Monday, November 21, 2011
Saturday, November 19, 2011
Technology-Integration Lesson Template
Lesson Plan Template
Title/Topic: Writing Linear Equations Grade level: High School
Subject: Geometry Total Timeframe: 90 minutes (block schedule)
Before the Lesson:
TEKS/Student Expectation/Key Understandings:
Content TEKS:
- G.7.A – use one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures
- G.7.B – use slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines, and special segments of triangles and other polygons
- G.7.C – derive and use formulas involving length, slope, and midpoint
- G.9.A – formulate and test conjectures about the properties of parallel and perpendicular lines based on explorations and concrete models
Related TEKS:
- A.1.D – represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities
- A.5.C – use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions
- A.6.D – graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y‑intercept
- A.7.A – analyze situations involving linear functions and formulate linear equations or inequalities to solve problems
Assessment Strategies: How will you know the students learned the required tasks?
- Activote quiz – students will answer five questions to assess their procedural knowledge of writing and graphing linear equations.
- Individual blog – students will post a blog answering the lesson’s “essential question” to assess their conceptual knowledge of writing linear equations.
Vocabulary of Instruction: What vocabulary will be introduced and reviewed for this lesson? How and when will this take place during the lesson?
- Linear equation – an equation whose graph is a line
- X-intercept – the point where a graph touches the x-axis; the y-coordinate is always zero at the x-intercept (x, 0)
- Y-intercept – the point where a graph touches the y-axis; the x-coordinate is always zero at the y-intercept (0, y)
- Slope-intercept form – a linear equation written as y = mx + b; where m = slope and b = y-intercept
- Standard form – a linear equation written as Ax + By = C
Materials/Resource/Tools:
- Promethean IWB
- Promethean Activote devices
- Promethean ActivInspire software
- Internet access
- Compass learning odyssey website
Advance Preparation: What needs to be done before the students arrive?
- Activote devices must be registered to IWB
- Create Compass learning assignment and assign students
During the Lesson:
Essential Question – How do I write a linear equation passing through a given point? (Take students through attached presentation)
- Introduce and define new vocabulary
- Demonstrate solving example problems
- Assess procedural understanding/quiz (using activote devices)
- Assign group work to be completed in class
- Assign blog assignment to be completed for homework
After the Lesson: What worked? What did not work? What changes need to be made before the next lesson?
Saturday, November 5, 2011
Ideas for Using Podcasts in My Classroom
I teach high school geometry. Therefore, I would use video podcasting only. For example, ActivInspire software has a video capture function which will allow me to record lessons and post them as video podcasts. This will be very helpful for students that need extra help after school hours or students that miss a class for whatever reason. Also, there are several video podcasts that are already available to provide assistance to students needing additional help.
The following video podcasts are examples of how ActivInspire’s video capture function can be used to create video podcasts. However, I would explore ways of including audio in the podcasts.
Thursday, November 3, 2011
Podcasting in Education
What is Podcasting?
Podcasting in the Classroom
Critics of podcasting, especially when used in education, argue that making “lecture” available for download will promote student absence in the classroom (Blaisdell, 2006; Bongey et al., 2006). In fact, an article in The Chronicle of Higher Education states that ‘‘…many professors remain wary of the technology… that it will lead to empty classrooms or a crutch for late-sleeping students’’ (Read 2005, p. A39).
However, if all I do in the classroom is lecture then why not create a podcast that will allow students to listen at their convenience? As an educator, my class time can be utilized much more effectively if I did not have to lecture. Imagine your students listening to the lecture before your class meets. Every class could be entirely interactive with students actively engaged in learning rather than passively being “taught at”. Classroom time could be spent involving students in collaborative projects or activities that create a sense of ownership for their learning.
A critic of podcasting contested that if the lecture is going to be available for podcast downloading, why then should students bother coming to class (Blaisdell, 2006)? My challenge to this thinking is if all you do in class is lecture, why then should students bother coming to class? If critics oppose podcasting because of its effects on an antiquated method of teaching, then there are bigger problems in our education system than the absenteeism of students.
Subscribe to:
Posts (Atom)