Standard Five | Instructional Delivery
The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Artifacts
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Artifact Description
This artifact is an exploration activity that uses a geometry software program called Geogebra for students to investigate reflections. I created this artifact, a worksheet on exploring Reflections, in the course: Curriculum and Instruction 402: Teaching Diverse Middle Grade Students. The Reflection Investigation activity requires students to not only identify points of reflection but also use the Geogebra software to drag the points of reflections to explore the behavior of reflected points on the coordinate plane. The worksheet for the activity includes a variety of questions that prompt students about the behavior of reflections and ask them about their generalized observations.
To read my reflection about this artifact please click here
This artifact is an exploration activity that uses a geometry software program called Geogebra for students to investigate reflections. I created this artifact, a worksheet on exploring Reflections, in the course: Curriculum and Instruction 402: Teaching Diverse Middle Grade Students. The Reflection Investigation activity requires students to not only identify points of reflection but also use the Geogebra software to drag the points of reflections to explore the behavior of reflected points on the coordinate plane. The worksheet for the activity includes a variety of questions that prompt students about the behavior of reflections and ask them about their generalized observations.
To read my reflection about this artifact please click here
Dan Meyer Graphing Quadratics | Spring 2013 | |
File Size: | 320 kb |
File Type: |
Source: http://blog.mrmeyer.com/?p=8483
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Artifact Description
For this artifact, I implemented a lesson by Dan Meyer introducing students to graphing parabolas and relating it to basketball during student teaching at Rantoul Township High School. I taught this lesson to Honors Algebra I and Algebra I. The purpose of this lesson was to have students conclude that you need at least three points in order to graph a parabola. In addition, it connects to students' prior knowledge in realizing that one point is not enough information to graph a line or parabola; two points is enough information to graph a line, and three points (including the vertex) is enough to graph a parabola.
To read my reflection about this artifact please click here
For this artifact, I implemented a lesson by Dan Meyer introducing students to graphing parabolas and relating it to basketball during student teaching at Rantoul Township High School. I taught this lesson to Honors Algebra I and Algebra I. The purpose of this lesson was to have students conclude that you need at least three points in order to graph a parabola. In addition, it connects to students' prior knowledge in realizing that one point is not enough information to graph a line or parabola; two points is enough information to graph a line, and three points (including the vertex) is enough to graph a parabola.
To read my reflection about this artifact please click here