Dee Hertzg's Honors Geometry Class

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

This lesson was geared toward many levels of learning ability and a variety of learning styles. Mrs. Soglin modeled the learning objective with the pan balance using the visual aid with the scale and a variety of different objects to be weighed. Then she provided additional information using the chalkboard. She engaged with the class by having an open discussion allowing the students to build on each other’s knowledge of the subject matter. She allowed for students to model for the class. When students were working in groups and pairs the higher level students helped lower level students. She also provided challenging problems at the end of the activity for those students who were ready and

By far the most confusing thing to me in this lesson was factoring numbers. I understood the concept and how to do them, but I wasn’t able to completely get them right every time. It was easier when factoring quadratics, but I still had some trouble with them. I consulted this internet to find out more on factoring polynomials which ended up helping a bit. I still did not have the best understanding of them, but I was able to solve most problems without having much trouble.

During my first year at a new high school, my pre-ap geometry teacher saw how

I have had the pleasure of teaching Ally in class for three years; in Advanced Geometry as an 8th grader, Pre-Calculus as a sophomore, and currently as a junior in AP Calculus. In 8th grade, Ally chose to arrive at school an hour earlier in order to take Advanced Geometry at the high school. Even at that young age she knew she wanted to take advanced math classes and push herself academically. Ally's greatest strength in class is her inquiring attitude. She has an unique ability to analyze and reflect on the problem-solving process. While solving complex mathematics problems, she will refine and improve her problem-solving strategy to obtain the correct solution. When I give her exams back, Ally critically examines her mistakes to learn from them often sharing her findings with her peers.

The lesson plan 3 was about “Time by the hour” for math. Throughout the time in my placement field, I get to observe and teach in my cooperating teacher’s 1st grade class. I had learned so much about the students and enjoyed working along with everyone. At the end of every planned lesson plans, I have learned so much and gained some useful information on how to become a better teacher in the future. In this lesson plan 3, I had reflected on my past mistake and learn to grow from it.

The Case of Randy Harris describes the lesson of a middle school mathematics teacher, and how he uses diagrams, questions, and other methods to guide his students to a better understanding. Throughout his case study, Harris’ methods could be easily compared to that of the Effective Mathematics Teaching Practices. There are eight mathematical teaching practices that support student learning, most of which are performed throughout Randy Harris’ lesson. Harris didn’t perform each teaching practice perfectly, despite doing the majority of them throughout his lessons. The following are examples of how Randy Harris implemented the eight mathematical teaching practices into his lesson, and how the ones that were neglected should have been

The lesson that I got to observe was Math. Miss. Phillips started on the smartboard with naming shapes and then she asked four to five students to look around the classroom and find the shapes they were naming from the smartboard. One student found an oval and another student had found a square each student found what Miss. Phillips had asked them to find, then all the students had traced in the air with their finger what shapes Miss. Phillips called out. Now she plays the dice game, each number that it lands on the student writes down and then add each number on the dice. Example 2+5= 7 and then she ask the students to show the number on their hands. Miss. Phillips has some actives set up around the room for them to do Math centers, one table has AB Patterns table 2 has ABB patters then at table 3 has number writing 0-5 at the end of the lesson she had the students meet back at the ABC rug and then they played counting to 100 by singing and dancing, a

As a result of implementing any of the ten lesson plans, the students will learn about quantities and their relationships. Moreover, the students will use their curiosity to explore and learn about the world around them. For example, they can learn about how and why leaves change colors. As a result of developing and implementing this artifact, I learned that educators need to ask and respond questions to help foster students’ inquisitiveness and scientific thinking. I also learned that teaching mathematics can be done through interactive activities, and not through hand outs. To improve these lesson

TTW ask the students the following questions to ensure they understand what has been taught up until this point:

8. Elicit and use evidence of student thinking. He did this throughout the whole lesson. He saw evidence of his students thinking when he asked them to draw arrays of their own representation of the problem (Ex. Lines 33 and 34 provides evidence of Elicit and use evidence of student thinking). This was also used in his lesson when he asked them to write

He wrote equals signs on the board. Students were asked to define the meaning of the equal signs. He continues the discussion until students arrive at the correct meaning. Knowing what students know before the lesson helps the instructor plan a practical lesson and sort out any misconceptions before teaching the lesson.

The next part of the page goes to discussion questions, which are asked in simple terms, and should be given to students after teaching the information for them to answer. For example, one of the questions states, “Where do you have joints in your body? How do joints move? What would happen if you didn’t have joints?” These questions seek to get the kids to think about what they learned and help them grasp the concepts. After the discussion questions come different activities that the teacher can do to help the kids absorb the information. These activities are titled and consist of objectives for the activity, materials, how long the activity will take, and of course, the activity itself. It even has an extension part of the activity. This extension part lets you go beyond the activity to make the kids think outside the box a little bit. The layout of the activities is super helpful for educators, especially when the materials you need are limited. It shows you exactly how much time the activity will

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went