Blog Prompt: For the unit that your Lesson Study lesson plan is situated in, what are your student outcomes (unit topic, understandings, knowledge, skills) and your end of unit assessment? How does your planned instruction & formative assessment for the lesson plan move your students toward that goal?
Student Outcomes: Students will be able to add, subtract, multiply, and divide real numbers. They'll learn how to simplify expressions with variables (real numbers). Which means they'll need to know how to work with fractions (reduce, reciprocate, etc..). I'm hoping at the end of this they won't be afraid to tackle problems with variables. Most of my students know how to add, subtract, multiply, and divide integers, and I'm hoping they see that it works the same for real numbers as well (and see that math builds on prior knowledge).
Day by day I'm teaching my students strategies on how to simplify these types of problems, but I have not focused on formative assessments yet. I feel terrible because the readings for this assignment reminded me of the importance of assessing DURING the unit not just after. Thus after teaching tomorrow's lesson I will set a day aside to give students plenty time to practice and reflect on their skills, etc.
Wednesday, January 28, 2009
Sunday, January 11, 2009
Self-Assessment
Discuss your current level of understanding, knowledge and skills. What evidence from previous Reach seminars, work with your coach, and or feedback from peers/supervisors at your school do you use to draw these conclusions?
After reading reading the overview chapters, I have a better idea of what differentiated instruction is, but I definitely need more help on this topic. I used to think that it had to do with reaching students whose first language was not English, and though we had a few discussions on D.I., I still couldn't grasp that it has to do with a wide range of students.
I'm definitely not close to fully understanding how to teach a WIDE range of students, but at least I'm aware of it right? As far as skills are concerned, I've tried bringing in props along with my lessons. Before entering Reach, I used to teach fractions with hardly any visuals. Now I draw pictures, bring in Playdoh (for hands on). Also I used to "teach" students how to add and subtract fractions without any deep understanding (just skills).
I've shared stories like this with my coach and we both agree that I've made major improvements, but I also have a lot more to learn.
After reading reading the overview chapters, I have a better idea of what differentiated instruction is, but I definitely need more help on this topic. I used to think that it had to do with reaching students whose first language was not English, and though we had a few discussions on D.I., I still couldn't grasp that it has to do with a wide range of students.
I'm definitely not close to fully understanding how to teach a WIDE range of students, but at least I'm aware of it right? As far as skills are concerned, I've tried bringing in props along with my lessons. Before entering Reach, I used to teach fractions with hardly any visuals. Now I draw pictures, bring in Playdoh (for hands on). Also I used to "teach" students how to add and subtract fractions without any deep understanding (just skills).
I've shared stories like this with my coach and we both agree that I've made major improvements, but I also have a lot more to learn.
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