Skelton.MISL2015
- 1. IMPACT ON STUDENT LEARNING Relationships between Two Variables STEPHANIE SKELTON MIDWESTERN STATE UNIVERSITY January 30, 2015
- 2. Part I: Before Instruction A. Environmental Factors 1. Students: SeymourMiddle School ismade upof a studentpopulationthatisfifty-eightpercent economicallydisadvantaged.The school hasa large majorityof white students,withavery small populationof Hispanicandblackstudents. There are thirty-sevenstudentsinthe sixth grade.Six studentsmeetqualificationsfor504 and one forspecial education. My class has sixteenstudents,sevengirlsandnine boys. Of these sixteenstudents,twohave beentested as giftedandtalented.One studentisinthe process of beingtestedforthe program. One studenthasbeendiagnosedasADHDand isa 504 student. 2. Other Environmental Factors (school,community, classroom,etc): SeymourMiddle School islocatedinSeymour,Texas,the countyseatof BaylorCounty. It is a small rural communitywithapopulationof 2,660. The residentsare predominatelywhite and the medianincome is$34,156. The Middle school hasactive bandand athletic programswhichinvolvesamajorityof the students. The school offersaspecial education program,GT program,and dailytutorials. There isalsoa computerlabforthe studentsto use. The classroom containsa Smart Boardwhichenablesaudio-visual enhancementsto lessons. There isalsoa setof classroomI-pads. 3. How did these things influence yourplanningor assessmentdecisions? Whenplanningmylessons,Itake intoaccountthe students’ needs. Ilookthroughthe homeworktosee where studentsmaybe struggling,andlookforalternative waystoexplain difficultconcepts. Iuse the Smart Board to provide anaudio-visual componenttolessons. Wheneverpossible,Itryto include interactive lessonsthatrequiremovementandpique interest. Iincorporate higherorderthinkingquestionsintolessons. Asstudentswork,I checkindividual studentsforunderstanding.Ialsoworkwithstudentsafterschool during tutorialstoanswerquestions andexplainmathematical processes. . 4. How did you collaborate withyour MentorTeacher while preparingfor this lesson? I workedwithmyMentorTeacher to determinethe TEKSthatneededtotaughtand the lessonconcepts. She providedme withsupportandideasforconcepts,suchas independentanddependentvariables,which studentswere strugglingtograsp. I spoke to othermath teachersalsoinorderto findalternate ideasforpresentinginformation. Iused the studenttextbooksaswell asmaterialsfromonline resourcesandNCTMto prepare my lessons andtofindadditional approachesforexplainingconcepts.
- 3. B. UnitObjectives Learning Objectives TEKS Blooms* A. Studentswill be able to graph points in all four quadrants using orderedpairs of rational numbers. Math 6.11 Kno, Cmp, App B. Students will be able to identifyindependentand dependentquantitiesfromtablesand graphs. Math 6.6.A Ana, Evl C. Studentswill be able to write an equationthat representsthe relationshipbetweenindependent and dependentquantitiesina table. Math 6.6.B App, Ana D. Students will be able to representa given situationusing verbal descriptions,tables,graphs, and equationsin the form of y= x + b Math 6.6.C Ana, Syn Part 2: Instructional Design Pre-Assessment Name of Assessment Use Mode Learning Objectives Differentiated Instruction and/or Accommodations Unit Pre-Assessment Pre P&P ABCD Extra Time,Calculator,Read problemsaloud Lesson1 – Graphing on the Four Coordinate Plane A. Describe the learningobjectivesyourlessonaddresses.Explainhow these objectives are alignedwith TEKS and identifythe level oflearningusing Bloom’sTaxonomy Learning Objectives TEKS Blooms* A. Studentswill be able to graph points in all four quadrants using orderedpairs of rational numbers by playing the game, I have, who has? with 80% accuracy. Math 6.11 Kno,Comp,App B. Students will be able to identifyindependentand dependentquantitiesfromtablesand graphs using a word sort, with 80% accuracy. Math 6.6.A Ana,Evl C. Students will be able to write an equationthat representsthe relationshipbetweenindependent and dependentquantitiesfroma table during an equationactivity with 80% accuracy. Math 6.6.B App,Ana
- 4. B. List your lessonassessments,identifymode ofassessment,howeach assessmentis used,how assessmentsare alignedwithlessonobjectives,and describe any special educationaccommodations and/or differentiatedinstruction. Name of Assessment Use Mode Learning Objectives Differentiated Instruction and/or Accommodations I have,who has Form ALT A Visual Alternate methodsof answer (findobject,give coordinates) Independent/Dependent Variablessort Form ALT B Multiple examples Visual aids Equation Activity Form P&P C Group work,individual assistance C. What instructional materials,resources,and technologydidyou use inthe lessonor to extendthe lesson? Name of Resource Use Learning Objective Supported Smart Board The Smart Board was usedforall lessonsfor visualsandto illustrate problems. ABC Coordinate Plane Foldable A coordinate plane foldablewaspurchasedfrom Teacherspay Teachersforstudentstorecord notesfromthe lesson. A I Have,Who Has? Game All students participatedinagame of I Have, Who Has?, whichrequiredthemdetermine a locationona four quadrantgrid. A Texas, GoMath Textbook All lessonsandhomeworkwerefromthe textbookprovidedbySISD. ABC Document Camera A documentCamerawasusedto projectthe fourquadrant gridfor I Have,Who Has? A
- 5. D. Instructional Delivery: Procedure Description Learning Objective Supported Beginning Pre- Activity: • What kind of math tools could help you in finding the treasure on a map? A Introduction: • Today we are going to learn about coordinate planes and how to plot points, independent and dependentvariables, and how to write equations using them. ABC Hook: • Q: Where are some places you have seen coordinate planes used? (Maps, Battleship, Drawing…) A Coordinate Instruction: • Coordinate Foldable: • Introduce vocabulary words: • Instruct students in completing the foldable • Discuss the location of the x and y axes A Middle Activity 1: I Have, Who Has: • Students will locate objects on a four quadrant grid and give the coordinates. • Students will name an object at a given coordinate when given the coordinates A Activity 2: Independent and Dependent Variables: • Discuss the difference between Independent and Dependent and give examples • Students will choose from a list of variables used in charts and graphs and place them in under the appropriate headingof independent or dependent B Activity 3: Equations activity: • Demonstrate for students how to find the rule for a graph or table. • Practice with students on writing an equation from a table and then a graph • Have students work together to come up with the equation for a set of graphs and tables. C Independent Practice: • Students work on Homework Assignment ABC End Closure: Q: How could what we have discussed in the lesson today help you to find locations on a treasure map? A Individual or group accommodations and/or differentiated instruction Individual assistance Additional examples Guided practice ABC
- 6. Lesson 2 – Writing Equations from Tables A. Describe the learningobjectivesyourlessonaddresses.Explainhow these objectives are alignedwith TEKS and identifythe level oflearningusing Bloom’sTaxonomy Learning Objectives TEKS Blooms* Students will be able to determine a solution, justifythe solutionand evaluate the problem- solvingprocess and reasonablenessofthe solution with 80% accuracy. Math 6.1.B Ana, Evl B. Students will be able to identifyindependentand dependentquantitiesfromtablesand graphs using a word sort, with 80% accuracy. Math 6.6.A Ana,Evl C. Students will be able to write an equationthat representsthe relationshipbetweenindependent and dependentquantitiesfroma table during an equationactivity with 80% accuracy. Math 6.6.B App,Ana B. List your lessonassessments,identifymode ofassessment,howeach assessmentis used,how assessmentsare alignedwithlessonobjectives,and describe any special educationaccommodations and/or differentiatedinstruction. Name of Assessment Use Mode Learning Objectives Differentiated Instruction and/or Accommodations Independent/Dependent QuantitiesActivity Form ALT B Visual Aids,individual assistance Homework Form P&P BC Tutorials Equation match Form P&P C Individual assistance C. What instructional materials,resources,and technologydidyou use inthe lessonor to extendthe lesson? Name of Resource Use Learning Objective Supported Smart Board The Smart Board was usedforall lessonsfor visualsandto illustrate problems. ABCD Equation Match Studentswill matchthe equationswiththe graph and table. C Texas, GoMath Textbook All lessonsandhomeworkwerefromthe textbookprovidedbySISD. ABCD
- 7. D. Instructional Delivery: Procedure Description Learning Objective Supported Bell Ringer: • Studentswill solve a secretmessage using coordinate A Introduction: • Today we will be learning how to write equationsfrom tablesand graphs and to representtheirrelationshipsto one another. C Hook: • Q. What are some ways you coulduse tables and graphs inyour dailylife?(various) A Equation Match: • Use equationsfrom Lesson14.3 pp393-396 to show studentsthe relationshipsbetween variablesand how to use them to write equations. • Pass out the equationmatch and have groups of 2 or 3 match the tablesand equationsand graph them. C D Independentand DependentQuantities Activity: Q. Where else wouldyou findindependent and dependentquantitiesused?(Science) Studentswill use charts and graphs from theirMath textbookpp 399 – 401 to explore the relationshipsbetweenindependentand dependentquantities. Studentswill use the information to complete the charts and to determine which quantitiesare independentanddependent B Homework: • Workthrough the guidedpractice with the studentson p. 402 • Lesson14.3 pp 397,398 Odd problems7-15 • Lesson14.4 pp 403,404 Problems5-7,11, & 12 ABCD Closing: • Q. What didyou learn from this lessonthat will benefityouin the future? ABCD
- 8. Lesson 3 – Representing Algebraic Relationships in Tables and Graphs A. Describe the learning objectives yourlesson addresses. Explain how these objectives are aligned with TEKS and identify the level of learning using Bloom’s Taxonomy Learning Objectives TEKS Blooms* Studentswill be able to communicate mathematical ideas,reasoningand their implicationsusingmultiple representations, includingsymbols,diagrams, graphs, and language as appropriate with 80% accuracy. Math 6.1.D Kno,Comp,App Studentswill be able to create and use representationstoorganize, record,and communicate mathematical ideaswith 80% accuracy. Math 6.1.E Syn,App D. Studentswill be able to representa given situationusing verbal descriptions,tables,graphs, and equationsin the form of y= kx or y= x + b with 80% accuracy. Math 6.6.C Ana,Syn B. List your lessonassessments,identifymode ofassessment,howeach assessmentis used,how assessmentsare alignedwithlessonobjectives,and describe any special educationaccommodations and/or differentiatedinstruction. Name of Assessment Use Mode Learning Objectives Differentiated Instruction and/or Accommodations Real WorldMath Activity Form ALT ABCD Group work,scaffolding Jeopardy Form ALT ABCD Multiple examples Visual aids Group assistance Homework Form P&P ABCD Tutorials
- 9. C. What instructional materials,resources,and technologydidyou use inthe lessonor to extendthe lesson? Name of Resource Use Learning Objective Supported Smart Board The Smart Board was usedforall lessonsfor visualsandto illustrate problems. ABCD Real WorldProblems Real worldnumberstoapplyobjectivesto eventspertainingtothe students ABCD Jeopardy Board PowerPoint The Jeopardyboardcontainsquestionsfromall objectivesinthe unit ABCD Texas, GoMath Textbook All lessonsandhomeworkwerefromthe textbookprovidedbySISD. ABCD D. Instructional Delivery: Procedure Description Learning Objective Supported Bell Ringer: Math Riddles: • Q: Whyshould you nevermentionthe number 288 infront of anyone? (Because it istwo gross, 2 x 144) • Q: What did one math book say to the other math book? (I’ve got a problem) Introduction: • Today we are going to discussreal world applicationsfor tables,graphs and equationsand reviewfor tomorrow’s test. ABCD Hook: • Q: What is your greatest strengthor your greatest weaknessinthis unit? ABCD Real World Math: • Q: Whydo you needto learnmath? • Studentswill work in groups of 3 or 4 to use the informationthey have learnedinprevious lessonsto solve real world problems. ABCD Jeopardy: • Studentswill work in groups of 3 or 4 to earn pointsby answeringreviewquestionsfrom lessons14.1 -14.4 • Groupswill requesta topic and numberof pointsfor an answer. • Answersshouldbe wordedin the form of a question ABCD Homework • Studentswill reviewtheirpretests • Studentswill complete the Study Guide Review in the textbook on pp. 407, 408 ABCD Closing: • Q: What is one thing you learnedfrom today’s lesson? ABCD
- 10. Post Assessment Name of Assessment Use Mode Learning Objectives Differentiated Instruction and/or Accommodations Unit Post Assessment Sum P&P ABCD Extra Time,Calculator,Read problemsaloud Part 3: Impact on Student Learning A. Impact Charts and Graphs Student # of Questions Missed Pre- Test Score # of Questions Missed Post Test Score # of Questions Difference Test Score Difference 1. 13 35 2 90 11 55 2. 13 35 .5 98 12.5 63 3. 13 35 4 80 9 45 4. 11 45 2 90 9 45 5. 10 50 0 100 10 50 6. 13 35 3 85 10 50 7. 16 20 6 45 10 25 8. 12 40 3.5 88 8.5 48 9. 12 40 4 80 8 40 10. 10 50 3 85 7 35 11. 6 70 0 100 6 30 12. 10 50 1.5 93 8.5 43 13. 9 55 1 95 8 40 14. 11 45 1 95 9 50 15. 16 20 1.5 93 14.5 73 16. 12 40 2 90 10 50 Average 11 42 2 88 9 46
- 11. Student Objective 1 Pre-Test Objective 1 Post Test Objective 2 Pre-Test Objective 2 Post Test 1. 67 100 25 75 2. 67 91.5 0 100 3. 50 83 25 75 4. 50 83 50 100 5. 67 100 0 100 6. 33 100 75 100 7. 17 67 25 75 8. 33 91.5 50 100 9. 50 67 25 75 10. 67 83 25 100 11. 83 100 75 100 12. 50 91.5 75 100 13. 83 100 50 100 14. 50 100 25 100 15. 33 91.5 0 100 16. 67 100 25 100 Student Objective 3 Pre-Test Objective 3 Post Test Objective 4 Pre-Test Objective 4 Post Test 1. 0 100 0 100 2. 0 100 33 100 3. 50 100 0 67 4. 50 100 0 100 5. 100 100 33 100 6. 0 100 0 67 7. 0 50 0 67 8. 50 100 33 67 9. 0 100 67 100 10. 50 100 0 67 11. 100 100 67 100 12. 0 100 33 100 13. 0 100 33 100 14. 0 100 67 67 15. 0 100 0 100 16. 0 100 0 67
- 12. 0 10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Scores Students Overall Impact on Student Learning Pre-Test Post Test TEKS # TEKS Description Objective Math TEKS 6.11 Measurement and data. The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student is expected to graph points in all four quadrants using ordered pairs of rational numbers. Students will be able to graph points in all four quadrants using ordered pairs of rational numbers.
- 13. TEKS TEKS Description Objective Math TEKS 6.6.B Expressions, equations, and relationships. The student applies mathematical process standards to use multiple representations to describe algebraic relationships. The student is expected to: (B) write an equation that represents the relationship betweenindependent and dependent quantities from a table; Studentswill be able to write an equation that represents the relationship between independentanddependent quantities in a table TEKS TEKS Description Objective Math TEKS 6.6.A Expressions,equations,andrelationships. The student appliesmathematical processstandardstouse multiple representationstodescribe algebraicrelationships.The student is expected to: (A) identify independent and dependent quantities from tables and graphs; Students will be able to identify independent and dependent quantities from tables and graphs
- 14. Other Classes Student Pre-Test Post Test 1. 55 90 2. 30 83 3. 35 58 4. 30 90 5. 25 48 6. 30 75 7. 40 93 8. 25 55 9. Ab 78 10. 20 63 Student Pre-Test Post Test 1. 45 100 2. 50 62 3. 50 75 4. Ab 83 TEKS TEKS Description Objective Math TEKS 6.6.C Expressions, equations, and relationships. The student appliesmathematical processstandardsto developconcepts of expressions and equations. The student is expected to: (C) represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b. Studentswill be able to represent a given situation using verbal descriptions, tables, graphs, and equations in the form of y = x + b
- 15. 5. 55 73 6. 40 80 7. 45 93 8. 45 74 9. 35 83 10. 35 68 11. 50 82 12. 30 78 B. Analysis The studentsknewverylittle aboutthe conceptscoveredinthisunitpriortoinstructionas evidencedbythe pre-testscores. All studentstestedshowedsignificantimprovementon the post-testwithanaverage of 46 pointsdifference. All butone studentshowedmastery of objective 3,howeverthere were onlytwoquestionsthatmeasuredthisobjective. Objective 2wasthe conceptstudentsstruggledthe mostwithduringinstruction,however post-testresultsshowmore thanhalf of the studentsmastered thisconcept. Some studentsstill have roomforgrowthin all objectives,buttheyhave made significant improvement. The studentsexceededmyexpectationswithmostof the students performingexceptionallywell onthe post-test.
- 16. Part 4: Reflection A. Whichlessonwas the most effective?Leasteffective?Why? Lessonone wasthe leasteffective lesson. Ididnotrealize how difficultaconcept independentanddependent variableswasforstudents. The studentswere veryconfused by the independentanddependentvariable sort.If Iwere to dothislessonoveragain,I wouldnotseparate the independentanddependentvariablesfromthe tablesorgraphs. Lessontwowas the mosteffective lesson. Studentswere betterable tograspthe concept of independentanddependentvariablesfromthe tablesandchartsand were eagerto determine the relationshipbetweenthe two andwrite equations. B. How will this experience influence yourinstructional decisionsinthe future? I will notteachindependentanddependentvariablesseparatefromthe tablesandgraphs. I learnedthatconceptswhichseemsimpletoone classmaybe verydifficultforanother.In discussingthisissue with othermathteachersIwas able tofindotherwaysto approach the subjectthatwere muchmore effective. Ibelievethathavingmultiple professional ideas fromotherteachersand fromresourcessuchas NCTM can broadenthe meansof reaching more students withavarietyof methodstounderstanddifficultconcepts. Italsoimpressed on me the importance of re-teachingconceptsforunderstanding. C. Describe somethingyou foundyou needto learn as a resultof teaching this unit.How do you plan to learn this? I foundthat manystudentshave alack of motivationwhenitcomestomathematics. Thisis a more difficultsubjectinmanyareasin whichtodevelopmotivation. Studentsare quickto believethattheyare unable todo mathand quittrying. I purchaseda bookfrom NCTMon the subjectof fosteringengagementinmathematicsentitled“MotivationMatersand InterestCounts”byJamesA.MiddletonandAmandaJansen. Ihope to findsome ideas withinthistextandthe professional advice of othermathteacherstofindwaystomotivate studentstowantto learnmath.