How do we know if the students learn from the lesson? How do we know if the student has background knowledge for the lesson thought? This paper was design in order to show how successful your lecture is. The pre- assessment helps you design the lecture and shows the background knowledge of your students. Once you get your results, you will see where the students need more help. The big idea of my team was the slope of a line. We see that the slope of a line is involved with a lot of things in our world.
Our classmates will discover how to calculate equations that are involved with the lope in a fun easy way.Some of our classmates are not math majors. They seem to have trouble to calculate their slope but maybe the statement is wrong.
We gave two interviews to non-math majors students, in other to get a deeper understanding what the lesson should be. After the lecture, my partner and I gave a post test in order to know if we meant our task. We compare our result to see if the students get a better understanding. Clinical interview 2 analysis Our two interview went in a completely different way. One interviewer answered the questions successfully and the other was completely lost.On question one both the interviewees were lost.
Question 1 was how will you relate y=mix+b in real life? One student responded “k slope of a line k how would relate it to the real world . Mum I have no clue I mean like unless you’re doing like a graph or something and then you’re, you wan I remember I remember this I just k no I don ;t remember. ” The second interviewee responded “(stays quiet for 5 seconds, thinks, and laughs) Can be anything. (Laughs again).
(Plays with the paper) Like if you want to construct a slide so you can know the slope. Yes. The slope of your graph. (laughs out dud) k.We can use it if am planning to build a ramp I want to find the perfect slope so my objects can slide for you can (pause for a moment to think) Mum. I mean is not going to down fast it has to go smooth down over the ramp (starts using her hands to explain how it going down).
That is my final answer. ” The second interviewee got nervous and didn’t answer the question correct the first time, but then the interviewee went to their background knowledge and corrected themselves. Correction of mistakes are important and new knowledge should always replace old knowledge (McVeigh,J. & O’Connor, K, 2005).
The first interviewee had seen the slope formula but the student thought she/he would not need it she/he put it in their short term memory. Some students would put things in their long term memory because they think it would help them in the future but others would just remember it for the time they need it then forget. Question number two our first interviewer answer “k um to me proportionality means that ugh it funny cause you know the meaning of word u just can’t really explain it.
Like when something is proportional it’s either almost the same size or shape not necessarily like exactly right.So Mum mean like how I would explain it to a student I would probably do it symbolically. Like show them like this is proportional to this you know. I would probably give them a brief explanation after I Google it. Would get a better understanding for myself the way as far as the definition for idiot know. The way I would explain it is symbolically or with an object or something.
” The student again did not know the answer of the question because she/ he did not know some the vocabulary of the question. Some students need to refresh their mind in order to answer question.Once they have done that they could answer the question completely without a problem until they forget once again. Rationale for your instructional design: Our lesson was designed based on what our two interview had a hard time answering. One of our interviewees had a hard time answering all the question except one that was giving an equation by looking on the graph. Probably the student knew the answer because they had seen that graph before which was a parabola, which the equation was y=XA.
But the student gave a different equation of numbers which means the student needs help calculating the slope.The student didn’t know what M and B stand in the equation which made us to do a lecture with the slope formula in an easy way. M stands for the slope and B for the y-intercept where x=O. Our interview answer that B stand for the slope and M she/he did not remember what it stand for.
So we knew need to design our lecture with those two concepts. Part 1 – Pre-Assessment In the pre-assessment, my partner and I, made our big idea into a series of questions. We used the Tees to guide is into the appropriate questions that would properly evaluate each student.
.The questions where simple calculating the slope, relate in real life, what does the symbol of the formula means, ask for an equation according to the graph, and proportionality. Each question was in one way or another related to the equation of a line y=mix+b.
Pre-assessment 1. How would you relate y=mix+b? 2. What is proportionality and how would you explain it to a student? 3. Write an equation in y=mix+b using the following numbers.
Also sketch a graph. X 6 7 2 8 4. What does the M and B stand for in the slope formula and how do they relate to each other? . What would be in an equation that would represent the following graph? Sub-Part 1 – Quantitative Analysis of Pre-Assessments Sub-part 2 – Qualitative Analysis of Pre-Assessments Our result of the pre-assessment were not bad we got the percent of each question and how the student did in each and every question.
The result made us see what we had to show in our lesson. In question 1 only 30% of the class didn’t task the question and 70% got the question right. Some students did not felt like tying to answer the question or they couldn’t bring back memories.On question 2, 40% of class fail to state what proportionality is. On question 3, 70% of the class fail to answer the main question to calculate the slope by giving a table. Maybe the student did not remember the formula in their head only when they need it during one math class. On question 4, 70% fail to state the meaning of the symbol of the formula. Most student know what the symbol mean but people forget once they do not used it.
In question 5 only 20% got the problem wrong so we saw most students knew what was a parabola and its equation.Maybe the 20% who fail the question where science major students who didn’t remember their formula like most of the question. Forming Our Lesson We choose to do our lesson on question 4 and 3 which most students fail n the pre-test. Question sis “What does the M and B stand for in the slop formula and how do they relate to each other? ” This question was answered most incorrectly than any other question. Looking at the graphs, question 1,5, and 6 were answered correctly by most of the students. Question 3 and 4 were the questions that students seemed to have the most problem with.These questions pertained to writing equations with y-?mix+b and describing the slop e of a line.
Students were able to answer part of the questions but not completely. Question 3 stated “write an equation in y=mix+b using the allowing numbers and to also sketch a graph”. Most of the students were able to graph the numbers from the table of numbers provided. Yet were unable to write the equation necessary. They seemed to get stuck halfway and didn’t seem to be able to go on. Question 4 which asked to describe what M and B stand for in the slope formula most students were not even able to start.Some knew what the B stood for but since they didn’t know the rest, they weren’t able to relate it to each other.
In seeing how students answered the question it is clear that question 4 was the one that they had the most robber with. By helping students to understand the slope of a line formula, it will help them answer the other questions. Once you know what each part of the formula entails and how they relate to each other, then they can answer question 3 and write equations with the slope formula. The Lesson We designed the lesson in a manner that would be fun for the students to learn about the slope of a line.Teaching a lesson is not just about memorization of information.
We wanted to ensure that each student understand what they were learning. According to Visigoths “knowledge may e assimilated in an active process” which is why the lesson we designed required students to interact with each other in a group setting (McLeod, 2005). Students cognitive development is linked to the input that students receive from others. The group setting ensured that students understood the lesson from each other rather than just memorizing facts that we would state to them in front of the classroom.The lesson was designed so that the students were the active learners and did most of the talking rather than the teacher.
We wanted to teach them how to work in a group and play the game e designed for them. Then the rest of the lesson would be of them playing the game and understanding how the slope of a line works. This allowed them to work with their hands and be able to grasp the concept through visualization. When we will give the instructions of the game we will give them both visually and verbally to ensure that everyone understands.My partner and I will play the game once in front of the students so that they see how to play. This is using Burner’s idea of modeling and imitating.
Burner stated that teachers should guide students to “build their own base of knowledge” (Arrant, 2009). Meaning that when students are guided rather than just given facts they learn and understand knowledge better. So we teach them the game but then as the play the game on their own they are acquiring the knowledge on their own thus building their own base of knowledge. It is also important that while the students are playing the game, that the teachers walk around and offer support.This way the students feel confident in what they are doing and know that if they don’t know what to do, a teacher will help them. Post-assessment analysis After giving the lesson, each student is given a post assessment to evaluate he effectiveness of the lesson given. Upon evaluating the post assessment, it is seen that each student better understands the slope of a line. They are able to develop the slope of a line when given two points on a graph.
Students were also better able to describe what the m in y=mix+b stands for and how it relates to b.The description on how these two elements relate to each other was more concise for most of the students. In the lesson we did not teach how to write the actual equation y=mix+b. Students were still better able to write the equation once they understood how to find the slope of a line.
Many students took this information and were able to manipulate the equation to find the y-intercept which is b. Once they found the slope, they found that using the points give and the slope that they could then write the CEQ caution necessary. When walking around we saw that the students were engaged in the lesson.
They were having fun and were understanding the concept. There were moments when students had an aha moment. One group seemed to be struggling at the beginning but once they understood they enjoyed themselves more. This in turn ensured that their knowledge on the concept as improved because it was not just work but it was fun. Sub-part 1 – Quantitative Analysis of post Assessments Sub-Part 2 – Qualitative Analysis of Post Assessments Most of the students did better in the post assessment. In the first question 50% of the students did not get the right answer.The difference comes in question 2,3, and 4.
In questions 70% of the students got the right answer and did the work properly. The same for question 3 where 70% got the answer right. In question 4 only got the answer correctly but that still shows an improvement.
The last question was still difficult for students. Only 30% of the students got this question correctly. There was an improvements on how to find the slope Of a line. There was also an improvement on the relationship between m and b yet not as much as in previous questions.Conclusion After doing the lesson and analyzing the post assessment it is clear that there can be improvement. As with any lesson when you look at it hindsight you see that there is always room for improvement.
The biggest improvement that can be made is on what we taught the students. While the pre-assessment showed us that the slope of a line was what needed to be improved upon the most, there were other aspects that needed to be taught. The y-intercept and how to write the equation of a line were also aspects that needed to be taught. These anon points do not need to be extensively taught but just touched upon.After teaching the lesson and playing the game, it would be necessary to talk about the equation and how using the slope of the line will help write out the equation. We would also work more on explaining how the game relates to the lesson. We just played the game and went on to other parts of the lesson but there was a bit of confusion with regards to how t relates to the lesson. After playing the game we should then explain the slope of the line better.
The lesson did work out well. Students did learn about the slope of a line and were able to relate it to the equation y=mix+b.In the post assessment most of the students were able to figure out the slope of a line when given two different points of reference. This shows that the lesson was effective. References Arrant, M. , Cables, W. , & Edwards, J. (2009).
Jerome Burner’s Educational Theory (1st De. , up. 1-13). New Foundations. Burner, J. (1960).
The Process of Education. Cambridge, MA: Harvard University press. Mcleod, S.
(2007, January 1). Viscosity Simply Psychology. Retrieved December 3, 2014, from http://www. Cosmologically.
Org/viscosity. HTML McVeigh, J. , & O’Connor, K. (2005).Seven Practices for Effective Learning (1 SST De. , up. 10-17).
Appendix A AUTHORS’ NAMES: Manly Seville and Hazel Segovia Lead Teacher: Both TECHNOLOGY IN LESSON: yes DATE OF LESSON: 11/18/14 NAME OF COURSE: 8th Grade Algebra SOURCE OF THE LESSON: NCSC, (National Council fetching Mathematics) TEES ADDRESSED: (A. 1)The student understands that a function represents a dependence of one quantity on another and can be described in a variety of says. (D)The student represents relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities. A. 6)The student understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters Of linear functions in real-world and mathematical situations. (D)The student graphs and writes equations of lines given characteristics such as two points, a point and a slope, or a slope and y-intercept. CONCEPT STATEMENT: In order for students to prepare for advanced mathematics, they must identify the relationship between the changes in y-values to the change in x- values.
PERFORMANCE OBJECTIVES: Students will be able to: Calculate the slope of a linear equation, when given two coordinate points Write the equations off linear equation, when give a graph. RESOURCES, SUPPLIES, HANDOUTS: Touchdown Moves Recording Handout (10, 1 per student) Touchdown Moves Board Game (6, 1 per team) Cubes (12, 1 per team) Graph Handout, contains a mixture of graphs and ordered pairs to find the slope. Post-Assessment Handout (1 0, 1 per student) SAFETY CONSIDERATIONS: Don’t make paper airplanes and throw them at the other student. Don’t throw the cubes or put it in your mouth.Engagement Est. Time: 15 miss What the Teacher Will Do probing Questions and Answers What the Student Will Do “Good afternoon students! Am Mrs.. Segovia.
And these are my partner Mrs.. Seville. They will be assisting me throughout this class lecture. ” Mrs..
Seville will be writing the objective on the board and will be walking around to maintain order. Responds Good afternoon. When want to get your attention I say “Class, Class, Class” and your respond will be “Yes, Yes, Yes”. At this point I want everyone’s attention.
So lets practice. Class, Class, Class Yes, Yes, Yes Good Job.But before we start Mrs.. Seville will assist in passing out the name tents that way we will address you by your name. “Today we will try to understand how to get your slope with a game we made called Touchdown Move. ” Mrs..
Segovia will put the game rules on the ELM. “There are two players, the receiver and the defender. The objective Of the receiver is to reach the Touch Down zone on the right side of the board without moving into the Out of Bounds zones. The goal of the defender is to intercept the receiver as he/she is running to the Touch Down zone.The defending player will choose to start on one of the positive integers, while the receiving player will start on the negative integers. Neither player can start on the zero.
” Mrs.. Seville will pass the handout Touchdown Moves Recording. “This paper will help you keep track what movements you did and where you start. ” “If your fraction is positive, your arrow will be moving in the positive direction an amount of times based on the numerator of your fraction and to the right a number of times based of the denominator of your fraction. For example, 1/2, it is positive, so we move up 1, and to the right 2.If a fraction has a negative sign, then you move the fraction down in the negative direction a number of times based on the numerator, and to the right a number of times to the right based on the denominator.
For example, -1/2 is negative, so we move down 1 and to the right 2 from our starting point. ” “k now that we got the rules Mrs.. Seville and I will play. For you to see an example. ” teach teachers will play an example with intercept and another touchdown.
Where the receiver does starts? Where the defender does starts? Can we start at zero? Can my fraction only would be positive?In the negative integers. In the positive integers. No! It can be positive or Negative.
. TRANSITION Okay, now that everyone knows the rules, let’s play the game a few times. Exploration Est. Time: 10 miss Probing Questions and Answers Students will be paired up in two. (Teach teacher will walk around mentoring and helping if they have a question. ) Student will work in teams. Play at least 2 games.
Why did you Start at that number? Can you explain your strategy and why you chose those numbers? Can you show how to you place your cubes? Did everyone enjoy the game? Before we move on, let’s have one final game.Explanation “Class, Class, Class” “Now we play one more game but with a new hand sheet. This hand sheet is like the other but with more steps.
Now, below the recordings, you’ll see a table and several questions below that, for now, do not answer questions 2-3. ” Miss. Seville will explain how to gather the coordinates for the table.
“Yes, Yes, YES. ” Students will be given 2-3 minutes to play one more game. “In order to solve for the first question, you need the slope formula. ” Mrs.. Segovia will write on the board the slope equation (y-y 1 )and slope intercept equation Y=Next.
Students will collect their coordinates.Which is (XSL,Y) and (xx, Y)? Now that we know how to determine the slope of a line, let’s utilize this formula for a few questions. Elaboration Est.
Time: Miss. Seville will now explain how to get the B (Y-intercept) and M(slope). Write notes. Ask question. Give an example by drawing a function on board. Find the slope (the rise over the run). Then look what zero intercept who it will be your B. What is your run? What is your rise? “Now tattoo know how to get your slope one get your slope with your coordinate points.
” Students will calculate their slope.