Unit 1 Activity 4 Math 25 (Tue Rust wrote the following, but Julie Von Bergen was observed)
(1) What DE SLOs are the focus of the lesson? Paraphrase the learning outcomes for the lesson, i.e. at least one of the DE SLOs skills, PS, communication, MR, EL.
This lesson focuses on all four SLOs: Communication, Problem-Solving, Multiple Representations, and Application and Skills.
(2) How does the lesson prompt student achievement of the DE SLOs?
Highlight aspects of the activity that are designed to promote the outcomes. Students are asked to communicate understanding by rephrasing the problem, and labeling graphs and tables. The next level of focus now becomes clarity and brevity. Students become more independent problem solvers by creating their own headers for tables, and creating their own axis for graphs. There is still a strong focus on Polya's approach, and this is forced in the Group Work. Students will present solutions this week and must use multiple representations to make a clear demonstration.
(3) What are the core mathematical concepts in the lesson? How does the mathematics “unfold” through the lesson?
In this activity, the focus is on creating effective tables and graphs. The Discussion/Warm-Up walkes them through the creation of tables and graphs with teacher support. Then students are on their own for group work. It culminates with student presentations where groups can observe each other and note strengths and weaknesses.
(4) How do you plan to “set up” of the activity? How specifically will you introduce the lesson? What will students be doing?
The instructor must gather butcher paper or transparencies, pens, and rulers for presenstions. However, there is no computer work or worksheets.
(5) How do you plan to “implement” the activity? What questions or difficulties do you anticipate students will have? What specifically do you plan to do to deal with these issues to support students without undercutting their learning?
The main difficulty is the choice of headers and input variables. This is supposed to be difficult, however, so the instructor needs to be prepared to field questions without giving away the answer. Helping Notes and the Instructor's Manual provide support. The Instructor's Manual has empty tables and graphs for the instructor to fill in as students come up with ideas for headers and axis lables.
(6) What do the observers need to know about your class in order to understand how and what the students are learning? Some students are “quick to finish”.
???
Observation Notes of Julie Teaching Math 25, Unit 1 Activity 3 on Jan 28, 2008
R. Kapoor
1. Observation of student A during discussion/warm up. Student A was not paying attention, eating and appearing bored throughout the discussion and warm up and was not noting down any class notes on any sheet/unit package. In group work, Student A was talking to another student in beginning but then Student A was participating in group work without writing any notes on worksheet.
2. Student A didn’t know what they were trying to do in group work and was very confused. Student B explained that how to read graph and try to find the volume of coffee mug. Student A explained all steps to calculate volume and to do conversion from ml to fluid ounces to Student B, and then both were working together.
3. Before the class discussion, some were eating and talking, but then during discussion, at front students were participating, but others were listening, a few were talking. When instructor gave examples, then class mood was enthusiastic and they were more involved in 2nd half of the class time.
4. The instructor showed them coffee mugs and asked about characteristics of the mug affecting the volume of coffee. Most of them replied- size, shape, diameter. In result, they seemed to be more interested in that activity and paying attention. During group work, one student asked about the information encoded in the formula, and then instructor wrote the formula of volume of cylinder on board.
5. The group comprised all five men. Four were participating in discussion and working to figure out the problem, one was just copying their answers. No single leader emerged in this group but all four students were involved. The instructor came and asked if they have any questions, they said- no. They were explaining work each other. Overall, this group was working well.
6. Introduction by instructor: In the beginning, instructor gave 2-3 examples of multiple representations and explained SLO’s of that activity. She explained how to read/interpret the graphs and asked questions regarding volume of coffee mugs and class answered in chorus. After warm up, the students were working in groups. This introduction and group work established a sense of common ground and a sense of community.
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