Standard 2 Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
Rationale: This lesson plan was done in pairs. I first grouped the students based on their math ability. I put students together that were at similar levels in math. I then picked appropriate linear equations for them to solve. After they solved the equation they had to have it checked by me. If they were right then they moved on to the next linear equation. If they were wrong they had to work on it until they got the right answer. They had to solve 5 linear equations. Next, they had to pick one of their 5 equations and graph it on the graphing calculator and get it checked by me. The next day they had to pick a different linear equation from the 5 they solved the previous day and graph it on the computer, print it out and turn it in.
This lesson was important to me as a teacher because it allowed me to informally and formally assess the students through observations and the rubric. I also got to work with the students more individually and see where their strengths and weaknesses were with linear equations because they had to check their work with me. This assignment was valuable to the students because it allowed them to work with a partner that was at their same math level ability. It also permitted the students to work at their own pace. A result of this lesson was that the students understood linear equations better because they had the opportunity to solve multiple linear equations and graph them.
KSD: 2.K.1 The teacher understands how learning occurs -- how students construct knowledge, acquire skills, and develop habits of mind – and how to use instructional strategies that promote student learning for a wide range of student abilities. During this lesson the students had to solve 5 linear equations with their partner. Knowing that many students need repetition to understand a new concept I knew that solving just one linear equation was not enough. Not only did the students have to solve 5 linear equations they also had to graph one on the graphing calculator and then graph another equation on the computer.
2.S.1 The teacher assesses individual and group performance in order to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development. Before this lesson I informally assessed the students’ current math level ability and grouped them with another student according to that math ability. I then selected appropriate linear equations for each pair to solve to help them be successful. During the lesson I informally and formally assessed each pair together and individually on the linear equations through observations and the rubric.
2.D.2 The teacher is disposed to use students’ strengths as a basis for growth, and their errors as an opportunity for learning While picking appropriate math level linear equations for each pair I decided which equation would help them be successful but also make them struggle too. After they solved a linear equation they had to have it checked by me. If they were right they had to tell me how they came to the answer. If they were wrong they walked me though step by step of how they solved the equation. While they did that I asked them critical thinking questions to get them thinking of what they should have done.
Standard 2
Teachers know how children grow.
The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
Evidence:
Rationale:
This lesson plan was done in pairs. I first grouped the students based on their math ability. I put students together that were at similar levels in math. I then picked appropriate linear equations for them to solve. After they solved the equation they had to have it checked by me. If they were right then they moved on to the next linear equation. If they were wrong they had to work on it until they got the right answer. They had to solve 5 linear equations. Next, they had to pick one of their 5 equations and graph it on the graphing calculator and get it checked by me. The next day they had to pick a different linear equation from the 5 they solved the previous day and graph it on the computer, print it out and turn it in.
This lesson was important to me as a teacher because it allowed me to informally and formally assess the students through observations and the rubric. I also got to work with the students more individually and see where their strengths and weaknesses were with linear equations because they had to check their work with me. This assignment was valuable to the students because it allowed them to work with a partner that was at their same math level ability. It also permitted the students to work at their own pace. A result of this lesson was that the students understood linear equations better because they had the opportunity to solve multiple linear equations and graph them.
KSD:
2.K.1 The teacher understands how learning occurs -- how students construct knowledge, acquire skills, and develop habits of mind – and how to use instructional strategies that promote student learning for a wide range of student abilities.
During this lesson the students had to solve 5 linear equations with their partner. Knowing that many students need repetition to understand a new concept I knew that solving just one linear equation was not enough. Not only did the students have to solve 5 linear equations they also had to graph one on the graphing calculator and then graph another equation on the computer.
2.S.1 The teacher assesses individual and group performance in order to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development.
Before this lesson I informally assessed the students’ current math level ability and grouped them with another student according to that math ability. I then selected appropriate linear equations for each pair to solve to help them be successful. During the lesson I informally and formally assessed each pair together and individually on the linear equations through observations and the rubric.
2.D.2 The teacher is disposed to use students’ strengths as a basis for growth, and their errors as an opportunity for learning
While picking appropriate math level linear equations for each pair I decided which equation would help them be successful but also make them struggle too. After they solved a linear equation they had to have it checked by me. If they were right they had to tell me how they came to the answer. If they were wrong they walked me though step by step of how they solved the equation. While they did that I asked them critical thinking questions to get them thinking of what they should have done.