Link: Mini Lesson Folder
Performance Criterion 7.1 states that candidates plan instruction by drawing upon knowledge of content areas to meet rigorous learning goals. This means that I am using my knowledge of middle school Geometry to create lessons that are appropriately challenging for my students. I started Tuesday's lesson with a review of what happened in previous lessons, so student's felt comfortable with the new material. I then focused on a piece CCSS.MATH.CONTENT.8.G.A.3 describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. Mostly focusing on rotations and reflections. My powerpoint for the lesson showed that I have thorough knowledge of the material. I have in-depth notes about each of my transformations for my students to use as a reference. In order to make those notes, though, I need a very good understanding of the content to teach the lesson.
Performance Criterion 7.2 states that Candidates plan instruction by drawing upon knowledge of learners to meet rigorous learning goals. This means that I am using knowledge of my students needs to create lessons that are appropriately challenging them. I showed this Thursday by changing my lesson plan. On Tuesday I realized that I had planned too much material for my students to learn in one twenty minute lesson. On Thursday I corrected my mistake, by taking the material from Tuesday and moving at a much slower pace. This allowed my students more time with the material, and become more comfortable with it. I believe changing my lesson plan shows that I am meeting the criteria, because I am listening to my students' needs and changing my plans to best support them. This shows that I am using knowledge about my students to create an environment that allows them to reach the required learning.
The most important thing I learned about these mini lessons is the importance of time. I put too much material into my first lesson, and it was noticeable in Tuesday's exit slip. Most of the students misinterpreted the material, and many of the answers on the exit slip were incorrect. This was another reason I knew I needed to slow down. Thursday, I spent the majority of the lesson focusing on one transformation, rotations, and walking students through the rules as a class. This allowed me to address misconceptions, and focus on only one aspect of the material. By doing this, Thursday's assessments showed a big improvement compared to Tuesday. I now know I really need to focus on how much time I have in the future, and try not to put too much information in one lesson
I like that you mentioned the importance of time. I can relate because I felt like I had to cram a lot of information in twenty minutes and found that it caused some confusion. I wonder if cutting down the material significantly would help clear up the confusion?
ReplyDeleteKristen, I thought it was fantastic that you responded to the rotation problems from the first class by making it the focus of your second lesson. I wonder how you can always make the hook exciting for math class. Perhaps start the class with a problem that relates to the real world? Or start with quick warm-up, low-stakes game. Great job overall and enjoyed learning math again with you!
ReplyDeleteKristen - I really appreciated your discussion of changes from first lesson to second. You learned some critical lessons; I think your changes made for a great learning experience.
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