2.2 Research-Based Learner-Centered Strategies
Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b)
Artifact: ITEC 7430 Internet Lesson Plan
Reflection:
Standard 2.2 requires lesson plans that address the diversity of all students. For the artifact I chose, a lesson plan using the International Society for Technology in Education (ISTE) template, I was able to align curriculum with differentiation to meet the learning needs of emerging, ready, and advanced learners. This activity was completed in ITEC 7430 Instructional Technology. For the assignment I had to create a research based learner-centered lesson plan using standards from my content as well as technology standards.
This lesson is designed to last three days as students learn and practice the First Derivative Test for functions in the calculus topic of IB Math SL. On Day 1, students will explore functions and their first derivatives. Students will look at derivatives in the form of tables and graphs. Students will use a pre-made GeoGebra worksheet for this exploration. Students will be given some guided questions to explore during the exploration. To further the connection between the graph of the function and the first derivative, students will explore using an applet from the University of Colorado. http://phet.colorado.edu/sims/calculus-grapher/calculus-grapher_en.html
At the end of the exploration, students will record their reflections on Padlet to share with all students. This Padlet will serve as a formative assessment for the students to allow the teacher to plan necessary changes to Day 2.
On Day 2, Students will work in groups to complete a task that involves matching the first derivative function to its graph. These groups will be homogenously grouped so that the teacher can most effectively scaffold the assignment. The students will be matching card sets including the equation of the function, the equation of the derivative, the graph of the function, and the graph of the derivative.
On Days 3 and 4, Students will be assigned a function. Using this function, students will create a screencast or video describing how to draw the first derivative based on the graph. Final videos and screencast will be submitted to me using DropITtoMe. The screencast or video will serve as a summative assessment for students. A rubric was be provided for grading.
The students, from my observations, enjoyed the lesson. This has always been a topic students had trouble with when I taught it previously in AP Calculus or IB Math SL. I really love the University of Colorado interactive resource I found for the initial exploration; it really allows the students to see side-by-side the function and the derivative. I was hesitant of allowing a full day to the initial exploration, but once the students got started, it really led to some deep discussion and “ah-ha” moments from students. The Padlet discussions were not as in-depth as I would have liked, but I did hear some good discussion going on in the classroom. Additionally, I had some good, thought-provoking questions from students.
The screencast was a unique way for my to assess my students in their understanding of the connections between f and f’. I think the next time I do this lesson, I will expand it to also lead into the connection between f, f’, and f”. We did have some issues initially with the creation of videos (it can get a bit hectic when all students are creating one at once), but dividing up the class between my classroom and the media center helped. Having the media specialist on hand to aid students was a huge help too. I really liked seeing the variety of projects the students chose to do. Some created the graphs on the computer screen and a screencast, as I originally thought most would. The majority of students created videos, either of them teaching the problem or of in just of their hands going through the work. Some students got very creative with their presentations. Next time, I will add a category for creativity to my rubric.
Additionally, instead of having the students submit the files directly to me and then me uploading them to a webpage (which I have not had time to do), I would have the students simply upload their projects to a class wiki. This would save me time, but also allow the students to share their projects with a larger audience.
Standard 2.2 requires lesson plans that address the diversity of all students. For the artifact I chose, a lesson plan using the International Society for Technology in Education (ISTE) template, I was able to align curriculum with differentiation to meet the learning needs of emerging, ready, and advanced learners. This activity was completed in ITEC 7430 Instructional Technology. For the assignment I had to create a research based learner-centered lesson plan using standards from my content as well as technology standards.
This lesson is designed to last three days as students learn and practice the First Derivative Test for functions in the calculus topic of IB Math SL. On Day 1, students will explore functions and their first derivatives. Students will look at derivatives in the form of tables and graphs. Students will use a pre-made GeoGebra worksheet for this exploration. Students will be given some guided questions to explore during the exploration. To further the connection between the graph of the function and the first derivative, students will explore using an applet from the University of Colorado. http://phet.colorado.edu/sims/calculus-grapher/calculus-grapher_en.html
At the end of the exploration, students will record their reflections on Padlet to share with all students. This Padlet will serve as a formative assessment for the students to allow the teacher to plan necessary changes to Day 2.
On Day 2, Students will work in groups to complete a task that involves matching the first derivative function to its graph. These groups will be homogenously grouped so that the teacher can most effectively scaffold the assignment. The students will be matching card sets including the equation of the function, the equation of the derivative, the graph of the function, and the graph of the derivative.
On Days 3 and 4, Students will be assigned a function. Using this function, students will create a screencast or video describing how to draw the first derivative based on the graph. Final videos and screencast will be submitted to me using DropITtoMe. The screencast or video will serve as a summative assessment for students. A rubric was be provided for grading.
The students, from my observations, enjoyed the lesson. This has always been a topic students had trouble with when I taught it previously in AP Calculus or IB Math SL. I really love the University of Colorado interactive resource I found for the initial exploration; it really allows the students to see side-by-side the function and the derivative. I was hesitant of allowing a full day to the initial exploration, but once the students got started, it really led to some deep discussion and “ah-ha” moments from students. The Padlet discussions were not as in-depth as I would have liked, but I did hear some good discussion going on in the classroom. Additionally, I had some good, thought-provoking questions from students.
The screencast was a unique way for my to assess my students in their understanding of the connections between f and f’. I think the next time I do this lesson, I will expand it to also lead into the connection between f, f’, and f”. We did have some issues initially with the creation of videos (it can get a bit hectic when all students are creating one at once), but dividing up the class between my classroom and the media center helped. Having the media specialist on hand to aid students was a huge help too. I really liked seeing the variety of projects the students chose to do. Some created the graphs on the computer screen and a screencast, as I originally thought most would. The majority of students created videos, either of them teaching the problem or of in just of their hands going through the work. Some students got very creative with their presentations. Next time, I will add a category for creativity to my rubric.
Additionally, instead of having the students submit the files directly to me and then me uploading them to a webpage (which I have not had time to do), I would have the students simply upload their projects to a class wiki. This would save me time, but also allow the students to share their projects with a larger audience.