessons and teaching/learning objects with the programme “ActivInspire”. Through a variety of active teaching tools, she tries to make the lesson more interesting and encourage children to learn Mathematics.
Sometimes people like to say that Mathematics is an “arid” subject and mathematical knowledge cannot be used anywhere. However, while learning Mathematics children see that they can apply knowledge in their lives. The key question is how to do this? What should be the lesson like for pupils of different abilities to develop there? Working with modern children requires speaking their language and taking into consideration their different experiences, interests, learning style, working tempo. They are the kids who spend most of their lives on the Internet and look at the surrounding world differently than the generations before them. Therefore, why not to use IT to create interesting and memorable lessons which would help every pupil to experience success in learning?
How to make a Math lesson interesting?
The teacher uses programmes “ActivInspire” and “Smart Notebook” to create interactive lessons for inspiring pupils and exploring their experiences. Using the interactive whiteboard in the classroom facilitates the logical understanding of mathematical operations, provides the possibility to change the complexity of tasks and the pace of learning dynamically, and helps personalize the teaching content. When analysing practical situations (e.g., “Family vacations”, “Shop Discounts”, etc.), pupils complete assignments individually and evaluate them immediately. Working in groups students create tasks, present them to classmates, who solve them. The teacher also uses an interactive animated program set of “Smart Notebook” software for revision and reflection of the theme, which helps her create task-games that pupils really enjoy.
These digital tools help schoolchildren with different learning motivation to apply the acquired theoretical knowledge of Mathematics to solve practical tasks.
Programs for creating interactive lessons
When completing assignments, pupils realize that tasks of practical type are inseparable from real life. Playful tutorial elements, interactive tools and a variety of methods allow the teacher to present the lesson’s material and accomplish project works in a more visually appealing way. Using digital tools makes it possible for a pupil to get an assessment here and now. Less motivated schoolchildren get also interested in such activities. The psychological moment – that it is just a game in which the child learns – always pays off.
This is a game in which the child learns…
Interactive lessons help extend the dynamic possibilities of mathematical tasks’ management by visualizing the teaching content. The teacher recommends using programs to create interactive lessons, which help respond to different teaching and learning needs of pupils.
Questions for reflection:
- What programs for interactive lessons could lead to greater involvement of less motivated pupils?
- How would ICT help teachers to individualize and differentiate teaching content?
- What practical tasks would encourage pupils to become interested in Mathematics?