Journal #3

Through my work with Project Icarus, I decided to adjust my essential question.  As I went deeper into my project, I realized that I wanted to know how it was possible to get a student to understand a concept, especially in math, since as a student, I know that not all student’s minds “click” with numbers and equations.  After speaking with my peers and fellow classmates, I realized that some techniques, no matter how many times you attempt to explain it, would never make sense.  After hearing that and talking with Mr. Mukina, I learned that I, as the “mentor” should know of various techniques to solve equations, that way, if  the student doesn’t understand one technique, I can try to get through to them in another way.   Mr. Mukina explained to me that he’s learned that one the best ways to go about teaching a technique is to do an example, have the students do an example, then go through a class “stretch” (or more difficult) problem.   After analyzing his advice further, I realized that I would be working more one-on-one with the students as I would be tutoring, as opposed to teaching an entire class.  To fully understand how students feel they learned best, I asked a few students for their opinions.  For example, when I asked Kimi Crabtree, an 8^th grade student at Punahou School, she replied that she likes it when she can learn techniques along the way, so that she doesn't go in the wrong direction.  Kristen Kunimura, a sophomore at Moanlua High School, agrees as well.  She said, “I would rather be able to ask questions along the way.”  So, while I am planning to incorporate Mr. Mukina’s advice and methods, I also plan to alter them based on what I have learned while asking students what works best for them.