Teaching
Helping students understand the content requires teaching and learning. Teaching involves the development of lesson plans and creative ways for students to portray their understanding in order to assure their mastery of the content.
Quadratic Lesson Plan incorporating Formative Assessment and Blooms Taxonomy
The following lesson plan demonstrates the Content Knowledge standard. This lesson assesses students continuously over the period as well encourage students to take ownership for their learning and applying their understanding to the real world.
Content Knowledge (INTASC: 4)
The teacher understands the central concepts, tools of inquiry, and structures of discipline(s) he or she teaches and creates learning experiences to make discipline(s) accessible and meaningful for learners to assure mastery of content.
The following is a link to my quadratic lesson plan:
Content Knowledge (INTASC: 4)
The teacher understands the central concepts, tools of inquiry, and structures of discipline(s) he or she teaches and creates learning experiences to make discipline(s) accessible and meaningful for learners to assure mastery of content.
The following is a link to my quadratic lesson plan:
Reflection of Quadratic Lesson Plan
As I planned the lesson for solving solutions for quadratics, my main focus was to provide a suitable plan for the students and also create the lesson to be within the Content Standard of INTASC 4. As I planned the lesson with the students in perspective, the main focus point of lesson was to find the solutions to a quadratics from a graph and tables. Thus, I created three small activities to facilitate the learning in the classroom. I wanted the students to feel engaged and understand how they were going to be measured in the new unit. I wanted the students to feel connected with the new unit, as well as, taking more ownership of their learning by partaking in small group discussions with their peers. This encouraged group work throughout the lesson. I used three formative assessments during the lesson to check the students understanding. This gave me, as the teacher, intermediate feedback and thus I was able to view where the students had misconceptions. The usage of the formative tools engaged the students by reflecting throughout the lesson. The usage of the video was to encourage the students to take ownership in their education. It would be positive for the students to realize they can be engaged in a math classroom and how they can apply their knowledge to real world situations. The usage of the smart board and Elmo also engaged the students during discussion and note taking since the students could follow along during the instruction. Thus, when the small group activities occurred and discussion took placed; the three formative assessments and the usage of classroom technology created the learning environment. The students were engaged with participation activities and took ownership with their learning of solving of the solutions of quadratics with graphs and tables.
Multi- genre Project
My muti-genre project demonstrates the Application of Content standard. This project allows students to explore pi from different perspectives, which invited and engaged students to critically think and create their own perspective of the significance of pi in mathematics and the real world.
Application of Content (INTASC: 5)
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
The following is a link to my muti-genre project:
Application of Content (INTASC: 5)
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
The following is a link to my muti-genre project:
Reflection of Multi-genre Project
After completing my multi-genre project, I believed this project aligned with the application of content standard of INTASC 5. The multi-genre project allowed the students to gain a better understanding of the significance of pi and the role of pi in mathematics in a Geometry classroom. The project allowed the students to grow and develop their own perspective of mathematics from different genres and lens as they explored pi. The students were engaged in each activity and allowed to reflect what they discovered from each artifact. I believed that this project can be integrated into Middle School or High School curriculum. As the students began to explore pi, this project could be another avenue in which to instruct the class and the focus would be different as found in a traditional lecture based classroom. Instead, the students would be engaged in the various genres and allowed to form their own opinions about the topic from their reflections. This project would encourage the students to think critically and encourage creativity throughout the project. The students can demonstrate their knowledge and gain strength in each assignment as they explore and collaborate on pi. This lets students to view pi in the real world as well as in their real life environments. Other aspects supported with this lesson; the research paper will allow the student to elaborate on their connections they discovered throughout the artifacts and the role of pi in mathematics as well as their life. Thus, this will have the students create their own responses and integrate their knowledge from the five documents and their own research in order to argue their perspective of the role of pi in mathematics. This multi-genre project allowed me to find other resources in the media and activities which could facilitate various engaging lessons for a unit through student self-discovery and reflection. I felt this multi-genre project demonstrated the ISTAC 5 standard for mathematics. One can apply the pi concept to the five artifacts, which allows students to collaborate problem solving and integrate the different genres, where the artifacts facilitate the students learning to discover the significance of pi in mathematics.
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