Instruction
Effective teachers use questioning techniques to expose and explore misconceptions and to engage students in productive mathematical discussions[, and they provide opportunities for students to communicate mathematics in a variety of forms and for a variety of target audiences].
|
For my Multiple Intelligence Artifact, the students were asked to answer questions on an exit pass the previous day. This was to have data on different varieties of intelligences in the class. This artifact demonstrates the learning target I1 because I provided "opportunities for students to communicate mathematics in a variety of forms and for a variety of target audiences" by allowing the students to present the topic of the Zero Product Property given 6 different multiple intelligences. The use of questioning techniques were designed to help me understand what type of activities the students prefer in a mathematical setting. The questions given to the students provided engaging and productive mathematical discussions because students were asking question to answer their questions.
-->Multiple Intelligence Artifact<-- |
Effective teachers use connections to students’ prior knowledge within and outside of mathematics to help students develop conceptual understanding and procedural fluency[, and they provide opportunities for students to select and explore personally relevant problems from a mathematical perspective].
|
At the end of my rational numbers unit plan students were given a project called an anchor chart. In this project students had to use all the "I can" statements provided at the beginning of the unit, and create a picture. The students were told that the picture must connect all the ideas from the unit and create a picture where something in the picture represented an "I can" statement from the unit. The students also had to explain their reasoning of why they represented that figure for that particular statement. This project satisfies this learning target because students had to use connections they learned and explain their reasoning which helped students develop conceptual understanding in their fluency of the chapter. This project also lets students choose what they wanted to draw and relate to the statements, which allowed them to explore their own personal mathematical perspectives. When I did this project the students were very creative. Some examples of what students drew include: an ice cream shop, a pet shop, a space ship, and many more creative ideas!
-->Unit Plan Artifact<-- |
Effective teachers provide equitable treatment of and have high expectations for all learners, and they use a variety of strategies, including strategies for differentiated instruction, to build conceptual understanding and procedural fluency for all learners. [They allow multiple and varied opportunities for students to demonstrate their understanding and fluency, and they persist in helping each student reach their full potential.]
|
My Multiple Intelligence artifact provides equitable treatment of and high expectations for all learners, which is what learning target I3 states. Using multiple intelligences in this lesson provides "a variety of strategies" so all students get to demonstrate their understanding. This also allows students to reach their full potential because they get to choose how they want to demonstrate their learning. This lesson also includes differentiated instruction because students choose how deep they want to take their project in this artifact. This lesson was taught during my teacher assisting semester. Some of the varied strategies students used to demonstrate their understanding were creating a poster, singing a song, writing a rap, creating a short story, using nature etc. Since students were able to choose how they wanted to express their fluency of the zero product property, every student was able to reach their full potential. I was very impressed by all the creative ideas!
-->Multiple Intelligence Artifact<-- |
Effective teachers engage students in a sequence of developmentally appropriate and challenging learning activities in which they are actively building new knowledge, including investigations that use math-specific technology[, and they facilitate students’ ability to develop future inquiries that extend their past investigations].
|
Learning target I4 states that "effective teachers engage students in a sequence of developmentally appropriate challenging learning activities" which I feel is expressed through my Algebra Tiles and Factoring Artifact. This is because using algebra tiles is a great math-specific technology that was used in this activity while learning how to factor. Using Algebra Tiles is a great way to build students understanding of how and why factoring works. This was a great visual way for students to get the idea before learning algebraically how to factor. I believe showing students algebra tiles first when learning how to factor is a way to "facilitate students’ ability to develop future inquiries that extend their past investigations". This lesson constituted a sequence of developmentally appropriate lessons because first students had to understand why factoring is an important mathematical concept, which was learned using the algebra tiles. The future lessons was for the learners to factor algebraically but also keeping in mind how factoring works using the algebra tiles.
-->Algebra Tiles and Factoring Artifact<- |
Effective teachers make appropriate choices regarding when to use math-specific technology and manipulatives to support deep learning, and they recognize the benefits and limitations of such
tools. [They also participate in professional learning related to current and emerging technologies that support math teaching and learning.] |
I believe my Technology Prezi artifact demonstrates learning target I5. This learning target explains that effective teachers "participate in professional learning related to current and emerging technologies that support math teaching and learning". This artifact provided below shows 5 different online resources that relate to mathematics. I think as a math teacher this is very beneficial to have and use. It is also important to remember the limitations of such resources and remember they are not the only resource to learn material. Some of the limitations include incorrect information by mistake (teachers should double check before using in class) and not every student has online access if they want to use the material at home.
-->Technology Prezi Artifact<-- Reviewed by professor Monica Harris in ED 321 (Universal Design). http://prezi.com/hayflv62xfoy/untitled-prezi/?kw=view-hayflv62xfoy&rc=ref-34892081
|