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|
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Score
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Identifying What’s Important
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·
This lesson was a pre-cursor to my PBL. The
students were grouped and had to solve clues using content they had already
learned
·
Before I began the video, I had reviewed group
work expectations, and the students watched an introductory video from
Blabberize explaining the task.
·
I asked students to work together to figure
something out before asking for help from me or my co-teacher.
·
The
students work well collaboratively at the beginning, but lost some steam
before the end of class
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Proficient
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Making Connections
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8.EEI.1 Understand and apply the laws of exponents (i.e. product
rule, quotient rule, power to a power, product to a power, quotient to a
power, zero power property, negative exponents) to simplify numerical
expressions that include integer exponents.
8.EEI.2 Investigate concepts of square and cube roots.
8.EEI.3 Explore the
relationship between quantities in decimal and scientific notation.
8.NS.1 Explore the real number system and its appropriate usage
in real-world situations.
8.NS.1a Recognize the differences between rational and
irrational numbers.
8.NS.1b Understand that all real numbers have a decimal
expansion.
8.NS.1c Model the hierarchy of the real number system, including
natural, whole, integer, rational, and irrational numbers.
8.NS.2 Estimate and compare the value of irrational numbers by
plotting them on a number line.
8.NS.3 Extend prior knowledge to translate among multiple representations
of rational numbers (fractions, decimal numbers, percentages). Include the
conversion of repeating decimal numbers to fractions.
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Proficient
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Context
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·
Students were extremely engaged in the
beginning, but several lost team before 30 minutes has passed.
·
The low level of mathematical understanding
effects the sustained inquiry
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Proficient
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Drafting Next Steps
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·
I definitely need to practice sustained
inquiry in longer increments and more frequently
·
Need to spend more time “hands off”. My
students are used to having their hands held and need more time to become
independent
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Proficient
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Tuesday, December 18, 2018
Angie's Video Selfie Reflection
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Hi Angie,
ReplyDeleteI appreciate you spending time viewing and analyzing your video of your teaching to determine areas to target for growth. You explained how you intentionally created this lesson in order for students to practice collaborating in small groups in order to view a video clip, gather information, and use relevant information to solve clues. You explained how the content tied to current standards for your algebra class and made connections to the content. You explained how you observed that students exhibited a high level of engagement at the beginning of the lesson but lost steam before thirty minutes was up and you attributed their loss of interest to a lack of mathematical understanding. This makes sense to me because when students struggle to solve a problem or to figure out a clue, their frustration can lead to disengagement. You reflected on this experience and determined that your students would benefit from sustained inquiry in longer increments and more frequently and provide students with longer times of their effort with less immediate support and help in order to build their capacity for independent thinking and problem solving. I know this lesson back in November helped lay the ground work for future success with problem solving inherent in pbl. Thanks, Dawn