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My favorite blog post was the Math Teaching Lesson Plan. I thought that it allowed me to practice lesson planning and creativity in the clas...
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As for the dvd clip we watched in class, it was really interesting how the teacher taught polynomials to grade 8 students without doing much... -
Have you experienced a state of flow through certain experiences? What prompts it? Is it sometimes connected with mathematical experiences? ...
Thanks for this interesting unit plan sketch, Nathaniel. I like your thoroughness in outlining all the lessons in the unit (and will you really have 17 classes available to teach this unit?) It's great to see you using a variety of teaching strategies, including Kahoot, embodied graphs in the classroom, an interesting inquiry project, real life situations to model, and games like Battleship.
ReplyDeleteThere are are few important things that need amendment and additions to your lesson plans as well, and your SA and FA will definitely need these before you will be ready to teach this unit with the class. As we are getting close to the start of the second semester, I will not demand that you include these here for the purpose of completion of this course -- but if you do add them and let me know, I will read them over and give you feedback!
1) You need to include attached sheets with the detailed problems, questions, notes, examples, etc. for your lessons. You've done this for sources you've found, like the Kahoot quiz, but not for your other lessons. For your SA and FA to be able to review your lessons beforehand to offer helpful feedback, they need to see in a more detailed way what you are planning to ask, talk about and do in the class.
2) Some lesson elements like Shape of the Day are completely unexplained. These sound potentially interesting -- but what are they?
3) Other activities like the Travel Optimization activity need diagrams, explanation sheets and other further explanation to clarify. For example, will students be working with actual maps of real places and roads, ferry routes, etc. to plan the travel? Or will they (as I expect) be working on Cartesian coordinates to find the shortest distances between fictitious places on the plane? Since everyone knows that a line is the shortest distance between two points, what will you do to complicate the situation so that students have to calculate distances? I assume that you might create 'roads' that have to be chosen from on the plane -- but I need to see some diagrams to really know how this activity will work.
(TBC)