Manipulatives: A Sensory Blast From the Past Presenters: Doug Balmer Ghazwa Aldoori Presenters: Doug...

Manipulatives: A Sensory Blast From the Past

Manipulatives: A Sensory Blast From the Past

Presenters:Doug Balmer

Ghazwa Aldoori

Presenters:Doug Balmer

Ghazwa Aldoori

GoalsGoals Address the educational theory and research supporting the use of manipulatives

Demonstrate how to use a wide variety of cost-effective manipulatives

Address the educational theory and research supporting the use of manipulatives

Demonstrate how to use a wide variety of cost-effective manipulatives

Goals (continued)Goals (continued) Allow time for participants to practice using many of the manipulatives

Provide participants with manipulatives that can immediately be incorporated into the classroom

Allow time for participants to practice using many of the manipulatives

Provide participants with manipulatives that can immediately be incorporated into the classroom

What is a manipulative?What is a manipulative? “Objects that can be touched and moved by students to introduce a mathematical [or chemical] concept” (Hartshorn, & Boren, 1990).

“Concrete models that incorporate mathematical [or chemical] concepts, appeal to several senses and can be touched and moved around by students” (Hynes, 1986, p.11).

“Objects that can be touched and moved by students to introduce a mathematical [or chemical] concept” (Hartshorn, & Boren, 1990).

“Concrete models that incorporate mathematical [or chemical] concepts, appeal to several senses and can be touched and moved around by students” (Hynes, 1986, p.11).

Theoretical FrameworkTheoretical FrameworkJohann Heinrich Pestalozzi (Swiss, 1746-1827)

Include the five senses (Wink, 2004)

Move from concrete objects to abstract thinking (Wink, 2004)

Connect hand, heart, and head (Wink, 2004)

Anschauung: direct observation and interpretation (Wink, 2004)

Johann Heinrich Pestalozzi (Swiss, 1746-1827)

Include the five senses (Wink, 2004)

Move from concrete objects to abstract thinking (Wink, 2004)

Connect hand, heart, and head (Wink, 2004)

Anschauung: direct observation and interpretation (Wink, 2004)

(Southern, 2001)

Theoretical FrameworkTheoretical FrameworkMaria Montessori (Italian, 1870-1952)

Education of the senses first, education of the intellect second (Smith, 1997)

“Looking becomes reading; touching becomes writing” (Smith, 1997)

Decentering of the teacher (Smith, 1997)

Maria Montessori (Italian, 1870-1952)

Education of the senses first, education of the intellect second (Smith, 1997)

“Looking becomes reading; touching becomes writing” (Smith, 1997)

Decentering of the teacher (Smith, 1997)

(Smith, 1997)

Learning TheoryLearning Theory

Concrete AbstractTransitional

Iconic

Semiconcrete Semiabstract

Semiconcrete: “A representation of a real situation; pictures of the real items are used rather than the items themselves” (Heddens, 1986).

Semiabstract: “A symbolic representation of concrete items, but the pictures do not look like the objects for which they stand” (Heddens, 1986).

Learning TheoryLearning TheoryConcrete AbstractTransitional Iconic


“Common elements” must exist between the concrete manipulatives and the abstract topic (Bohan & Shawaker, 1994).

The student must be aware of those common elements (Bohan & Shawaker, 1994).

“If one wants transfer to happen, one must teach for it” (Bohan & Shawaker, 1994).

Learning TheoryLearning TheoryConcrete AbstractTransitional Iconic


Students that successfully transfer to the abstract stage will continue using manipulatives if allowed. Students must be encouraged to put them away (Bohan & Shawaker, 1994).

Manipulatives: Frosting or Flour?

(Moser, 1986)

Manipulatives: Frosting or Flour?

(Moser, 1986)

“Are manipulatives an afterthought--the frosting on the cake, or are they a given--a part of the recipe that you cannot do without [flour]” (Moser, 1986).

Vs.

Current Research (Use)Current Research (Use) Long-term use is more effective than short-term use (Hartshorn & Boren, 1990)

Use is greater among new teachers, but with training use increases with all teachers (Hartshorn & Boren, 1990)

Availability is probably the most important factor affecting use (Hartshorn & Boren, 1990)

Long-term use is more effective than short-term use (Hartshorn & Boren, 1990)

Use is greater among new teachers, but with training use increases with all teachers (Hartshorn & Boren, 1990)

Availability is probably the most important factor affecting use (Hartshorn & Boren, 1990)

Current Research (Use)Current Research (Use) Primary: Most teachers use manipulatives daily or weekly (Howard, Perry, & Tracey, 1997).

Secondary: Most teachers use manipulatives biweekly or monthly (Howard, Perry, & Tracey, 1997).

“Though research and theory support the use and benefits of using manipulatives in the classroom, actual practice does not seem to follow this pedagogical model (Hatfield 1994)” (Moch, 2001)

Primary: Most teachers use manipulatives daily or weekly (Howard, Perry, & Tracey, 1997).

Secondary: Most teachers use manipulatives biweekly or monthly (Howard, Perry, & Tracey, 1997).

“Though research and theory support the use and benefits of using manipulatives in the classroom, actual practice does not seem to follow this pedagogical model (Hatfield 1994)” (Moch, 2001)

Current Research (Effectiveness)Current Research (Effectiveness)

Improved comprehension in college chemistry and life science classes (Krontiris-Litowitz, 2008)

Increased comprehension and improved analytical skills in precollege classes (Krontiris-Litowitz, 2008)

Improved comprehension in college chemistry and life science classes (Krontiris-Litowitz, 2008)

Increased comprehension and improved analytical skills in precollege classes (Krontiris-Litowitz, 2008)

Current Research (Effectiveness)Current Research (Effectiveness)

Students with less “cognitive structures” [more concrete thinkers] need to interact with manipulatives to comprehend science (Cohen, 1992).

Students with less “cognitive structures” [more concrete thinkers] need to interact with manipulatives to comprehend science (Cohen, 1992).

Using Manipulatives Successfully (Joyner, 1990)

Using Manipulatives Successfully (Joyner, 1990)

Allow for exploration Package the materials Communicate clear expectations and

guidelines Model how to use the manipulatives

Allow for exploration Package the materials Communicate clear expectations and

guidelines Model how to use the manipulatives

Table of ContentsTable of Contents1. Density Containers2. Classifying Matter: Paper Clips3. Bingo: Elements and Ions4. Ionic Compounds: Index Cards5. Ionic Compounds: Ion Ball6. Molar Mass: Relating mass to number of

atoms7. Magnetic Board Equations8. Dimensional Analysis9. Percent Composition: Cookie Mine10. Isotopes: Average Atomic Masses11. Candy Kinetics

1. Density Containers2. Classifying Matter: Paper Clips3. Bingo: Elements and Ions4. Ionic Compounds: Index Cards5. Ionic Compounds: Ion Ball6. Molar Mass: Relating mass to number of

atoms7. Magnetic Board Equations8. Dimensional Analysis9. Percent Composition: Cookie Mine10. Isotopes: Average Atomic Masses11. Candy Kinetics

ManipulativeMania

1. Density Containers1. Density ContainersEnduring Understandings:

#1 Density is defined as the average mass per unit volume

#2 The more closely packed the molecules, the higher the density.

#3 The density of material distinguishes it from other materials.

Example: We will measure the densities of water and sprite to see the difference between them and how this difference indensity accounts for the presence of sugar in the sprite.

Enduring Understandings: #1 Density is defined as the average mass per unit volume

#2 The more closely packed the molecules, the higher the density.

#3 The density of material distinguishes it from other materials.

Example: We will measure the densities of water and sprite to see the difference between them and how this difference indensity accounts for the presence of sugar in the sprite.

M

D X V

Manipulative Material Checklist (Hynes, 1986)Manipulative Material Checklist (Hynes, 1986)

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Interest XVersatility XDurability XSimplicity XAttractiveness XManageability and ease of storage XReasonableness of cost X

Manipulative: Density Containers Cost: $4.00

2. Classifying Matter: Paper Clips

2. Classifying Matter: Paper Clips

Enduring Understandings: Matter is classified according to the substance or substances from which it is made.

The percent composition for a sample is calculated by dividing one part of the sample by the total sample.

Enduring Understandings: Matter is classified according to the substance or substances from which it is made.

The percent composition for a sample is calculated by dividing one part of the sample by the total sample. Example

A1: Pure substance, compound50% pink (3/6), 50% White

(3/6)A2: Pure substance, compound

50% pink (4/8), 50% White (4/8)

•Try Bag F in your small group then compare with a group that had a different bag.


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Manipulative: Classifying Matter: Paper Clips Cost: ~$5

3. Bingo: Elements and Ions3. Bingo: Elements and IonsEnduring Understandings:

Elements are represented using a one- or two-letter symbol.

Ions show the positive or negative charge in the upper, right-hand corner of the symbol.

Having a functional knowledge of chemistry symbols is critical to succeeding in chemistry.

Enduring Understandings: Elements are represented using a one- or two-letter symbol.

Ions show the positive or negative charge in the upper, right-hand corner of the symbol.

Having a functional knowledge of chemistry symbols is critical to succeeding in chemistry.

ExampleThe element “boron” is called and the student finds the symbol on the periodic table. A marker is then placed on the symbol “B” on the bingo sheet.

The Periodic Table


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Manipulative: Bingo: Elements and Ions Cost: $3.50

4. Ionic Compounds: Index Cards

4. Ionic Compounds: Index CardsEnduring Understandings:

A chemical formula shows the number of cations and anions needed to form a neutral charge.

A chemical’s name is based on the names of the cations and anions.

Enduring Understandings: A chemical formula shows the number of cations and anions needed to form a neutral charge.


ExampleThe student matches two Bi3+ cations with three SO3

2- anions to form Bi2(SO3)3, bismuth (III) sulfite.

Try a combination or two of your own.


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Manipulative: Ionic Compounds: Index Cards Cost: ~$3

5. Ionic Compounds: Ion Ball5. Ionic Compounds: Ion BallEnduring Understandings:

A chemical formula shows the number of cations and anions needed to form a neutral charge.


Enduring Understandings: A chemical formula shows the number of cations and anions needed to form a neutral charge.

A chemical’s name is based on the names of the cations and anions. Example

The cation closest to the left thumb and the anion closest to the right thumb are written as a balanced ionic formula as well as the name.

Try a combination or two of your own.


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Manipulative: Ionic Compounds: Ion Ball Cost: ~$1

6. Molar Mass: Relating mass to number of atoms

6. Molar Mass: Relating mass to number of atoms

Enduring Understandings: #1 The mole is a counting unit (similar to a dozen). #2 Avogadro’s number is the number of particles in exactly one mole

#3 Molar mass: the amount of substance that contains Avogadro’s number worth of particles

(6.022x10^23) Example: 1 mole of carbon contains 6.022x10^23 C atoms

12.0g of C contains 6.022x10^23 C atoms. -We will weigh an every day sample of each of three elements. See if you canmake them equivalent to their molar mass

Enduring Understandings: #1 The mole is a counting unit (similar to a dozen). #2 Avogadro’s number is the number of particles in exactly one mole

#3 Molar mass: the amount of substance that contains Avogadro’s number worth of particles

(6.022x10^23) Example: 1 mole of carbon contains 6.022x10^23 C atoms

12.0g of C contains 6.022x10^23 C atoms. -We will weigh an every day sample of each of three elements. See if you canmake them equivalent to their molar mass


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Manipulative: Molar Mass Bottles Cost: $2.00

7. Magnetic Board Equations7. Magnetic Board EquationsEnduring Understandings:

#1 To ‘solve for’ something means that it must appear all by itself, ABOVE a fraction bar on either side of = sign. All other variables must be on other side of the equation.

#2 The rule of diagonal slide means variable magnets may ONLY be moved by sliding them diagonally across the = sign. Ex. From lower left to upper right or from upper left to lower right.

#3 The rule of ‘H’ Flip: Ex.

-Reflection A = C C = A B D D B -Parallel inversion: A = C B = D

B D A C

Enduring Understandings: #1 To ‘solve for’ something means that it must appear all by itself,

ABOVE a fraction bar on either side of = sign. All other variables must be on other side of the equation.

#2 The rule of diagonal slide means variable magnets may ONLY be moved by sliding them diagonally across the = sign. Ex. From lower left to upper right or from upper left to lower right.

#3 The rule of ‘H’ Flip: Ex.

-Reflection A = C C = A B D D B -Parallel inversion: A = C B = D

B D A C


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Manipulative: Magnetic Board Equations Cost: $6.50

8. Dimensional Analysis8. Dimensional AnalysisEnduring Understandings:

#1 A conversion factor is a fixed ratio between two quantities used as multipliers to cancel the unwanted units in the problem and allow the wanted units to remain #2 Any relationship used as a conversion factor may always written in two ways: a/b or b/a.

#3 Three are three basic patterns of unit cancellation: a. diagonal downstroke. b. diagonal upstroke. c. dual conversion cancellation.

Enduring Understandings: #1 A conversion factor is a fixed ratio between two quantities used as multipliers to cancel the unwanted units in the problem and allow the wanted units to remain #2 Any relationship used as a conversion factor may always written in two ways: a/b or b/a.

#3 Three are three basic patterns of unit cancellation: a. diagonal downstroke. b. diagonal upstroke. c. dual conversion cancellation.

Instructions:We will work on worksheet # 14 “physical unit conversion” and the guided notes to practice conversion methods.


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Manipulative: Dimensional Analysis Cost: $~2.00

9. Percent Composition: Cookie Mine

9. Percent Composition: Cookie Mine

Enduring Understandings: The percent composition for a sample is calculated by dividing one part of the sample by the total sample.

The amount of raw materials is often in large excess of the refined materials.

Enduring Understandings: The percent composition for a sample is calculated by dividing one part of the sample by the total sample.

The amount of raw materials is often in large excess of the refined materials.

Instructions•Measure the mass of the sample, the chocolate, the vanilla, and the cream.•Calculate the % composition for the chocolate, vanilla, and cream.


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Manipulative: Percent Composition: Cookie Mine Cost: ~$5

10. Isotopes: Average Mass10. Isotopes: Average MassEnduring Understandings:

#1 Elements occur in nature as a mixture of isotopes. #2 Average atomic mass of an element depends on both a. mass of each isotope

b. relative abundance of each isotope. #3 To calculate average atomic mass we multiply atomic mass X relative abundance of each isotope and add the results.

Example: In our activity we count And weigh four different colors ofbeans that represent isotopes of the same element and calculate the average atomic mass.

Enduring Understandings: #1 Elements occur in nature as a mixture of isotopes. #2 Average atomic mass of an element depends on both a. mass of each isotope

b. relative abundance of each isotope. #3 To calculate average atomic mass we multiply atomic mass X relative abundance of each isotope and add the results.

Example: In our activity we count And weigh four different colors ofbeans that represent isotopes of the same element and calculate the average atomic mass.


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Manipulative: Isotopes: Average Mass Cost: $1.00

11. Candy Kinetics11. Candy KineticsEnduring Understanding:

Kinetics is the study of a chemical reaction’s rate which is affected by numerous variables

Enduring Understanding: Kinetics is the study of a chemical reaction’s rate which is affected by numerous variables

Instructions•Put the candy in your mouth for 1 minute when instructed.

•Record what you do to the candy while it is in your mouth.

•Record the final mass and calculate % of mass lost.

Before After


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Manipulative: Candy Kinetics Cost: ~$1

Manipulative ManiaManipulative Mania

If your name is called come to the table and choose a

manipulative to use in your classroom.

If your name is called come to the table and choose a

manipulative to use in your classroom.

EvaluationEvaluationA. The session exceeded my expectations;

I would highly recommend it to others.

B. The session met my expectations; I would recommend it to others.

C. The session met some of my expectations; I would recommend modifications to it.

D. The session did not meet my expectations; I would not recommend it to others.

A. The session exceeded my expectations; I would highly recommend it to others.

B. The session met my expectations; I would recommend it to others.

C. The session met some of my expectations; I would recommend modifications to it.

D. The session did not meet my expectations; I would not recommend it to others.

Manipulatives: A Sensory Blast From the Past Presenters: Doug Balmer Ghazwa Aldoori Presenters: Doug...

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