Standard #1: Learner Development
Artifact #1: 3-D Model Projects
Performance 1(a): Regularly assesses individual and group performance in order to design and modify instruction to meet learners' needs in each area of development and scaffolds the next level of development.
Description: This was a project students developed over the course of 2 weeks while finishing a chapter on finding the area and perimeter of regular polygons and similar figures. Students designed a blueprint of a structure of some kind, some students built towers, stadiums, hotels, and monuments, most built houses. They could construct the interior or exterior of this structure as long as they were satisfying the requirements of the rubric. The purpose was for them to think about where they see these objects in real life, build a model, and then write up a flyer discussing the size and dimensions of the "real-life" size structure. They were working on finding area, perimeter, and using similarity ratios for each of these steps.
Rationale: This fits this standard because as students completed each stage of this project, they had their work looked over. They started by handing in their blueprints of their models, I gave them feedback on the rubric for what they may be missing, what could be improved, and if their project seems like something that is reasonable to build. This way I could address problems with their formulas, models, or similarity ratios before they went through with the actual construction of the model. About one-third of the students made corrections on their blueprints that made them want to redraw their plans.
Description: This was a project students developed over the course of 2 weeks while finishing a chapter on finding the area and perimeter of regular polygons and similar figures. Students designed a blueprint of a structure of some kind, some students built towers, stadiums, hotels, and monuments, most built houses. They could construct the interior or exterior of this structure as long as they were satisfying the requirements of the rubric. The purpose was for them to think about where they see these objects in real life, build a model, and then write up a flyer discussing the size and dimensions of the "real-life" size structure. They were working on finding area, perimeter, and using similarity ratios for each of these steps.
Rationale: This fits this standard because as students completed each stage of this project, they had their work looked over. They started by handing in their blueprints of their models, I gave them feedback on the rubric for what they may be missing, what could be improved, and if their project seems like something that is reasonable to build. This way I could address problems with their formulas, models, or similarity ratios before they went through with the actual construction of the model. About one-third of the students made corrections on their blueprints that made them want to redraw their plans.
Artifact #2: Logarithm Books
Performance 1(b): Creates developmentally appropriate instruction that takes into account individual learners' strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
Description: This was one of the summative assessments in a chapter on logarithmic functions. Students created a reference book on the properties and applications of logarithms. They were reviewing the important aspects of logarithms before wrapping up the chapter with a final test. The book was supposed to be written so that another person coming into the class having no knowledge of what this chapter was about, but knew all of the information up to where the class had been before this chapter, would be able to read it and understand what we'd been studying.
Rationale: Students had a guideline of what was expected of their final product, but in what way and how in depth they went about explaining the properties, theorems, and applications was entirely up to them. Some students created a book that was structured like a video game trial, others made a dialogue story, some included more pictures than others, some included formal proofs. This project allowed students to express what they had learned in a way that made most sense to them.
Description: This was one of the summative assessments in a chapter on logarithmic functions. Students created a reference book on the properties and applications of logarithms. They were reviewing the important aspects of logarithms before wrapping up the chapter with a final test. The book was supposed to be written so that another person coming into the class having no knowledge of what this chapter was about, but knew all of the information up to where the class had been before this chapter, would be able to read it and understand what we'd been studying.
Rationale: Students had a guideline of what was expected of their final product, but in what way and how in depth they went about explaining the properties, theorems, and applications was entirely up to them. Some students created a book that was structured like a video game trial, others made a dialogue story, some included more pictures than others, some included formal proofs. This project allowed students to express what they had learned in a way that made most sense to them.