Routine- Intro. to new topic

I am introducing how to find the equation of a line when given a line parallel and a point, a line perpendicular and a point, or two points on a line.

Have to love Video taping with an ipad. By the way vemoe is terrible when transporting data from an ipad to the site. It is also terrible form large videos.

Untitled from Brandon Bennett on Vimeo.

Untitled from Anna Haley on Vimeo.

A few strengths that I saw after watching my video was that I gave students plenty of time to work on the assignment. I also had the students teach the information and then I took the time to re-enforce their teaching. I also picked students to work on the problems that I thought would not know how to answer it so as a class we could work through their mistakes. All three students did a great job.

As I walked around I noticed students working on the problems. They ones I saw that were stuck I stopped and helped. I was able to get to all the students in class today.

I felt that all the students were engaged to start the lesson. As the lesson dragged on I started to lose the kids who got stuck and the ones who finished early. Somethings to work on for next time.

During this lesson I tried to make a connection with each student to see where they were in the assignment. I also gave the students who needed the extra time to finish the assignment the time they needed. This caused some of the problems I saw with students not engaged.

I tried to support learning by having students work through the problems on the board. I also had them explain it so they could get used to understanding the process and how they saw it. By having the students explain the process of the problems allows other students to hear it from a different style of instruction.

My biggest challenge was giving students all that time to work on the assignment when I knew there were students who would be done early and other students who would not know what to do and start losing interest in the assignment. I need to find a happy medium where the students who get it and the students who need more time to work get it.

Next time I give this lesson I will take the time to assign more problems and then slowly work through them on the board. This will give me advanced students more problems to practice and harder more advanced thinking problems along with giving the slower working students the time to finish the basic questions from the assignment.

Video of teacher Warm-ups

Teaching Video

In this video I am explaining a problem from the homework that my students had trouble with. I try to answer questions about homework problems proceeding the warm-up everyday. This allows my students who did the homework to check their answers and the ones who didn't still have a chance to see how its done.

Untitled from Michael Gaudern on Vimeo.

After watching the video I was able to see that I did a good job walking around the classroom. What I was looking for was students who had the information down on their papers. Making sure students are take notes is essential to learning. I noticed that the next day when we talked about the concept of change in x and y my students seemed to answer the questions I was asking. I made sure to ask the same question multiple ways and call on different students to see were the learning had occurred. Looking at the film I noticed that I had a group of students not engaged in the lesson. The next day I took the time to ask them if they had seen this material before and they said they did. This allowed me to structure my teaching and questioning for future lessons. One of the challenges I observed was that I was not clear on all my questions. I also feel by stating my questions in complete sentences I could possibly get more participation. I also feel by calling on students would take away from the same students calling out the answers aloud. I learned that my students were able to make jumps from one idea to the next if they are given a base of information. I feel by asking shorter questions I would be able to get more students involved and be able to assess their understanding better.

Pre-Test Alg. 1

Take this TEST.

Summary Responses

This tool is an easy and fast way to get students data on a test. After reviewing the data from this class (math methods) I would make sure to de-emphasize the equation of a line and its parts (slope and y-intercept). Every student on this test was able to identify each of these parts. I would make sure to hit the concepts of finding the y-intercept mathematically, finding slope from 2 points, and how the slope of a line compares to perpendicular slopes. Knowing this information would allow me to structure my lessons and main points of instruction. By doing this you will be able to cut down on students disengaging from the lessons because they already know the material. I plan to use this tool in the future for its accessibility to raw data.