Standard #7: Planning for Instruction
Artifact #1: Model Building Projects
Essential Knowledge 7(m): Knows when and how to access resources and collaborate with others to support student learning.
Description: Part way through the construction projects, students submitted their blueprints in order to get feedback on their models before they began their actual construction. I set this deadline in order to be sure that all students would get the feedback they needed in order to be successful in their final project. When a student didn't submit their blueprint, I spoke with them to ask why they didn't hand it in and to find out what they were confused about or what they needed help with. They told me that the project as a whole confused them. I worked with her during learning labs, and went to the ELL teacher to give him the rubric and let him know the conversation I'd had with one of his students. Between the two of us, she was able to complete the project successfully and only a few days later than the rest of her classmates.
Rationale: This fulfills this standard because I recognized a potential problem and reached out not only to that student but another professional in the school that I knew would be able to help me support her and guide her to success.
Essential Knowledge 7(m): Knows when and how to access resources and collaborate with others to support student learning.
Description: Part way through the construction projects, students submitted their blueprints in order to get feedback on their models before they began their actual construction. I set this deadline in order to be sure that all students would get the feedback they needed in order to be successful in their final project. When a student didn't submit their blueprint, I spoke with them to ask why they didn't hand it in and to find out what they were confused about or what they needed help with. They told me that the project as a whole confused them. I worked with her during learning labs, and went to the ELL teacher to give him the rubric and let him know the conversation I'd had with one of his students. Between the two of us, she was able to complete the project successfully and only a few days later than the rest of her classmates.
Rationale: This fulfills this standard because I recognized a potential problem and reached out not only to that student but another professional in the school that I knew would be able to help me support her and guide her to success.
Artifact #2: Probability Review
Essential Knowledge 7(l): Knows when and how to adjust plans based on assessment information and learner responses.
Description: Students took a quiz over permutations and combinations that did not go well for quite a number of students. Some demonstrated mastery of the material, but for a lot it was clear that they needed more time with the material and a slightly different approach. I created a review of the topics that went over analyzing what the questions were asking. When I spoke with a lot of the students who were not successful it was clear to me that they were getting hung up on not knowing what to do with the question. Once students knew what the question was asking, they were able to apply the mathematical formulas that were appropriate. So I created a lesson that had students not solving math questions, but analyzing what the questions were asking.
Rationale: This lesson fits this standard because I used a formative assessment to gauge where students were at with the material. When it became clear that students were not ready to move on with the new material. I spoke directly with students in order to figure out exactly where the confusion was for them and used that information to create a new lesson that was intended for more students to be able to successfully understand and answer mathematical questions.
Essential Knowledge 7(l): Knows when and how to adjust plans based on assessment information and learner responses.
Description: Students took a quiz over permutations and combinations that did not go well for quite a number of students. Some demonstrated mastery of the material, but for a lot it was clear that they needed more time with the material and a slightly different approach. I created a review of the topics that went over analyzing what the questions were asking. When I spoke with a lot of the students who were not successful it was clear to me that they were getting hung up on not knowing what to do with the question. Once students knew what the question was asking, they were able to apply the mathematical formulas that were appropriate. So I created a lesson that had students not solving math questions, but analyzing what the questions were asking.
Rationale: This lesson fits this standard because I used a formative assessment to gauge where students were at with the material. When it became clear that students were not ready to move on with the new material. I spoke directly with students in order to figure out exactly where the confusion was for them and used that information to create a new lesson that was intended for more students to be able to successfully understand and answer mathematical questions.
This is the link to the class review we did. I had a power point set up, but students answered questions as a whole group, worked independently at their desks, solved problems on the board, and were engaged in the class conversations on the material.
Probability Review
Probability Review