Snow Makeup 2/20
1: I used to think teaching was about just teaching the standards given to you by the state or county, but now I think it is more like having the standards as an end-goal and your teaching as a way of achieving that.
2: On day 3, I will do a presentation about Domain and Range. I will start off with a function shown graphically and have the students tell me where the x- and y-axis are. I will tell them that Domain is the x-values that make up the function and Range are the y-values. This is just facts they have to know so we will do practice on it. From there we will do a worksheet on finding Domain and Range of different functions in three forms (graphically, algebraically, and table-wise). This last part is sort of a drill-and-kill to get the students to memorize what Domain and Range are.
3: On day 5, I plan on showing the students different data presented in various ways (i.e. functions in graph form, word form, algebraic form, table from). In their small table groups, I will have them determine the best means of representing the function and having an explanation of why they chose it. We will then talk about if we were business representatives of a company at a presentation, which representation of our data we would choose in order to convince people to buy our product or do our thing.
4: On day 4, have the students hypothesize what the domain and range would mean on a graph with the x-axis being number of sales and the y-axis being the price of the product. What does the graph show? How can it be interpreted? What does it mean when the function crosses the x-axis (leading to the introduction to intercepts which is the lesson of the day)?
5: My three ideas about lesson plans are: 1) This is an extremely long and detailed lesson plan that almost no teacher is going to do for every single day and lesson; it's impractical for a teacher to do this every single time. 2) I really like the idea about doing the error analysis journal entry because it gives students a chance to review what they were confused about. 3) Every lesson plan needs to have a part for Acquisition, Meaning and Transfer, no matter how small it is.
My two questions about the lesson are: 1) What is a Frayer Diagram? 2) Will the rhombi and kite make an appearance later with the venn diagram or how will they all be connected?
A new idea I have is: To do something with the error analysis, such as give them an assessment activity and then have them fix it at the end of the class.
2: On day 3, I will do a presentation about Domain and Range. I will start off with a function shown graphically and have the students tell me where the x- and y-axis are. I will tell them that Domain is the x-values that make up the function and Range are the y-values. This is just facts they have to know so we will do practice on it. From there we will do a worksheet on finding Domain and Range of different functions in three forms (graphically, algebraically, and table-wise). This last part is sort of a drill-and-kill to get the students to memorize what Domain and Range are.
3: On day 5, I plan on showing the students different data presented in various ways (i.e. functions in graph form, word form, algebraic form, table from). In their small table groups, I will have them determine the best means of representing the function and having an explanation of why they chose it. We will then talk about if we were business representatives of a company at a presentation, which representation of our data we would choose in order to convince people to buy our product or do our thing.
4: On day 4, have the students hypothesize what the domain and range would mean on a graph with the x-axis being number of sales and the y-axis being the price of the product. What does the graph show? How can it be interpreted? What does it mean when the function crosses the x-axis (leading to the introduction to intercepts which is the lesson of the day)?
5: My three ideas about lesson plans are: 1) This is an extremely long and detailed lesson plan that almost no teacher is going to do for every single day and lesson; it's impractical for a teacher to do this every single time. 2) I really like the idea about doing the error analysis journal entry because it gives students a chance to review what they were confused about. 3) Every lesson plan needs to have a part for Acquisition, Meaning and Transfer, no matter how small it is.
My two questions about the lesson are: 1) What is a Frayer Diagram? 2) Will the rhombi and kite make an appearance later with the venn diagram or how will they all be connected?
A new idea I have is: To do something with the error analysis, such as give them an assessment activity and then have them fix it at the end of the class.
Thanks for sharing your ideas! A couple quick thoughts:
ReplyDelete1) For your lesson plan, you'll need to include at least one A, M, and T strategy (rather than at various times throughout the unit). Since your ideas above come from different lessons, I wanted to make a note of that :).
2) Yes, these lessons are more detailed than you would need as a classroom teacher. However, it is important to develop these skills now so that they will be automatic when you are in the classroom full time.
3) A Frayer diagram is a way to formatively assess students with a graphic organizer. It asks students to look at a concept or idea from several different angles. We'll talk about these in more detail when we go over formative assessment after spring break.
4) I'm honestly not sure how to answer your second question...you'd have to ask the designer ;). I'm glad you are thinking about how all of it fits together, though, because that will help you as you design your lesson!
Hope you have a great weekend...see you on Wednesday!