Geojam Zombie Apocalypse Game
Artifact Description
In my Curriculum and Instruction 403 Course: Teaching Diverse High School Students, we host an annual community math event called GeoJam, started by Dr. Rochelle Gutierrez in 2006. Geojam introduces a variety of mathematical games, stations, and puzzles for students at the middle school and high school level. Students get to see mathematics outside of the classroom, and get to play with mathematics in a non-academic setting. There is a competitive format in which students sign up and play in teams, and a non-competitive format called "solo-jam" stations that comprises of individual puzzles and activities that are math-based. As seniors in the program, we worked in groups to brainstorm and create the games that students will play at the event. As each of our groups created a game station for the competitive format, my group created a game called "Zombie Apocalypse." We created a station packet for the game, that comprises of a script, list of materials, rules, and a "did you know sheet" of the mathematics behind the game, for anyone who would like to recreate the game.
Satisfying the Standard (Indicators: 8A, 8E, 8T)
Being a part of Geojam demonstrates my ability to maintain collaborative relationships to advocate mathematics in a larger community context. In addition to creating a game station for Geojam, we were also required to be part of a committee on Geojam. I took part in the Edison Coordinating Committee, that required active communication with teachers at Edison Middle School to help organize the event in the Spring by booking rooms, meeting with teachers, helping fundraise, and making station schedules and score sheets. Being part of the committee, and being actively involved with communicating with teachers to help make the event possible demonstrates my understanding of schools as organizations within the larger community context. Moreover, besides being part of the Edison Coordinating Committee, we also had to go around to local businesses to help sponsor the event in donating prizes for the teams. As a result, I demonstrate my understanding of the need for collaboration with all organizations to enhance student learning. This event also exemplifies how I identify and utilize community resources in working with schools outside of the classroom to help enhance student learning and interest in mathematics by working with the schools and contacting local businesses and nonprofit organizations
Professional Development
I believe that part of being a mathematics major and mathematics teacher is also becoming a mathematics ambassador in advocating the wonderful subject of mathematics. It is one of my biggest goals to not only promote the learning of mathematics in my classroom but also outside of the classroom. In order to achieve this, collaborating with other teachers and maintaining collaborative relationships with teachers and the community is key. This artifact demonstrates one great way for teachers to reach out to the community and have students, parents, and teachers involved in a creative fun mathematics environment.
Artifact Description
In my Curriculum and Instruction 403 Course: Teaching Diverse High School Students, we host an annual community math event called GeoJam, started by Dr. Rochelle Gutierrez in 2006. Geojam introduces a variety of mathematical games, stations, and puzzles for students at the middle school and high school level. Students get to see mathematics outside of the classroom, and get to play with mathematics in a non-academic setting. There is a competitive format in which students sign up and play in teams, and a non-competitive format called "solo-jam" stations that comprises of individual puzzles and activities that are math-based. As seniors in the program, we worked in groups to brainstorm and create the games that students will play at the event. As each of our groups created a game station for the competitive format, my group created a game called "Zombie Apocalypse." We created a station packet for the game, that comprises of a script, list of materials, rules, and a "did you know sheet" of the mathematics behind the game, for anyone who would like to recreate the game.
Satisfying the Standard (Indicators: 8A, 8E, 8T)
Being a part of Geojam demonstrates my ability to maintain collaborative relationships to advocate mathematics in a larger community context. In addition to creating a game station for Geojam, we were also required to be part of a committee on Geojam. I took part in the Edison Coordinating Committee, that required active communication with teachers at Edison Middle School to help organize the event in the Spring by booking rooms, meeting with teachers, helping fundraise, and making station schedules and score sheets. Being part of the committee, and being actively involved with communicating with teachers to help make the event possible demonstrates my understanding of schools as organizations within the larger community context. Moreover, besides being part of the Edison Coordinating Committee, we also had to go around to local businesses to help sponsor the event in donating prizes for the teams. As a result, I demonstrate my understanding of the need for collaboration with all organizations to enhance student learning. This event also exemplifies how I identify and utilize community resources in working with schools outside of the classroom to help enhance student learning and interest in mathematics by working with the schools and contacting local businesses and nonprofit organizations
Professional Development
I believe that part of being a mathematics major and mathematics teacher is also becoming a mathematics ambassador in advocating the wonderful subject of mathematics. It is one of my biggest goals to not only promote the learning of mathematics in my classroom but also outside of the classroom. In order to achieve this, collaborating with other teachers and maintaining collaborative relationships with teachers and the community is key. This artifact demonstrates one great way for teachers to reach out to the community and have students, parents, and teachers involved in a creative fun mathematics environment.
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