Rudy Valentino

April 2012

1. Introduction

2. Reflections

3. Audience Description

4. Learning Style Tests

5. Timeline & Unit Outline

6. Lesson 1

a. Lesson Plan

b. Technology Used

c. Rubrics

7. Lesson 2

a. Lesson Plan

b. Technology Used

c. Rubrics

8. Presentation

a. Audience

b. Learning Style

c. Technology

d. Lesson 1 – Day 1

e. Lesson 1 – Day 2

f. Lesson 2 – Day 1

g. Lesson 2 – Day 2

h . Assessments

9. Assessments/Projects

a. Chapter Test

b. Project Overview

c. Students Projects

10. Final Project Rubric

11. References

Education

J .P. St e ve ns H.S . - 1997

Rutge rs - Colle ge o f Engine e ring

B.S. Cera m ic a n d Ma ter ia ls En gin eer in g - 2001

Alte rnate Route for Te ac h ing – 2004

Se ton Hall Unive rs ity – Co lle ge o f Educ at ion

M.A. In s t ru ct ion a l Des ign a n d Tech n ology

Career

Linde n High Sc hool Mathe m at ic s Te ac he r

2004 – Pres en t

Linde n High Sc hool Wre s t ling Coac h

2006-Pres en t

Journal – Rudy Valentino

Week 1 Reflections

Book: Chapter 1

This chapter was interesting and the author made some valid points. I agree with

the fact it is important to constantly build upon previous work, and I am constantly doing

so every year I reteach a subject. The same material is covered and the assessments come

from the same mold, but based on new technology implemented and varied learning

styles changing, the teaching methods I use are adapted and expanded on to meet the

current needs of students. Over the six short years I have been teaching I have evolved

from hand written tests based on boring lectures from the book, written on blackboards

with chalk. Now I have document readers, projectors, note-assisted lectures, computer

generated tests, and a white board (no more chalk riddled pants).

The project described seemed good in theory, but as the author said there are

many questions left unanswered in the presentation of it to the students. I feel the when

giving a project to students (especially when groups are involved) it is important to beat

them to their questions, and already have everything they could possibly think of asking

outlined on the rubric. And this is unfortunately mastered by repeating the project and

improving on it, because unless you are using someone else’s proven project, the one you

created will take a couple of tries to come to fruition. This ensures that their final project

will be what you are looking for, and leaves minimal area for misinterpretation of the

actual project. Unfortunately as with all assignments there will still be problems. I gave

a project on transformations last month with exactly what I was looking for outlined on

handout and on the board, and still had students not understand what the had to turn in.

As far as the software requirements go in today’s society, for the most part by high

school every student knows as much if not more than most of their teachers (of course not

me though), so I rarely will have a problem. And hardware is even better because now a

day, over half the students have a camera, video camera, and even internet in their

pockets on their smart phones. In the transformation assignment I referred to earlier I had

students work in groups of four taking still pictures and videos of various transformations

in a controlled environment. Before the assignment I checked to see if each group had at

least one person with a smart phone in it, and to my surprise each one did without me

having to switch anyone around.

All of the goals and ideas are interesting and for the most part important when

developing a project, however to be able to include them all in one project may be a little

overzealous. I believe it should be learner centered and task orientated, along with giving

the students some type of freedom to choose how to come about their final answer. They

should be able to come about the final outcome of their project how they see fit as long as

the achieve the desired result.

Book: Chapter 2

Over the years I have introduced projects into the learning environment in an

effort to try and maximize the learning experience for my students. Over those years I

have both succeeded and failed at creating interesting, fun, and educational projects for

the students to complete a couple times a year. They were all very different, however

focused on the same goal. To try and approach the students learning the material by

utilizing different assessment methods.

Any time I created a project, the first thing I took into account was how the

students would react to it. I was hoping to create one that would motivate and engage, yet

challenge them, all while teaching a concept. I try to look at it though their point of

views and not make it a boring research assignment or tedious array of problems. On the

other hand, I still have to make sure I focus on the lesson making sure that all the core

curriculum standards are met. Because as fun as projects could be made, if the don’t

relate to the subject, they are pointless in the classroom.

The didactic verse constructive teaching comparison in the book was very

interesting. As with everything, education has evolved. I believe didactic learning was a

good start but has evolved into constructive learning along the way. Will this be the last

type of learning, probably not. For now I believe it is the best method we have at our

disposal for the most part. There are parts where the direct method and drilling are

important (especially in math with practicing problems based on different methods of

solving), but in order to understand how the methods work, students learn best by

discovery based learning. With all the different learning styles and ways students

interests are maintained it is important to be able to balance the use of both teaching

methods. When this balance is found, the majority of the students in a class can be

reached at for a greater amount of time leading to a more productive learning

environment.

Project Status

I am going to try and stay on top of my project as we move along. Everything we

do I am currently converting into a visual medium on power point. I plan on making

slides there with mostly visual aspects attached to them, and then place the slides into

prezi for my final presentation. I feel this will be the best way to show how my

presentation skills have evolved in unison with my time here at Seton Hall. So far I have

my introductory slide and a couple on my audience. They involve the school makeup,

my class makeup, and my classes learning styles. By making these slides as I go I will

not be swamped at the end of this class and be able to modify it as I see fit putting forth

the best possible presentation for you. Hopefully this strategy works, but I won’t know

till April.

Rudy Valentino

Journal – Rudy Valentino

Week 2 Reflections

Book: Chapter 3

Every year a teacher’s class and their students change along with the methods of

learning that best fit these students. This is why a course could not be taught the same

way each year and it is up to a teacher to modify their lessons to fit the desired needs of

their new classes. The same goes for PBL’s. As the book states teachers tend to take

successful projects from other teachers and adapt them to their style, but I feel it is just as

important to do the same to your previous lessons to keep up with the exponentially

increasing technology used in the classroom.

In math I feel that the most important purpose of a project is to show the students

how the mathematical processes they are studying are related to real life. As far a

greeting card project goes, I would not be interested for a couple of reasons. First, it does

little to help in a Geometry class, and second I will not touch on anything that might

offend anyone’s religious, ethical, or moral beliefs. You never know who will get

offended in today’s “sue-happy” world. When my wife taught an inclusive pre-school

class in Long Branch she had a parent come to her and complain over a “grinch dust”

project she sent home with her students. A parent that thought it was inappropriate for

their child even though it was an outlined activity in a book for pre-school teachers as a

fun holiday project. In the end she had to discontinue it anyway because of the concerns

of one parent.

My class architecture is fine, and I teach in a newer building across the street from

the main high school. My building is much newer and my classroom is actually part of

an addition that is less those seven years old. It is quite large and I have my seats

grouped in sets of four to create a cooperate learning environment. I also have projects

around the room, along with bright bulletin boards in an effort to create a relaxing

learning environment.

The last projects I have had my students complete involved them going outside of

the classroom into the park adjacent to my building and take pictures and videos of

different types of transformations they saw with their phones. About half the student

enjoyed it, a quarter were indifferent, and a quarter wanted to go back into the classroom.

I was lucky with a 55 degree day in December when I employed the project, but that was

because I left a three day window on when I was going to schedule it. I have not done a

physical fitness or history project in class, however stress to the students importance of

staying in shape, eating right, and how history tends to repeat itself. Obliviously being a

math teacher all m projects are focused of math, with science being implemented in some

of them. I don’t consider the authors four examples as good projects for math, but if used

in conjunction with a greater project, they could be useful.

In projects I have had my students use clipart, word or PowerPoint to group

multiple pictures into one drawing (I included past bulletin boards on my webpage). For

the most part I will create the slide show of the classes finished projects grouped together

for presentations based on this. Being that over 50% of my school is eligible for free or

reduced lunch and our library hours after school have been scaled back due to budget

constraints, I currently do not require students to place their final projects in presentation

form and if they give me pictures on a flash drive or e-mail I will gladly do it for them. I

will then project it but have them talk about it to the class. As far as the other methods

go, we do not have the time or utilities at our disposal in class to make them work yet.

Hopefully as time goes on and prices are lowered, we will receive the tools necessary to

make all of this possible.

Book: Chapter 4

I believe that because a student's learning is currently based on constructivism,

PBL’s are more important now then they were in the past when it involves teaching

concepts to students. I also believe that situated learning, motivation theory, inquiry-

based leaning, and cooperative learning are all very important to be included into lessons.

When I am introducing a new topic I use each type in an effort to get the students to try

and learn and more importantly retain the information. Unfortunately in my school the

majority of students do not study materials that we go over so it is important to try and

get them to understand as much as possible as they are in my presence. As far as

problem solving, individual and collaborative, we tend to spend one day a week focusing

on these types of problems. Problem based learning projects are relegated to once or

twice a marking period, depending on what chapters are being covered.

When projects are assigned, originally I made all of them individual based, but

now have expanded them to include groups. I feel this is better because they have to

choose roles and are motivated by other students in their group to work well at that role.

It also teaches them teamwork and leadership skills, which they will utilize in the

workforce long after high school. The projects are also meant to challenge the students

intelligence, as they are not simple reviews, summary’s, or reports. They make the

students create something of their own and let them have freedom to intemperate the

rubric as liberally as they would like. None of my projects require writing essays,

however the students are encouraged to outline what they want their project to end up

like. They then can show me their ideas and get the “green light” if I think it will work.

When it comes to my class’s intelligences you could see by my audience

description that I take the classes current preferences into planning my lessons. The first

day of class I present them with a sheet, where they have to graph their preferences for

me. I then take this information of my classes as a whole and focus on he top two

learning styles of each student, trying to implement strategies to teaching this way in my

lessons. I also try to determine if my classes tend to like to work as groups or individuals

when going over this information based on their interpersonal or intrapersonal results.

Typically I tend to touch on each method during a lesson to try and include each type of

learner in my lesson. As far as Sternberg’s intelligences go, I really have never focused

on them, at least knowingly, because I really don’t remember ever hearing about them. I

guess my classes focus on componential intelligence, followed by practical intelligence.

I do not recognize Perkins and do not base any of my lessons on his strategies. There are

so many different categories and ways to measure intelligences I think that you should

just pick one group and focus on that. There is not nearly enough time in a class period

to try and teach all the different ways that different authors suggest, and in the end they

are all basically from the same mold anyway.

I tend to use projects for the same reason as given. I know that if done properly it

will motivate the class more than a typical lesson and increase their ability to solve

problems on the fly in methods other than ones we use in class. When group projects are

assigned I think that they increase student’s collaboration skills, as well as their

management and responsibility levels. Pretty much they are a valuable tool that, as I

stated before, if done properly, can benefit the learning experience in a classroom greatly.

Project Status

My time line has been created and my unit on quadrilaterals will consist of eight

lessons spanning over ten days. After the unit there will also be a review day and test

day, as well as a day for the students to present projects they will be assigned at the start

of the unit. I also have determined that I will focus my lesson plans for this class on a)

finding angle measurements in polygons, and b) identifying quadrilaterals. The second

lesson will help sum up all of the previous lessons and be a great lead into their projects.

I also have completed my unit outline where I broke my lessons down into what I

will be covering each day. All follow the same basic formula which tend to work for

how my lessons are structured (students seem to thrive with consistency). I have taught

this unit for the past 5 years and have been tweaking it every year. I hope with the help

of this class I will focus on taking a big leap on the effectiveness on it with the inclusion

of more technology.

My lesson plan has been started and I plan on having it finished by class this

week. Also my final presentation slide sow is growing, as I have added some new charts

to it to go along with my charts and lessons. I plan on keeping it updated, so all I have to

do at the end of class is put it into a flashy slide show and spruce it up.

Rudy Valentino

Journal – Rudy Valentino

Week 3 Reflections

Book: Chapter 5

Upon getting started with a project, I do not feel the need to “quiz” my students

on previous projects they have completed nor take inventory of their likes and dislikes

associated with these projects. I instead take projects I created from previous years and

modify them based on problems that were run into by past students. I do believe that the

purpose of a project is to allow the student to express their creativity; however I also

agree that you have to have specific instructions and more importantly examples of what

you are looking for in the end. The past examples in conjunction with a scoring rubric

always help students see what their finished project needs to be giving them an idea what

they will need to accomplish in order to receive the grade they are looking for. It also

helps them get started quicker by eliminating possible poor decisions that end up wasting

their time. I also feel it is important to interact with the students to make sure not only

that they remain on task, but that they are headed down the right path as far a completing

the project correctly. To many times have I seen a student put forth an incredible amount

of effort on a great looking project that has nothing to do with the curriculum it was

suppose to reinforce. And sometimes if I catch them too late, they will just give up and

not turn in anything at all because of the level of anxiety and anger caused by not doing it

correctly to begin with.

I do like the chart concepts for the students, but do not think that the timelines are

all that important for projects in class. My projects tasks are interchangeable and for the

most part are done as a take home assignment, so a timeline would not be of any use. I

prefer to set up charts to show what concepts are needed in the projects with boxes to

check off when a task is completed. Unfortunately with the amount of curriculum I teach

and it being of a Geometry or Calculus background I do not have the time to give as

extensive projects as the book described. Maybe someday down the road if I teach

another subject I will be able to create projects that can span over 45 days of a marking

period, but for now I will have to settle for the shorter less advanced ones.

Book: Chapter 6

Coming from a didactic teaching mold I choose to go in a different direction

instead of continuing down the same less efficient path. In my teaching experience I

found the flaws in that method when introducing information to students who are

learning at an average to below average level. When teaching higher level students that

choose to take my class (my Calculus class) I feel that the didactic method works fine,

and will actually better prepare the students for college. Being that most my students are

in Geometry classes I tend to introduce a multitude of methods to try and keep them all

interested and learning including PBL’s.

The goals of my PBL lessons are directly intertwined with the goals of my actual

lesson. I just implement the instructional technology to expand on what once was an

ordinary lecture. My goals when giving a project are very similar to the authors and I

feel the more closely the students follow these goals, the better of an understanding they

get of the subject we are covering. My projects are derived from a unit topic, and help

bring together the six or seven lessons that make up that unit. I use it as an ending

assessment in conjunction with the students test scores in an effort to measure the classes

understanding of the subject that was covered. Since I usually assign one project a

marking period (four a year), I try and split them with two being individual based and

two being team based projects. When teams are involved I tend to give the students more

time in class to work together due to the fact that they would not be able to meet outside

of school. This way they could define roles, plan out their parts, and set up what they are

responsible for. Before the turn it in I then give them another day in class together to let

them piece their work together and get a finished project ready for me. This is because I

want one group project as opposed to four individual ones. As stated earlier I don’t have

a lot of time to spend in class on projects due to having 12 units of about 6-7 lessons each

that I need the students mastering by June. That in conjunction with HSPA days we are

required to spend one day a week on (teaching HSPA based word problems to the

students based on past tests) it will be difficult to teach via one of these advanced PBL

methods. I also feel in math it is very important to practice many problems as possible

when learning new methods, which may be overlooked if I was just implementing a PBL

project to teach the lesson. If my time was not a restricted or if I taught a different type

of class I would defiantly develop and utilize these types of lessons.

Project Status

Lesson Plan # 1 on Angle measurements in a Polygon has been created and

perfected. I am sure it will need no further work and I am prepared to start working on

my second lesson plan already. All of my other binder work required as of now is done

(time line and unit plan), and my classmates agree that they are now perfect. I also have

photographed all of my student’s results for their learning style assignments so that I can

place multiple pictures in slides instead of having 96 pieces of graph paper in my binder.

This way I can also present the method I used to interpret results.

As far as my final project goes, I have deigned the backgrounds for my

PowerPoint slides utilizing my incredible production skills. I have also set up a Prezi for

the presentation and will try and plug some slides into it this week. I am staying on top

of it, and should have a great presentation when time comes. I also have created an

Xtranormal description of myself that I need to se if I would like to utilize or not.

Rudy Valentino

Journal – Rudy Valentino

Week 4 Reflections

Book: Chapter 7

Electronic portfolios are a convenient way not only to collect and store past

projects, but a great reference of what type of polished project me as the teacher am

looking for. Instead of keeping piles of projects stored somewhere, I have been utilizing

electronic portfolios the last couple years to store and keep track of projects students have

turned into me. This is a great way to be able to keep their hard earned work on file as

well as show my future classes what I am expecting when looking for a good project. I

do use a rubric for grading, but a lot of times it is easier for the students to know what to

do by looking at a finished project as opposed to a chart with confusing point scores.

As far as stakes go, I generally weight projects on an even plane as tests, so

students tend to have pretty high stakes on them. The stakes tend to be the highest when

the students know they struggle on written tests so they use the projects to give their

grades a boost. They also tend to be higher for students who lack homework assignments

for the same reasons. The stakes on my projects tend to be lower only if the students do

not typically do any work outside class in general, or if they do not recognize the

importance of the project.

Being in a poorer district I cannot include IT assessment as a major part of my

grading. I do include it in my projects, but as an option. I allow the students to perform

an alternate task as opposed to the IT in an effort to include everyone in the project (not

everyone in my class has computers or internet at home). Let me note that for the most

part students always find a way to include the technology. I can teach them how to use

all the technological knowledge that is out there, but if they do not have the tools at home

to implement this knowledge I can not hold it against them.

With rubrics (I included one of mine on Wordpress), I prefer the 0 – 3 point ones

as opposed to the six point one described in the book. By reducing the complexities in

the scoring it is easier for the students to see what they need to include in a project to

succeed. I also tend to be more specific on how to acquire each point in each category

because for math projects it works easier this way. Personally the only time I would use

a six point scale was if I was performing surveys, or judging someone’s preferences.

Finally I don’t believe that any of my students have created their own electronic

portfolios yet. Eventually as technology becomes more intertwined between all of their

classes is when this will become more common. I predict this will not take place for

another 5-10 years though, and will rely on teachers becoming more familiar with the

technologies themselves. Either by attrition of the older generation of teachers, or a

professional development implementation and classes for the newer ones.

Book: Chapter 8

Five years ago IT-assisted PBL was something that I never heard of nor thought I

would ever implement in class. Even though computers have been around for a while,

only recently have they been accessible on such a grandiose level. That in conjunction

with the internet being used more as a teaching tool and classrooms becoming more

technological will lead to an implosion of IT PBL’s. The price reductions of computer

hardware and increased availability in households have made it easier to include a greater

number of students in these projects. The days of actually cutting and pasting projects

will soon be faded out by the copy and pasting on computer screens.

The task team structure was an interesting concept, however without training from

the educators it will not work. I am lucky enough to grow up along with the technology

so I am on top of it. However not everyone is, so it will be important to get more

educators on board before this will take flight. Without the support of teachers the

students have in previous years or even the same year it will be harder to implement.

Working together, teachers can change the way projects are implemented and the way

students learn. But if I am out there trying this alone, I will have to put as much effort

into how to use the technology as I do the information I am trying to cover in class. And

as I stated earlier, I barely have enough time to cover the entire curriculum necessary

none the less technology uses. Eventually technology in the classroom will right itself,

and by that time there will be a new innovative way to perform projects and we get to

start over. Till then it is do the best you can with what you have to work with.

Project Status

I have transferred my information from my template to the one provided for

Lesson Plan #1. It is now better since I used the template provided by Dr. Skeele to do

my original lesson plan. It is very efficient and should be wonderful. I have also created

a rubric for the project I will be implementing in my second lesson plan, and sketched out

some ideas on how I am going to approach the two days I will spend on the topic of

Quadrilateral descriptions. I have a visual vocabulary lesson I created in Production I

that I plan on using to help the class figure out what they need to do for the project.

I have also created a Prezi page for my topic (link on my Wordpress) and have the

first part of my presentation completed. I transformed PowerPoint slides into videos so

that they would play within the Prezi. This way I can have more liberties with my slide

animations. So far I have my introduction of myself, audience description, and learning

style determination.

As far as my lesson plan descriptions go, I plan on showing them a different way

after getting some ideas from the in class presentation we saw in class on Wednesday. I

plan on creating a video utilizing PowerPoint and my production skills to compare old

traditional styles of teaching with the new technological innovations. Hopefully this will

turn out nice, and I will not be trying to implement more than I can handle.

Rudy Valentino

Journal – Rudy Valentino

Week 5 Reflections

Project Status

I have readjusted my Lesson Plan 1, and now it is complete. I did this because I

have created a Geometers Sketchpad based lesson for the first day. I have also decided to

take two days to teach the lesson as opposed to teaching it one day and practicing

problems the next. After finishing up my first lesson, I went on to design my second. I

have created a 2 day lesson implementing Prezi, PowerPoint, some templates, assisted

notes, a project with rubric and some example problems. Everything for the lesson is

already made and I have put them all together in the form of a lesson plan. I have also

planned out how I am going to present my lessons during the final project. It should turn

out to be good. Everything else is on time and as final copies.

Rudy Valentino

Journal – Rudy Valentino

Week 6 Reflections

Book: Appendix A

I believe that there should always be a purpose or goal in every exercise, and that

if there is none present the exercise in pointless to the learner. I also agree with the

author that projects should show the learners understanding of everything that they have

learned over the previous couple of weeks. His third goal of using one’s knowledge and

newly acquired skills to apply the learning to new situations is also valid, but in my

classes not as important as his first two.

Our main goal as teachers is to give students information and more importantly

have them retain it long after they leave our classes. As a math teacher I am trying to

prepare my students for the next level I mathamatics and strengthen there core

knowledge in the math curriculum as a whole. If they simply cram and forget the

information months later, the class will not be beneficial to them at all, and they will

struggle at the next level because of this. Formulas, concepts and even vocabulary could

all be found now with the click of a mouse or even flick of a finger on their phones so I

tend focus more on how and when to apply these concepts in situations, as opposed to

memorizations of tables and charts.

When I give out my projects I ensure that they contain certain key elements that

will be beneficial to the students understanding. All the information on the topics are

always available, however they have to be able to use to use that information to complete

their projects. First and foremost they have to figure out how to go about using the

information presented to them to solve problems based on concepts we have went over in

class. Next they will have developed a way to present these projects which fit within a

designed rubric. As the author states, I too judge their project on understanding, use of

knowledge and skills, and computers with technological use.

It is important to use computers when completing these projects in various

manners. I agree that although desktop presentations are important in teaching,

computers should be utilized in more manners. They can be a median to use great

programs such as PowerPoint, Geometer’s Sketch Pad, Adobe Reader, Prezi, and

graphing calculator applications, along with the Internet and everything that it entails. In

my classes I use computers everyday, and when a student presents me with their project

they have the opportunity to do so by any technological means necessary. I do not like to

confine then to a specific presentation median, because I feel that when doing so their

creativeness is inhibited.

As far as IT-assisted learning and computer assisted learning go, I would like to

say in the last two years I have steered my classes in these directions. As soon as a LCD

projector was made available to me last year I had started modifying my lessons away

from writing on boards and in turn projected them onto screens. Currently I use my

projector in conjunction with my computer every day in class, and feel that in doing so

have increased the efficiency of my teaching. Not only are the lessons easier to see,

containing of interactivity and more structured, but they also are more visual pleasing.

They can contain graphics and/or animations that I was previously unable to present to

the class due to my lack of artistic ability. I also upload current notes from my class for

the day onto website called Mybigcampus.com which can be viewed by students who are

absent, in in school suspension, suspended out of school, or even on home instruction.

Everything that I did in class is on the website, and if there are any further questions

comments or messages could be left to me and I will get back to the students.

Technology has done so much to improve he ability to teach at a higher level and

as it keeps evolving so with our teaching craft. If we do not evolve along with it we are

failing as teachers and doing a disservice to our schools and more importantly our

students.

Project Status:

I have completed both lesson plans for my project and no longer need to work on

them. I have also tweaked my unit plans, and can say that both my time line and unit

summaries are completed too. I have most of the materials that I will be implementing in

my lessons already completed over the last week.

For Lesson Plan 1, I have created my Geometer’s Sketch pad activity, modified

my assisted notes, created my PowerPoint examples, and set up an outline on how I will

present all of this in April. For Lesson Plan 2, I have created my assisted notes, created a

project along with rubric, made a Prezi based on vocabulary words, created a interactive

PowerPoint, and made 2 other sheets to be filed in by my students. I pretty much have

both lessons wrapped up and as soon as I take some pictures I will begin to piece them

together to create a trio of short movies though PowerPoint. These movies will then be

uploaded onto my Prezi and then presented to my professors.

Rudy Valentino

Journal – Rudy Valentino

Week 7 Reflections

Book: Appendix B

I too think that to much teaching today is based on needless fact memorization as

opposed to knowing how to utilize those facts. As I have stated in past reflections I try to

base my teachings and projects on the latter, knowing from experience that most the time

something is memorized for the purpose of a test it is forgotten very shortly. It is a short

term solution as opposed to giving the student the facts and having them solve problems

based on those facts. In the end this will have a greater use to them because in real life

settings they will have access to any facts they need either by a book, asking someone,

the internet, and now a days there phone. I can relate this because when I was back in

school I was told spelling was very important. As a math/science minded person I was

horrible at it and never did well at those tests. No matter what my teachers try to do to

teach it to me it was of no use. Fast forward to today, I still am not the best speller in the

world and am seeing red underlined words all over these reflections as I type them. But

after the click of spell check everything is fine, and all those annoying days of trying to

learn how to spell words I will never use come back to me as what they really were. A

useless waste of time. Time that could have been spent bettering myself in another area,

one would have actually been useful to me in life.

I also agree with the author in the fact that a lot of times teaching this way relies

on what the students previous teacher did or did not do with them. Too many times have

students come into my class with little or no background knowledge they were suppose to

have learned the previous years in mathematics, making it more difficult to get right into

critical thinking problems. I found by grouping them together and letting them help each

other alleviates a lot of this because they tend to become less discouraged when being

helped by a peer as oppose to a teacher. Furthermore they do not have to have the

anxiety of slowing down the classes when we are pushing ahead. I also make sure that I

review all concepts that will be involved to ensure that all the information they previously

ingested is brought back to the forefront of their brains.

Problem solving, be it a basic one step algebraic problem, a word problem from

the SAT, a complex two page calculus problem, or detailed project all follows the same

mold. Figure out what information is necessary, figure out how to use that information,

and come up with a solution. Mess up any of those steps and failure is eminent, complete

all successfully and achievement is gained. This is kind of like the authors four

components in a simplified form. EVERY time I introduce a new concept to my students

I ALWAYS go step by step showing them how I go about solving the problem. Then I

show them again. It is important for them to see the process more than knowing a

formula or theorem. To many times do I see teachers write a formula on the board and

then follow it with a page number and problems form a book as they sit back. Lazy

ignorant teaching methods with no structure, no pay off, and no cohesion. How do the

students know if what they are doing is right, how do they know if they are going at an

acceptable speed, how can in todays go go go world we expect them to stay on task?

I like using different approaches to represent my problems, however teaching in a

title I district I am limited by socio-economical gaps in students. I cannot force students

to complete projects on computers because some do not have them at home. I cannot

require them to utilize smart phones in class because some students do not own them. I

can however give them the option of using these tools as long as I give the students with

out the means the same opportunity to complete these assignments or projects sans the

technology.

As far as strategies go I also believe the author makes some excellent points in the

varied solving strategies. Moursund is correct when mentioning that every problem-

solving domain has its own strategies. This is why I feel importance in exposing any

student who steps though my door to as many different problems, scenarios,

modifications, and strategies as possible. The more they are exposed to, the greater

chance that they will have in succeeding on there own when the time calls for it. We

gave the HSPA this week at my school in which the students typically have a poor track

record in passing. All of the material in it is covered in the curriculum, so how could this

happen? My theory is simple, they are taught how to solve the problems in equation

form, but the HSPA being all word problems, they are not taught how to apply the

knowledge when dealing with words. If they could extract the correct information from

the problems and figure out what formula to use they would probably do much better.

It’s like the transfer of learning and there knowledge from the classroom into a testing

scenario.

Lastly I would just like to say by teaching students problem solving skills I feel

like I am preparing them for more than just a Geometry or Calculus class. These skills

could not only be used in mathematics, but all there other subjects in school. More

importantly problem solving skills can be used by them in there lives regardless as to

which route they decide to take after school. Every day people are constantly solving

problems and the earlier we learn how to go about solving them then the better off quality

of life becomes.

Project Status Update:

I have officially finished everything for my unit except for my PowerPoint

presentation on my two lessons. I have made all of my technology for both lessons

already, and created all of my rubrics for each lesson. I have also started to assemble my

binders and have everything in them already except for the introduction, table of

contents, and final PowerPoint slides for my two lessons. I plan on using pictures of my

actual class during my lessons on it and sine I don’t start teaching that unit until March

19th, I will not have the slides ready until it is completed. I also hope to have the students

have there projects completed before my final presentation so I could show how slight

modifications in it have increased it effectiveness from last year to this year.

Final Reflection

Project Status

I have finally finished my project and am done with all academic endeavors for the

foreseeable future. This week I tweaked my final project and finished making my binders. I also

turned my Prezi lesson into a video for use in PowerPoint because it was giving me loading

problems in the walk through. I am confident that my project will cap an excellent day of

presentations for the professors and am honored to be the last student going. This class was not

as hard as everyone was making it out to be, and as long as someone works on their project a

little bit at a time they will not have any trouble with it. I used the strategy of doing everything

nearly perfect the first time so I had little work to do in fixing any mistakes. I would highly

suggest this method for any incoming students. As far as the classes went they were somewhat

helpful, but I felt that the peer reviews were overused and that the time could have been used for

something more useful. Almost every time someone looked at my work I received it back with

just a grammatical or spelling error so they did not help me much. I would suggest in the future

multiple reviews in the same class day instead of spreading them out over multiple weeks.

Overall the class did help, and I was able to create a spectacular binder and presentation that

represents the knowledge that I have gained over the past year and a half. Now I can just hope

that my idea of a great project is the same as the professors judging it.

The Instructional Design Masters as a whole was very helpful to me and I learned many

interesting techniques in implementing technology into my classroom. Personally I did not

really care for the papers or lesson plans, but loved how I was able to master PowerPoint, Prezi,

Web Page Creation, and production skills. The Smart Board program was also excellent even

though I don’t have one yet, but you never know. I would say my favorite classes were

Production I & II and my Web design Class. The reason I picked them was because the classes

involved constantly working on projects with little instructional time. I was able to hands on

learn, which is my strength, and was able to learn the most (and most useful stuff) in these

classes. I am certainly glad I had the alternate route credits transferred because I would not have

looked forward to taking the classes they replaced. Too bad the credits here cost too much or I

might have considered continuing on to a +30 or even my doctorate.

EDST6306 – Instructional Design and Technology

Audience Description

Characteristics:

My Geometry CP classes consist of a microcosm of the Linden High School student

population, with the exception of grades levels. According to the most recent census it is made

up of 1,760 students, half being male and being half female with approximately one quarter of

the students in each grade. The school is primarily made up of Black (35%), Hispanic (35%) and

White (25%) students where about half are eligible for a free or reduced lunch. In addition 16%

of the students are classified with a type of disability and are either in a special education

classroom or an inclusive classroom with general education students.

Instead of planning for each Geometry CP class individually, I tend to lesson plan for

them all together grouping them together as one large audience being that I teach them all the

same information at the same speeds. I have four Geometry College Prep level classes of a

combined 96 students, with class sizes of 24, 23, 24, and 25. The ethnic makeup is on par with

the schools, however my classes have a greater number of males by a 57% to 43% ratio. My

classes are also primarily made of approximately one-third freshman and two-thirds sophomore

students with two junior and one senior retaking the class.

Pre-Assignment:

In order to be eligible for a Geometry CP classes in Linden High School the students

must have scored in the “Proficient” level on their NJ ASK 3-8 test in Middle School. This is a

score of 200-250, where below 200 is non-proficient and they would be placed in a general level

class, and above 250 is advanced-proficient and they would be placed in an honors level class.

An exception would be if a sophomore did exceptionally well in their Algebra I class the

previous year and was advanced to the CP level, or if a student was doing very poorly in an

Honors class and dropped down in an effort to create a better paced learning environment for

them. The reason the class has both sophomores and freshman is that some 8th

grade students

take Algebra I (a pre-requisite) where as some take pre-Algebra, leading to their 9th

grade

placement of Algebra or Geometry. The district is working at trying to get the majority of 8th

graders taking Algebra I so that they could begin their HS career in Geometry.

In addition the students have had been exposed to Geometry on a basic level in their

previous classes and should have a medium to strong Algebra and Arithmetic background. As

far as my class goes, all the Geometry lessons begin with relatively new topics, as opposed to

building on each other as they did in Algebra classes. If they had done poorly or very good on

one chapter it does not necessarily mean they will do poorly or good on the next one. Basically

the lessons coincide with each other but the 12 chapters in the book are independent in the

material that each contains

Learning Styles:

In the start of every year I give a learning style activity to my students to try and get a

general idea of how they should be approached. Typically I break down the results into two

areas, type and interpersonal or intrapersonal, to try and garner a greater understanding of their

learning styles. This year I found that across the board by a 48% margin my students seemed to

have a primary or secondary learning style of Logical. This leads me to teach problem based

lessons with good amount of self-discovery and student lead learning. I use assisted note taking

techniques, question and answer sessions, and a lot of student participation to focus on this area.

Their second favorite type of learning at 40% fell under the Kinestic or movement category. My

students seem to want to be very active so I let them place answers on the board, participate in

activities where they are moving around the classroom, and try to make some of the projects

assigned more interactive than research based. The class also seemed to have high verbal and

visual (35% each) student based learning in it, so I also have to plan my lessons to include these

concepts. This first achieved by including definition descriptions, writing out answers, and

solving word problems for the verbal students. Then I use various programs including

PowerPoint, Geo Sketch Pad, Adobe, and others in conjunction with my LCD projector. I also

utilize charts and graphs to go along with the written information I provide for the class. It

seems for everything I show the class I tend to show it at least two to three ways in an effort to

cover which ever learning style best suits them. As far as the musical and nature styles in my

class, interest was lacking so I do not implement that many activities focused on those styles.

As far as intrapersonal and interpersonal goes, the class leaned towards interpersonal

learning with a 54% to 26% edge. The remaining 20% scored equal in both personality types.

This tells me that the class is comfortable in groups as opposed to individual work when it comes

to their learning. From this information I was able to design a more efficient seating

arrangement for my classroom to maximize learning potential. I did this by grouping my seats in

sets of four and placing them about the class. This gave me constant groups instead of moving

tables together for certain activities. Because of this the stronger students are able to help the

weaker ones in an environment that encourages conversations when working on problems. The

students geared more towards themselves are able to work alone and sometimes even help or are

helped by others gradually bring them out of their protective shell. I also structure my reviews

around their learning too. I have students work in their groups (teams) to solve problems I place

on the board. Each team answers together with each member of that team taking turns writing

the answer down on a dry erase “communicator” to show me. The students that are more

intrapersonal tend to write the problems down in their note and solve on their own before

comparing their answers with their teammates.

Different Learners:

I do not teach any inclusive classes (mix of special education and general education

classes) this year so I do not have as many classified students as I have had in the past. As a

matter of fact out of my 96 Geometry students I only have 2, both classified with ADHD. Being

that I feel with today’s new generation geared towards a go-go-go state, along with me having

ADD tendencies, most of my lessons are geared towards an ADD/ADHD type learner. They

have a lot going on, however each part is well defined and follow a logical progression. I do not

leave time in lessons for students to “zone out” or become distracted by outside influences, and

try to keep a high energy environment through my teachings. I also let the students move about

when placing answers to problems on the board, and classified students in my class are given

more time on tests if they need it. For the most part you would never be able to even pick them

out, and besides the extra time, seat placement in the front of the classroom, and occasional

talking to get them back on track.

The only other type of student present in my classes is ESL or ELL students. In our

school they range in levels, but with the help of WIDA proficiency standards I am able to help

get my message across to all of them. Most of the students understand and comprehend what I

am saying and teaching, and some of them even score the highest on tests in my class. I

encourage them to speak up and participate in class and help them out if they are struggling to

find a word. Out of about 10 students in the ESL program in my classes, only 2 cannot speak

English well whereas Spanish is their primary language. Luckily I teach Math which is a

universal language, use lots of charts, graphs and visuals, and have plenty of fluent Spanish

Speakers in my classrooms making the language barrier not become a major problem. An

interesting survey last year it was found that in Linden only 58% of the homes spoke English as a

primary language, whereas Spanish was primarily spoken in 24% on Polish was the primary

language in 6%. Because these specialized students are so few and their modifications fit into

my teaching style anyway, I do not need to adjust my lessons for any individuals. They are

already prepared so if a student from any background enters my class they will be in an optimal

learning environment for themselves due to the many different approaches I take to describe all

Geometric methods.

Rudy Valentino

Perceptual Learning-Style Preference Questionnaire

by Joy Reid

Directions

People learn in many different ways. For example, some people learn primarily with their eyes (visual

learners) or with the ears (auditory learners); some people prefer to learn by experience and/or by "hands-on"

tasks (kinesthetic or tactile learners); some people learn better when they work alone while others prefer to

learn in groups.

This questionnaire has been designed to help you identify the way(s) you learn best--the way(s) you prefer to

learn.

Decide whether you agree or disagree with each statement. For example, if you strong agree, mark:

SA

Strongly

agree

A

Agree

U

Undecided

D

Disagree

SD

Strongly

Disagree

X

Item SA A U D SD

1. When the teacher tells me the instructions I understand better.

2. I prefer to learn by doing something in class.

3. I get more work done when I work with others.

4. I learn more when I study with a group.

5. In class, I learn best when I work with others.

6. I learn better by reading what the teacher writes on the

chalkboard.

7. When someone tells me how to do something in class, I learn

it better.

8. When I do things in class, I learn better.

9. I remember things I have heard in class better than things I

have read.

10. When I read instructions, I remember them better.

11. I learn more when I can make a model of something.

12. I understand better when I read instructions.

13. When I study alone, I remember things better.

14. I learn more when I make something for a class project.

15. I enjoy learning in class by doing experiments.

16. I learn better when I make drawings as I study.

17. I learn better in class when the teacher gives a lecture.

18. When I work alone, I learn better.

19. I understand things better in class when I participate in role-

playing.

20. I learn better in class when I listen to someone.

21. I enjoy working on an assignment with two or three

classmates.

22. When I build something, I remember what I have learned

better.

23. I prefer to study with others.

24. I learn better by reading than by listening to someone.

25. I enjoy making something for a class project.

26. I learn best in class when I can participate in related

activities.

27. In class, I work better when I work alone.

28. I prefer working on projects by myself.

29. I learn more by reading textbooks than by listening to

lectures.

30. I prefer to work by myself

Self-Scoring Sheet

Instructions

There are 5 questions for each learning category in this questionnaire. The questions are grouped below

according to each learning style. Each question you answer has a numerical value.

SA

Strongly

agree

A

Agree

U

Undecided

D

Disagree

SD

Strongly

Disagree

5 4 3 2 1

Fill in the blanks below with the numerical value of each answer. For example, if answered Strongly Agree

(SA) for question 6 (a visual question), write a number 5 (SA) on the blank next to question 6 below.

Visual

6 = 5

When you have completed all the numerical values for Visual, add the numbers. Multiply the answer by 2, and

put the total in the appropriate blank.

Follow the process for each of the learning style categories. When you are finished, look at the scale at the

bottom of the page; it will help you determine your major learning style preference(s), your minor learning style

preference(s), and those learning style(s) that are negligible.

Major learning Style Preference 38-50

Minor Learning Style Preference 25-37

Negligible 0-24

Explanation of Learning Style Preferences

Students learn in many different ways. The questionnaire you completed and scored showed which ways you

prefer to learn English. In many cases, students' learning style preferences show how well students learn

material in different situations.

The explanations of major learning style preferences below describe the characteristics of those learners. The

descriptions will give you some information about ways in which you learn best.

Visual Major Learning Style Preference

You learn well from seeing words in books, on the chalkboard, and in workbooks. You remember and

understand information and instructions better if you read them. You don't need as much oral explanation as an

auditory learner, and you can often learn alone, with a book. You should take notes of lectures and oral

directions if you want to remember the information.

Auditory Major Learning Style Preference

You learn from hearing words spoken and from oral explanations. You may remember information by reading

aloud or moving your lips as you read, especially when you are learning new material. You benefit from hearing

audio tapes, lectures, and class discussions. You benefit from making tapes to listen to, by teaching other

students, and by conversing with your teacher.

Kinesthetic Major Learning Style Preference

You learn best by experience, by being involved physically in classroom experiences. You remember

information well when you actively participate in activities, field trips, and role-playing in the classroom. A

combination of stimuli--for example, an audiotape combined with an activity--will help you understand new

material.

Tactile Major Learning Style Preference

You learn best when you have the opportunity to do "hands-on" experiences with materials. That is, working on

experiments in a laboratory, handling and building models, and touching and working with materials provide

you with the most successful learning situation. Writing notes or instructions can help you remember

information, and physical involvement in class related activities may help you understand new information.

Group Major Learning Style Preference

You learn more easily when you study with at least one other student, and you will be more successful

completing work well when you work with others. You value group interaction and class work with other

students, and you remember information better when you work with two or three classmates. The stimulation

you receive from group work helps you learn and understand new information.

Individual Major Learning Style Preference

You learn best when you work alone. You think better when you study alone, and you remember information

you learn by yourself. You understand new material best when you learn it alone, and you make better progress

in learning when you work by yourself.

Minor Learning Styles

In most cases, minor learning styles indicate areas where you can function well as a learner. Usually a very

successful learner can learn in several different ways.

Negligible Learning Styles

Often, a negligible score indicates that you may have difficulty learning in that way. One solution may be to

direct your learning to your stronger styles. Another solution might be to try to work on some of the skills to

strengthen your learning style in the negligible area.

This explanation was adapted from the C.I.T.E. Learning Styles Instrument, Murdoch Teacher Center, Wichita, Kansas 67208.

Copyright 1984, by Joy Reid. If you wish to use this questionnaire, contact Joy Reid.

Multiple Intelligences Inventory Copyright 1999 Walter McKenzie, The One and Only Surfaquarium

Part I

Complete each section by placing a “1” next to each statement you feel accurately describes you. If you do not identify with a statement, leave the space provided blank. Then total the column in each section.

Section 1 _____ I enjoy categorizing things by common traits _____ Ecological issues are important to me _____ Classification helps me make sense of new data _____ I enjoy working in a garden _____ I believe preserving our National Parks is important _____ Putting things in hierarchies makes sense to me _____ Animals are important in my life _____ My home has a recycling system in place _____ I enjoy studying biology, botany and/or zoology _____ I pick up on subtle differences in meaning

_____ TOTAL for Section 1

Section 2

_____ I easily pick up on patterns _____ I focus in on noise and sounds _____ Moving to a beat is easy for me _____ I enjoy making music _____ I respond to the cadence of poetry _____ I remember things by putting them in a rhyme _____ Concentration is difficult for me if there is background noise _____ Listening to sounds in nature can be very relaxing _____ Musicals are more engagingto me than dramatic plays _____ Remembering song lyrics is easy for me

_____ TOTAL for Section 2

Section 3

_____ I am known for being neat and orderly _____ Step-by-step directions are a big help _____ Problem solving comes easily to me _____ I get easily frustrated with disorganized people _____ I can complete calculations quickly in my head _____ Logic puzzles are fun _____ I can't begin an assignment until I have all my "ducks in a row" _____ Structure is a good thing _____ I enjoy troubleshooting something that isn't working properly _____ Things have to make sense to me or I am dissatisfied _____ TOTAL for Section 3

Section 4 _____ It is important to see my role in the “big picture” of things _____ I enjoy discussing questions about life _____ Religion is important to me _____ I enjoy viewing art work _____ Relaxation and meditation exercises are rewarding to me _____ I like traveling to visit inspiring places _____ I enjoy reading philosophers _____ Learning new things is easier when I see their real world application _____ I wonder if there are other forms of intelligent life in the universe _____ It is important for me to feel connected to people, ideas and beliefs

_____ TOTAL for Section 4

Section 5

_____ I learn best interacting with others _____ I enjoy informal chat and serious discussion _____ The more the merrier _____ I often serve as a leader among peers and colleagues _____ I value relationships more than ideas or accomplishments _____ Study groups are very productive for me _____ I am a “team player” _____ Friends are important to me _____ I belong to more than three clubs or organizations _____ I dislike working alone

_____ TOTAL for Section 5

Section 6

_____ I learn by doing _____ I enjoy making things with my hands _____ Sports are a part of my life _____ I use gestures and non-verbal cues when I communicate _____ Demonstrating is better than explaining _____ I love to dance _____ I like working with tools _____ Inactivity can make me more tired than being very busy _____ Hands-on activities are fun _____ I live an active lifestyle

_____ TOTAL for Section 6

Section 7

_____ Foreign languages interest me _____ I enjoy reading books, magazines and web sites _____ I keep a journal _____ Word puzzles like crosswords or jumbles are enjoyable _____ Taking notes helps me remember and understand _____ I faithfully contact friends through letters and/or e-mail _____ It is easy for me to explain my ideas to others _____ I write for pleasure _____ Puns, anagrams and spoonerisms are fun _____ I enjoy public speaking and participating in debates

_____ TOTAL for Section 7

Section 8

_____ My attitude effects how I learn _____ I like to be involved in causes that help others _____ I am keenly aware of my moral beliefs _____ I learn best when I have an emotional attachment to the subject _____ Fairness is important to me _____ Social justice issues interest me _____ Working alone can be just as productive as working in a group _____ I need to know why I should do something before I agree to do it _____ When I believe in something I give more effort towards it _____ I am willing to protest or sign a petition to right a wrong

_____ TOTAL for Section 8

Section 9

_____ Rearranging a room and redecorating are fun for me _____ I enjoy creating my own works of art _____ I remember better using graphic organizers _____ I enjoy all kinds of entertainment media _____ Charts, graphs and tables help me interpret data _____ A music video can make me more interested in a song _____ I can recall things as mental pictures _____ I am good at reading maps and blueprints _____ Three dimensional puzzles are fun _____ I can visualize ideas in my mind

_____ TOTAL for Section 9 . .

Part II

Now carry forward your total from each section and multiply by 10 below:

Section Total Forward Multiply Score 1 X10

2 X10

3 X10

4 X10

5 X10

6 X10

7 X10

8 X10

9 X10

Part III

Now plot your scores on the bar graph provided:

Part IV – What is your strength??

Section 1 – This reflects your Naturalist strength Section 5 – This shows your Interpersonal strength

Section 2 – This suggests your Musical strength Section 6 – This tells your Kinesthetic strength

Section 3 – This indicates your Logical strength Section 7 – This indicates your Verbal strength

Section 4 – This gives your Existential strength Section 8 – This tells your Intrapersonal strength

Section 9 – this suggests your Visual strength

100

90

80

70

60

50

40

30

20

10

0

Sec 1

Sec 2

Sec 3

Sec 4

Sec 5

Sec 6

Sec 7

Sec 8

Sec 9

What are my Learning Strengths?

Research shows that all human beings have at least eight different types of intelligence. Depending on your background

and age, some intelligences are more developed than others. This activity will help you find out what your strengths are.

Knowing this, you can work to strengthen the other intelligences that you do not use as often.

Verbal/Linguistic Intelligence Logical/Mathematical

Intelligence

___ I enjoy telling stories and jokes

___ I have a good memory for trivia

___ I enjoy word games (e.g. Scrabble &

puzzles)

___ I read books just for fun

___ I am a good speller (most of the time)

___ In an argument I tend to use put-downs or

sarcasm

___ I like talking and writing about my ideas

___ If I have to memorize something I create a

rhyme or saying to help me remember

___ If something breaks and won't work, I

read the instruction book first

___ For a group presentation I prefer to do the

writing and library research

___ I really enjoy my math class

___ I like logical math puzzles or brain

teasers

___ I find solving math problems to be fun

___ If I have to memorize something I tend

to place events in a logical order

___ I like to find out how things work

___ I enjoy computer and any math games

___ I love playing chess, checkers or

Monopoly

___ In an argument, I try to find a fair and

logical solution

___ If something breaks and won't work, I

look at the pieces and try to figure out

how it works

___ For a group presentation I prefer to

create the charts and graphs

Visual/Spatial Intelligence Bodily/Kinesthetic

Intelligence

___ I prefer a map to written directions

___ I daydream a lot

___ I enjoy hobbies such as photography

___ I like to draw and create

___ If I have to memorize something I draw a

diagram to help me remember

___ I like to doodle on paper whenever I can

___ In a magazine, I prefer looking at the

pictures rather than reading the text

___ In an argument I try to keep my distance,

keep silent or visualize some solution

___ If something breaks and won't work I tend

to study the diagram of how it works

___ For a group presentation I prefer to draw

all the pictures

___ My favorite class is gym since I like

sports

___ I enjoy activities such as sewing,

woodworking, or building models

___ When looking at things, I like touching

them

___ I have trouble sitting still for any

length of time

___ I use a lot of body movements when

talking

___ If I have to memorize something I

write it out a number of times until I

know it

___ I tend to tap my fingers or play with

my pencil during class

___ In a argument I tend to strike out and

hit or run away

___ If something breaks and won't work I

tend to play with the pieces to try to fit

them together

___ For a group presentation I prefer to

move the props around, hold things up

or build a model

Musical/Rhythmic Intelligence

Interpersonal Intelligence

___ I enjoy listening to CD's and the radio

___ I tend to hum to myself when working

___ I like to sing

___ I play a musical instrument quite well

___ I like to have music playing when doing

homework or studying

___ If I have to memorize something I try to

create a rhyme about the event

___ I an argument I tend to shout or punch or

move in some sort of rhythm

___ I can remember the melodies of many

songs

___ If something breaks and won't work I tend

to tap my fingers to a beat while I figure it

out

___ For a group presentation I prefer to put

new words to a popular tune or use music

___ I get along well with others

___ I like to belong to clubs and

organizations

___ I have several very close friends

___ I like helping teach other students

___ I like working with others in groups

___ Friends ask my advice because I seem

to be a natural leader

___ If I have to memorize something I ask

someone to quiz me to see if I know it

___ In an argument I tend ask a friend or

some person in authority for help

___ If something breaks and won't work I

try to find someone who can help me

___ For a group presentation I like to help

organize the group's efforts

Intrapersonal Intelligence Naturalist Intelligence

___ I like to work alone without anyone

bothering me

___ I like to keep a diary

___ I like myself (most of the time)

___ I don't like crowds

___ I know what I am good at and what I am

weak at

___ I find that I am strong-willed, independent

and don't follow the crowd

___ If I have to memorize something I tend to

close my eyes and feel the situation

___ In an argument I will usually walk away

until I calm down

___ If something breaks and won't work, I

wonder if it's worth fixing up

___ For a group presentation I like to

contribute something that is uniquely

mine, often based on how I feel

___ I am keenly aware of my surroundings

and of what goes on around me

___ I love to go walking in the woods and

looking at the trees and flowers

___ I enjoy gardening

___ I like to collect things (e.g., rocks,

sports cards, stamps, etc.)

___ As an adult, I think I would like to get

away from the city and enjoy nature

___ If I have to memorize something, I

tend to organize it into categories

___ I enjoy learning the names of living

things in our environment, such as

flowers and trees

___ In an argument I tend to compare my

opponent to someone or something I

have read or heard about and react

accordingly

___ If something breaks down, I look

around me to try and see what I can

find to fix the problem

___ For a group presentation I prefer to

organize and classify the information

into categories so it makes sense

TOTAL SCORE

_______ Verbal/Linguistic

_______ Logical/Mathematical

_______ Visual/Spatial _______ Bodily/Kinesthetic

_______ Musical/Rhythmic

_______ Interpersonal

_______ Intrapersonal _______ Naturalist

Quadrilaterals – Unit Outline

Lesson 1

Finding Angle Measurements in Polygons

Day 1

Draw Polygons

Interactive Sketchpad Visual

Polygon interior angle theorem

Finding angle measurements in

polygons

Day 2

Angle measurement recap

Polygon exterior angle

theorem

Finding angle measures in

regular polygons

Students complete assisted

notes as class

Lesson 2

Properties of Parallelograms

Day 3

New Vocabulary

Parallelogram side

theorem

Parallelogram opposite

angle theorem

Parallelogram adjacent

angle theorem

Parallelogram diagonal

theorems

Practice problems

Lesson 3

Proving Parallelograms are Quadrilaterals

Day 4

Converse parallelogram

side theorem

Converse parallelogram

opposite angle theorem

Converse parallelogram

adjacent angle theorem

Converse parallelogram

diagonal theorems

Parallelogram summary

Practice problems

Lesson 4

Properties of Rhombuses, Squares and Rectangles

Day 5

New Vocabulary

Rhombus corollaries

Rectangle corollaries

Square corollaries

Rhombus diagonal

theorems

Rectangle diagonal

theorems

Square diagonal theorems

Practice Problems

Lesson 6

Properties of Trapezoids

Day 6

New Vocabulary

Trapezoid side theorem

Trapezoid angle theorem

Isosceles trapezoid side and

angle theorems

Practice problems

Day 7

Trapezoid midsegment

postulate

Converse trapezoid

midsegment postulate

Practice Problems

Lesson 7

Properties of Kites

Day 8

New Vocabulary

Kite side theorem

Kite opposite angle

theorem

Practice Problems

Lesson 8

Identifying Quadrilaterals

Day 9

Revisit properties of all

the Quadrilaterals

Fill in Quadrilateral sheet

Practice problems from

note packet

Explanation of project

Day 10

Prezi Recap of Vocab

from Quadrilateral Unit

Grouping Specialized

Quadrilaterals with

PowerPoint Example Problems

Assessment

Review – Test - Project Day 11

Review Rules of

Quadrilaterals

Practice multiple

problems

Day 12

Test on Quadrilaterals and

their properties

Day 13

Presentation of students

projects via projector

Will put notes from each Lesson on www.Mybigcampus.com

Seton Hall University

College of Education & Human Services

Graduate Studies and Special Programs

GSSP Lesson Plan

8.1 – Quadrilaterals – Finding Angle Measurements in Polygons

Name: Rudy Valentino

Date: 3/19/2012 & 3/20/2012

School: Linden High School

Setting/Grade Level: Classroom / 9th

& 10th

Subject(s) : Geometry CP – Algebra I

Lesson Theme or Topic: Finding Angle Measurements in Polygons

Composition of Class: Male - 55 Female - 41 ESL - 10 IEP - 2 504

Inclusion Class: No

GOALS, OBJECTIVE(S), STANDARDS

1. Established Goals

Students will be able to have the full understanding of all the concepts involving finding

different angle measurements in or outside polygons depending on the number of sides and

configurations they have derived from a sketch or statement.

2. Student Knowledge, Skills and Enduring Understandings

The student will be able to:

1. Find the sum of the interior angles of a polygon based on its number of sides.

2. Determine the number of sides of a polygon based on the sum of its interior angles

3. Identify a missing angle measurement inside a polygon based on the number of sides and

other angle measurements inside that polygon.

4. Discover the measure of the exterior angles of a polygon based on other exterior angle

measurements

5. Give the measure of each angle of a regular polygon based on the number of sides it has

3. Common Core State Standards initiative:

Mathematics

High School: Algebra

Creating Equations

Create Equations that describe numbers or relationships.

A-CED.1. Create equations and inequalities in one variable and use them to solve problems.

Include equations arising from linear and quadratic functions, and simple rational and

exponential functions.

Reasoning with Equations and Inequalities

Understand solving equations as a process of reasoning and explain the reasoning.

A-REI.1. Explain each step in solving a simple equation as following from the equality of

numbers asserted at the previous step, starting from the assumption that the original equation has

a solution. Construct a viable argument to justify a solution method.

Solve equations and inequalities in one variable.

A-REI.3. Solve linear equations and inequalities in one variable, including equations with

coefficients represented by letters.

High School: Functions

Building Functions

Build a function that models a relationship between two quantities

F-BF.1. Write a function that describes a relationship between two quantities.

Determine an explicit expression, a recursive process, or steps for calculation from a

context.

Combine standard function types using arithmetic operations. For example, build a

function that models the temperature of a cooling body by adding a constant function to a

decaying exponential, and relate these functions to the model

High School: Geometry

Congruence

Prove geometric theorems

G-CO.9. Prove theorems about lines and angles. Theorems include: vertical angles are

congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and

corresponding angles are congruent; points on a perpendicular bisector of a line segment are

exactly those equidistant from the segment’s endpoints.

G-CO.10. Prove theorems about triangles. Theorems include: measures of interior angles of a

triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining

midpoints of two sides of a triangle is parallel to the third side and half the length; the medians

of a triangle meet at a point.

Make geometric constructions

G-CO.12. Make formal geometric constructions with a variety of tools and methods (compass

and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).

Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing

perpendicular lines, including the perpendicular bisector of a line segment; and constructing a

line parallel to a given line through a point not on the line.

NJCCC Technology Standards

8.1 Educational Technology

A. Technology Operations and Concepts

12. The use of technology and digital tools require knowledge and the appropriate

use of operations and related applications.

3. Participate in online courses, learning communities, social networks, or

virtual worlds and recognize them as resources for lifelong learning.

B. Creativity and Innovation

2. The use of digital tools and media-rich resources enhances creativity and the

construction of knowledge.

1. Illustrate and communicate original ideas and stories using digital tools

and media-rich resources.

C. Communication and Collaboration

2. Digital tools and environments support the learning process and foster

collaboration in solving local or global issues and problems.

1. Engage in a variety of developmentally appropriate learning activities

with students in other classes, schools, or countries using electronic tools.

METHODOLOGY

Collaborative Learning – Students will go over the lesson as a class so the students will remain

focused on task.

Problem Solving – Students will solve problems based on angles of polygon measurements to

ensure understanding.

Drill/Practice – Students will practice multiple problems on their own to reinforce the lesson

View/Listen/Answer – At the end of the lesson I will put problems on a PowerPoint slide for the

class to answer.

Group Discussion – We will discuss the rules as a class, describing why it is rational.

Discovery/Inquiry – They will use rulers at start of period to discover as the sides of a polygon

increase you can draw another triangle inside of it. From this they will infer that as the sides of

polygons increase by 1 the interior angles increase by 180˚. This enforces the definition of the

rule much better than having them copy down the formula.

Technology/Delivery – I will use a LCD projector in conjunction with a document reader to

enforce my lesson for the visual and ESL/ELL learners. I will also utilize assisted notes to keep

the students on track and focused at the pertinent information involved. This will involve using a

document reader to project classwork as well as students work on the board to save time (they

don’t have to come up and rewrite their answers). I will be using Geometers Sketchpad to show

angle relationships. I will also be projecting a PowerPoint slide show with examples of problems

to close the lesson.

Reflection/Response – The class will answer problems and give their reasoning. This is

important to make sure that the class understands the lesson. It also helps me pace the lesson

appropriately, not going too fast for the lower level students.

Lecture – It will be very short, and used to get the theorem across to the students who could not

discover it on their own. It will also be used to describe the problems, along with how to solve

them, which we complete in class.

Other: Use of hands on manipulative – We will use rulers to draw diagonals inside polygons at

the start of class in an effort to have the students create the interior angle theorem. These types

of activities are very good for the kinesthetic and visual learners.

MATERIALS AND RESOURCES: Check the non-technology materials and resources you plan to use

in your lesson.

X Visuals (Projector) Reading Materials

Games Maps

X Flat Pictures (Projected) Objects/Artifacts

Manipulatives Guest Speakers

X Handouts – Assisted note packet, Worksheet X List Others: Calculators, Rulers

TECHNOLOGY UTILIZED

Audio CD’s/Cassette Tapes X PowerPoint Slides – Great for the student with a

language barrier and visual learners. They are used

as an exit activity where class answers questions

orally. That helps ensure that they have grasped an

understanding of the lesson.

Overhead Transparencies X Commercial Software (e.g. Inspiration)

Geometer’s Sketchpad

Tape Record/CD Player/MP3 Blog, Wiki, other Web-based communication

VCR/TV/DVD Digital Storytelling

X Assistive Technology Devices (Type)

Calculator

Podcast

Smart Board X Other not listed – Document Reader – Good because

I am able to write my lesson on it using the 8.1

handout as an outline. Makes the pictures much

larger and brighter on the board and well as allows

me to face the class while giving my lesson instead

of being at the board. Also allows me to put students

work up on the projector for the whole class to see.

X Computers/Printers – What PowerPoint slides are on X Internet/Websites (type in URLs)

www.mybigcampus.com A “Facebook” like website where I post notes from

the day along with homework problems for the night.

X Basic software tools (Excel, Word, Access)

My class rosters are in Excel, and the worksheets and

Assistive notes are in Adobe format.

PROCEDURE

Time allocated for lesson: 54 minutes

Day 1

Step 1: Introduction – The students will start with a short exercise on drawing diagonal lines

from the same vertex to all the other vertices in different polygons based on the number of sides

they have (from Triangle to decagon). They will then determine how many triangles are formed

in each polygon from the diagonals and try and derive a pattern bin correlation with on the

number of sides of each polygon. As the class uses their notes, I will then show on Geometer’s

Sketchpad with the use of colored triangles the proper number of diagonals, triangles, and

pattern. I will then show the class that it the shape of the polygons are (side lengths) does not

affect the interior angles, just the number of sides do through the use of Geometers sketchpad.

Step 2: Essential Questions What is the number of degrees inside a triangle?

What is a diagonal?

What is the relationship between the number of sides and number of triangles in a polygon in the

form of a formula?

What is the formula for the sum of interior angles inside a convex polygon?

How do we find measurements of specific angles based on the formula, number of sides of a

polygon and other angle measurements?

Step 3 Exploration – After explaining the formula on Geometers Sketchpad, the learners will

then use their note packets to rewrite their formula and complete one beginner problems with my

guidance. They will then complete three on their own based on finding the sum of interior

angles of a polygon. Then I will collect one student’s packet and show their worked out answers

to the class. Next I will go over how to determine the number of sided from the sum of interior

angles via a class example. The students will then complete 3 questions based on this example

in their packet and I will go over the answers in real-time when they are finished with the use of

my document reader. As a class we will then complete an example where the students have to

find the measurement of a specific angle based on other angles in a polygon. They will then

attempt two problems of this nature on their own and give me the answers accompanied by an

explanation after the class has completed them. I will go over steps using the document reader.

Step 4: Application – They will practice their skills on more example problems from their

assisted note packet on their own, and as a class.

Step 5: Closure and Assessment – To close out the lesson we will complete 3 short problems

from the packet (#3, 4&5 on p. 200), each using multiple concepts that we learned in class today.

I will walk around to check for understanding. Lesson notes as well as homework will be

posted on MyBigCampus for absent students or students who could not keep up with the note

taking in class. Their homework will be pages #510 – 511 in the book, #3 – 13 odd.

Day 2

Step 1: Introduction – We will start with a series of “Do Now” problems from the material we

covered the day before. They will consist of

a) Finding the sum of interior angles based on sides of a polygon and other angles

b) Determining the name of a polygon based on the sum of interior angles

c) Discovering a specific angle measurement though the use of our formula for interior angles

and other angle measurements inside a polygon.

We will then go over homework from the previous night on the document reader, with me

showing step by step how each problem is solved.

Step 2: Essential Questions –

What is the sum of exterior angles of a polygon and how are they related to other specific angles

of said polygon?

How do we compose the interior angles of a regular polygon, and what are they based on the

regular polygons number of sides?

How do we solve for specific variables when algebra is introduced into interior and exterior

angle problems?

Step 3 Exploration – The learners will complete three algebra based interior angle problems

involving angle measurements. I will go over the answer for each one after they have

approximately two minutes per problem to figure out on their own. Each problem will get more

difficult in terms of the algebraic equations being added into the mix that are representing angle

measurements. I will then show the class the polygon exterior angle theorem on Geometer

Sketchpad and our note packet. The will then try five examples on their own based on how

many degrees the exterior of certain polygons have. We will then complete an example as a

class involving finding a specific exterior angle, and the students will then complete two on their

own. I will have a student come to the document reader with their paper and explain how they

arrived at their two answers. We will then discuss regular polygons, and I will show the class

and example on Geometers Sketchpad on how the angles are related. After determining the

formula to solve for the angles we will attempt 3 problems that three students will place on the

board after the class tries them at their desks. We will then conclude using our packet with two

problems based on the lesson from today on a) exterior angles, and b) regular polygon angles.

Step 4: Application – They will practice their skills on the example problems on their own from

the assisted note packet utilizing their group’s members if necessary and having trouble with a

problem.

Step 5: Closure and Assessment – To close out the lesson we will complete four problems

relating to the lesson on a PowerPoint slide show. One problem at a time pops up and I will give

the students approximately one minute to solve it before I will call on someone to explain the

answer and the process they followed to arrive at it. A step by step process is shown on the

slides with each step representing a slide. Lesson notes as well as homework will be posted on

MyBigCampus for absent students or students who could not keep up with the note taking in

class.

ASSESSMENT, PERFORMANCE TASKS, PROJECTS

A test will be given in on Day 12 of our unit. For today’s lesson I will assess the students by

walking around and checking their work as they complete the problems assigned after each part

of the lesson. I will also be able to observe their understanding by how well they do during our

closing exercise. I do not allow the same student to answer more than one question and will be

walking around to assist any students that are still having trouble. This allows multiple students

(eight) to participate and show us what they have mastered. I also try and call on students form

different groups (I have 6 sets of 5 set up in the class at all times). Their final assessment will be

their homework assignment which is to complete a worksheet for me (8.1A) involving 10

problems similar to the ones we will learn how to solve in class. These will be checked and

reviewed the following day of class on the document reader.

DIFFERENTIATION STRATEGIES AND TECHNIQUES

Student with ADHD

I will have the student sit in the front of my classroom close to the projector screen and away

from the window and door. This will insure that I have them in an area where I can focus

their attention on what I am doing and not outside distractions. I plan on giving this student

an outline of the notes I will be using in class to make sure they are able to stay on task and if

they stray they are able to pick up with the class easier. The student will also be able to come

to the board to place answers on it after examples are given to the class. Since the students

have the tendency not to want to stay seated, they will be allowed to get up for a drink of

lavatory break each day if I notice them getting restless. They are also allotted more time on

tests if needed, however have never needed or requested the extra time.

ESL/ELL Learner

This student will also receive assisted notes that we will be using for the lesson where they

only have to fill out part of the notes instead of taking them from scratch. This will help them

focus on the lesson as opposed to trying to understand what I am saying. I will also use

visuals and show step by step on my document reader how problems are solved to go along

with telling the class. By writing down each step, they could follow me even if they do not

understand me. I also have each student who really struggles with the English language sit in

a group with a bilingual student to help translate any tough word to that student for

understanding. On tests I will give them extra help explaining a word problem if they are

having trouble understanding what a word is. I will also let them use books to help them

translate certain words, and soon let them use their phones when that technology becomes

more readily available.

How many

Degrees are

In a triangle?

__________

8

10

9

7

6

4

3

5

Do Now: Below draw diagonals from one vertex to all others.

199

What is the sum of the interior angles of the following figures? (a – c)

a) Dodecagon

180(n – 2) = Angle

b) 18 - gon

c) 503 – gon

What are the names of the following polygons based on their interior angles sum? (I – III)

I) 1440º

Angle = 180(n – 2)

II) 2880º

III) 18000º

Questions What are the sum of the exterior angles of the following five figures?

a) quadrilateral

b) decagon

c) 72-gon

d) 5,999,372-gon

e) n-gon

Find x for 1 - 5 2.

1.

3.

4.

5.

Find x for 1 - 2 2.

1.

For examples a – c find each

angle (interior and exterior) of

each polygon.

a. Decagon

Interior ______

Exterior _____

b. Square

Interior ______

Exterior _____

c. 42 - gon

Interior ______

Exterior ______

EXAMPLE 1 Find the sum of angle measures in a polygon

Find the sum of the measures of the interior

angles of a convex octagon.

SOLUTION

An octagon has 8 sides. Use the Polygon Interior

Angles Theorem.

(n – 2) 180° = Substitute 8 for n. (8 – 2) 180°

Subtract. = 6 180°

Multiply. = 1080°

ANSWER

The sum of the measures of the interior angles of an

octagon is 1080°.

Find the number of sides of a polygon

The sum of the measures of the interior angles of a convex polygon is 900°. Classify

the polygon by the number of sides.

SOLUTION

Use the Polygon Interior Angles Theorem to write an equation involving the number

of sides n. Then solve the equation to find the number of sides.

Polygon Interior Angles Theorem (n –2) 180° = 900°

Divide each side by 180°. n –2 = 5

Add 2 to each side. n = 7

The polygon has 7 sides. It is a heptagon.

ANSWER

EXAMPLE 2

Find the variable based on the exterior angles

SOLUTION

Use the Polygon Exterior Angles Theorem to write and

solve an equation.

Polygon Exterior Angles Theorem x° + 2x° + 89° + 67° = 360°

Combine like terms. 3x + 156 = 360

Solve for x. x = 68

The correct answer is B. ANSWER

EXAMPLE 3

Find angle measures in regular polygons

TRAMPOLINE

The trampoline shown is shaped like a regular dodecagon. Find (a)

the measure of each interior angle and (b) the measure of each

exterior angle.

SOLUTION

a. Use the Polygon Interior Angles

Theorem to find the sum of the

measures of the interior angles.

(n –2) 180° = (12 – 2) 180° = 1800°

EXAMPLE 4

Since a dodecagon has 12 congruent

interior angles:

1800°

12

= 150 ° Divide

Find angle measures in regular polygons

TRAMPOLINE

The trampoline shown is shaped like a regular dodecagon. Find (a)

the measure of each interior angle and (b) the measure of each

exterior angle.

SOLUTION

b. By the Polygon Exterior Angles

Theorem, the sum of the measures of

the exterior angles, one angle at each

vertex, is 360°.

EXAMPLE 4

= 30 ° 360°

A dodecagon has 12 exterior angles

Divide 12

Log In Name : students\(ID Number) Password : Birthday – (Month)/(Day)/(Year)

Example

Hermie Stewart

ID # 14392

Birthday : July 25, 1992

Log In Name : students\14392

Password : 07/25/1992

Your Turn

ID # :

Birthday :

Log In Name : students\ _______

Password : __ __ / __ __ /19__ __

Make sure school is Linden High School

Also you could get the Smart Phone App FREE

Assessment Rubric - Lesson 1 – Day 1

CATEGORY Excellent

3 Good

2 Average

1 Poor

0

“Do Now” -

Drawing

Diagonals

Student shows full

understanding of the

problem and gives the

correct answer.

Student shows partial

understanding of the

problem but does not

arrive at the correct

answer.

Student attempts the

problem but shows no

understanding of the

concepts

Student does not attempt

the “Do Now” Problem

Application of

the Interior

Angles of

Polygon

Formula

Student shows

understanding in both

concepts of the formula

(naming polygon &

finding angle based on

side lengths or vise

versa).

Student shows

understanding in one of

the concepts using the

formula (naming

polygon & finding angle

based on side lengths or

vise versa).

Student shows partial

understanding in the

concepts of the formula,

but cannot arrive at any

correct solutions.

Student does not show

any understanding of

any of the interior angle

formula concepts

Finding

specific values

in Polygons

Student can find values

of variables based on

angles in polygons

based on number of

sides and other given

angles using algebra.

Student can find angles

in polygons based on

number of sides and

other given angles.

Student can set up

problems on using the

formula but is not able

to find the correct

solution and only shows

partial understanding.

Student does not show

any understanding of

finding specific values

in polygons.

Classwork

Participation

Student does all there

work in class and

volunteers to answer

questions when

prompted.

Student takes all their

notes and try’s all the

example problems

Student takes notes, but

does not attempt any

example problems.

Student does not do any

work in class, or only

partially completes

notes.

Closure

Exercise

Student shows full

understand of all three

closure problems.

Student shows full

understanding of two of

the closure problems.

Student shows full

understanding of only

one of the closure

problems

Student does not show

any understanding of

the closure problems.

Student Name: ________________________________________ Total

Assessment Rubric - Lesson 1 – Day 2

CATEGORY Excellent

3 Good

2 Average

1 Poor

0 “Do Now” -

Interior

Angles of

Polygon

Formula

Student shows full

understanding of the

three problems.

Student shows full

understanding of two

problems.

Student shows full

understanding of only

one of the problems.

Student does not attempt

the “Do Now” problems

or does not show any

understanding of them

Finding

Exterior

angles of

Polygons

Student can find values

of variables based on

other exterior angles

included in the polygons

using algebra.

Student shows full

understanding in regards

to finding exterior

angles of polygons

based on other angles.

Student shows partial

understanding in regards

to finding exterior

angles of polygons.

Student does not show

any understanding in

regards to finding

exterior angles of

polygons.

Finding angle

measurements

in regular

polygons

Student can find values

of both interior and

exterior angles in

regular polygons based

on the number of sides it

has.

Student can find values

of either the interior or

exterior angles in

regular polygons based

on the number of sides,

but not both.

Student can set up

problems on using the

formula but is not able

to find the correct

solution and only shows

partial understanding.

Student does not show

any understanding of

finding any angle

measurements in regular

polygons.

Classwork

Participation

Student does all there

work in class and

volunteers to answer

questions when

prompted.

Student takes all their

notes and try’s all the

example problems

Student takes notes, but

does not attempt any

example problems.

Student does not do any

work in class, or only

partially completes

notes.

Closure

Exercise

Student shows full

understand of all four

closure problems.

Student shows full

understanding of two or

three of the closure

problems.

Student shows full

understanding of only

one of the closure

problems

Student does not show

any understanding of the

closure problems.

Student Name: ________________________________________ Total

Seton Hall University

College of Education & Human Services

Graduate Studies and Special Programs

GSSP Lesson Plan

8.6 – Quadrilaterals – Identify Special Quadrilaterals

Name: Rudy Valentino

Date: 3/29/2012 & 3/30/12

School: Linden High School

Setting/Grade Level: Classroom / 9th

& 10th

Subject(s) (List any interdisciplinary (cross-curricular) connections): Geometry CP –

Algebra I

Lesson Theme or Topic: Finding Angle Measurements in Polygons

Composition of Class: Male - 55 Female - 41 ESL - 10 IEP - 2 504

Inclusion Class: No

GOALS, OBJECTIVE(S), STANDARDS

1. Established Goals

Students will be able to have the ability to classify special quadrilaterals based on side lengths

and angle measurements and determine relationships between these specialized quadrilaterals.

2. Student Knowledge, Skills and Enduring Understandings

The student will be able to:

1. Identify the specific name of a quadrilateral based on its side length measurements.

2. Discover the specific name of a quadrilateral based on its angle measurements.

3. Visualize quadrilaterals present in everyday objects.

4. Use their knowledge from previous chapter to determine relationships between specific

quadrilaterals.

5. Find, identify, and record quadrilaterals present around them.

3. Common Core State Standards initiative:

Mathematics

High School: Geometry

Congruence

Experiment with transformations in the plane

G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line

segment, based on the undefined notions of point, line, distance along a line, and distance around

a circular arc.

G-CO.2. Represent transformations in the plane using, e.g., transparencies and geometry

software; describe transformations as functions that take points in the plane as inputs and give

other points as outputs. Compare transformations that preserve distance and angle to those that

do not (e.g., translation versus horizontal stretch).

G-CO.3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations

and reflections that carry it onto itself.

Prove geometric theorems

G-CO.9. Prove theorems about lines and angles. Theorems include: vertical angles are

congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and

corresponding angles are congruent; points on a perpendicular bisector of a line segment are

exactly those equidistant from the segment’s endpoints.

G-CO.11. Prove theorems about parallelograms. Theorems include: opposite sides are

congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other,

and conversely, rectangles are parallelograms with congruent diagonals.

Make geometric constructions

G-CO.12. Make formal geometric constructions with a variety of tools and methods (compass

and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).

Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing

perpendicular lines, including the perpendicular bisector of a line segment; and constructing a

line parallel to a given line through a point not on the line.

NJCCC Technology Standards

8.1 Educational Technology

A. Technology Operations and Concepts

12. The use of technology and digital tools require knowledge and the appropriate

use of operations and related applications.

3. Participate in online courses, learning communities, social networks, or

virtual worlds and recognize them as resources for lifelong learning.

B. Creativity and Innovation

P. The use of digital tools and media-rich resources enhances creativity and the

construction of knowledge.

1. Use a digital camera to take a picture.

C. Communication and Collaboration

2. Digital tools and environments support the learning process and foster

collaboration in solving local or global issues and problems.

1. Engage in a variety of developmentally appropriate learning activities

with students in other classes, schools, or countries using electronic tools.

METHODOLOGY

Collaborative Learning – Students will go over the lesson as a class so the students will remain

focused on task.

Problem Solving – Students will solve problems based determining what type of quadrilateral is

present based on its properties. They will also be able to group specific quadrilateral sets based

on these same properties.

Drill/Practice – Students will practice multiple problems on their own to reinforce the lesson

View/Listen/Answer – I will start one day with a Prezi presentation summarizing the Unit and

all the quadrilaterals it involves. We will also use PowerPoint to group specific quadrilaterals.

At the end of the lesson I will put problems on a PowerPoint slide for the class to answer.

Group Discussion – We will discuss the rules as a class, describing why it is rational.

Discovery/Inquiry – I will assist them with grouping the quadrilaterals into a flow chart based

on their properties. They will also discover types of quadrilaterals present in real life situations.

Technology/Delivery – I will use a LCD projector in conjunction with a document reader to

enforce my lesson for the visual and ESL.ELL learners. I will also utilize assisted notes to keep

the students on track and focused at the pertinent information involved. This will involve using a

document reader to project classwork as well as students work on the board to save time (they

don’t have to come up and rewrite their answers). I will use a Prezi presentation to show

vocabulary words. I will also be projecting a PowerPoint slide show with examples of problems

to close the lesson.

Reflection/Response – The class will answer problems and give their reasoning. This is

important to make sure that the class understands the lesson. It also helps me pace the lesson

appropriately, not going too fast for the lower level students.

Lecture – There will be a short review of the vocabulary words from the lesson using a visual

vocabulary technology assisted lesson through a Prezi presentation.

Other: Use of hands on manipulative – We will use a worksheet with a template for each type

of quadrilateral that will require their propertied to be filled in. These types of activities are very

good for the kinesthetic and visual learners. The students will also need a camera device and

type of publishing software to complete their projects on Discovering Quadrilaterals.

MATERIALS AND RESOURCES: Check the non-technology materials and resources you plan to use

in your lesson.

X Visuals (Projector) Reading Materials

Games Maps

X Flat Pictures (Projected) Objects/Artifacts

Manipulatives Guest Speakers

X Handouts – Assisted note packet, Worksheet X List Others: Flow Chart Paper/Quadrilateral

Template

TECHNOLOGY UTILIZED

Audio CD’s/Cassette Tapes X PowerPoint Slides – Great for the student with a

language barrier and visual learners. They are used

as an exit activity where class answers questions

orally. That helps ensure that they have grasped an

understanding of the lesson.

Overhead Transparencies X Commercial Software (e.g. Inspiration)

Geometer’s Sketchpad

PowerPoint

X Tape Record/CD Player/MP3

Digital Camera

Blog, Wiki, other Web-based communication

VCR/TV/DVD Digital Storytelling

Assistive Technology Devices (Type)

Podcast

Smart Board (Can be utilized instead of flow chart

PowerPoint but I do not currently have one in my

classroom)

X Other not listed – Document Reader – Good because

I am able to write my lesson on it using the 8.6

handout as an outline. Makes the pictures much

larger and brighter on the board and well as allows

me to face the class while giving my lesson instead

of being at the board. Also allows me to put students

work up on the projector for the whole class to see.

X Computers/Printers – What PowerPoint slides are on X Internet/Websites (type in URLs)

www.prezi.com – Summary of lesson that is like an

innovative slide show.

www.mybigcampus.com

A “Facebook” like website where I post notes from

the day along with homework problems for the night.

X Basic software tools (Excel, Word, Access)

My class rosters are in Excel, and the worksheets and

Assistive notes are in Adobe format.

PROCEDURE

Time allocated for lesson: 54 minutes

Day 1

Step 1: Introduction – The class will begin by do 2 short “Do Now” problems involving:

a) Finding side lengths of a kite

b) Angle measurements of a kite.

Two students will then place their answers on the board and we will discuss as a class. We will

then go over homework from the previous night on the document reader, with me showing step

by step how each problem is solved. After any questions are answered we will begin the first

day of our lesson on identifying quadrilaterals.

Our class will start with a Prezi presentation on different types of quadrilaterals and their

definitions.

Step 2: Essential Questions How do we determine quadrilaterals names based their side and angle measurements?

What are the congruent side and congruent angles of certain quadrilaterals?

How will we deduct what types of quadrilaterals are being described by both verbal descriptions

and labeled illustrations?

Step 3 Exploration – I will play a Prezi presentation that sums up Unit 8, giving past

definitions as well as different types of quadrilaterals along with their definitions and examples.

After any questions are answered we will begin the first day of our lesson on identifying

quadrilaterals. The students will also be given a sheet of paper with all seven unlabeled

quadrilaterals on it which they will be expected to be able to label parallel sides, congruent

sides, congruent diagonals, congruent angles, and supplementary angles on. This sheet will

have 35 boxes (7 columns by 5 rows) in it with blank quadrilaterals in each box. They can work

in their groups to label and check their work, for we will be using this sheet a key to help us the

remainder of the lesson. The learners will use this key in conjunction with the guided notes

from 8.6, p.218 - 219 to solve problems derived from identifying quadrilaterals. We will

complete the first example together as a class, then they will try checkpoint #1 on their own.

After I go over the answer with their assistance they will then complete two problems on their

own that I will have placed in the left column. I will then go over the answers with the class

using their answers under my document reader while explaining their answers. We will then try

examples 2 and 3 together as a class and then will then try checkpoints 2 and 3 on their own.

Step 4: Application – They will practice their skills on more example problems from the

assisted note packet on their own, and as a class.

Step 5: Closure and Assessment – To close out the lesson the class will solve the four problems

in the left hand column of the page. Four students will place the answers for the four problems

on the board along with their work. I will then go over the answers with the rest of the class.

Two will be naming quadrilaterals based on labeled illustrations, and two will be filling in angles

and/or side lengths in order to prove quadrilaterals are of a certain type. Lesson notes as well as

homework will be posted on MyBigCampus for absent students or students who could not keep

up with the note taking in class.

Day 2

Step 1: Introduction – We will start with a series of “Do Now” problems from the material we

covered the day before. They will consist of 4 problems of 2 of each of the following

categories:

a) Discovering the name of a quadrilateral from a written description

b) Generating a quadrilaterals name from a properly labeled illustration.

We will then go over homework from the previous night on the document reader, with me

showing step by step how each problem is solved. The students will then have a chance to ask

any questions they had form the homework or “Do Now” problems.

Step 2: Essential Questions –

What are certain quadrilaterals based on their verbal and illustrated descriptions?

What are the definitions of a parallelogram, square, rectangle, rhombus, trapezoid, isosceles

trapezoid, and kite?

How do we group quadrilaterals into sub-families based on their properties.

How can we properly organize this data into a flow chart of quadrilaterals?

Step 3 Exploration – The learners will be given a blank flow chart that we will fill out as a class

grouping each of our 7 quadrilaterals into a specific category or sub-category. Using a

PowerPoint slide as a canvas, different types of quadrilaterals will be pulled from a bag and

placed in the appropriate place on our chart. This will group them in subgroups and help the

class relate the different quadrilaterals. We will then complete the diagram and end with answers

questions based on our chart. These questions will consist of problems that relate how different

quadrilaterals are actually other quadrilaterals.

Step 4: Application – The class will be given multiple true/false examples in conjunction with a

Venn Diagram from the assisted note packet to complete based on the lesson we just completed.

Step 5: Closure and Assessment – To close out the lesson we will complete four PowerPoint

problems based on the concepts covered the last two days. We will do this one at a time, with

the students comparing their answers with their groups when they are complete. They will then

discuss the problems and their methodology if they received different answers to see who was

correct and what they did differently. Lesson notes as well as homework will be posted on

MyBigCampus for absent students or students who could not keep up with the note taking in

class.

ASSESSMENT, PERFORMANCE TASKS, PROJECTS

A test will be given in on Day 12 of our unit. For today’s lesson I will assess the students by

walking around and checking their work as they complete the problems assigned after each part

of the lesson. I will also be able to observe their understanding by how well they do during our

closing exercise. I do not allow the same student to answer more than one question and will be

walking around to assist any students that are still having trouble. This allows multiple students

(eight) to participate and show us what they have mastered. I also try and call on students form

different groups (I have 6 sets of 5 set up in the class at all times). Their final assessment will be

their homework assignment which is to complete a worksheet for me (8.6B) involving 10

problems similar to the ones we will learn how to solve in class. These will be checked and

reviewed the following day of class on the document reader.

DIFFERENTIATION STRATEGIES AND TECHNIQUES

Student with ADHD

I will have the student sit in the front of my classroom close to the projector screen and away

from the window and door. This will insure that I have them in an area where I can focus

their attention on what I am doing and not outside distractions. I plan on giving this student

an outline of the notes I will be using in class to make sure they are able to stay on task and if

they stray they are able to pick up with the class easier. The student will also be able to come

to the board to place answers on it after examples are given to the class. Since the students

have the tendency not to want to stay seated, they will be allowed to get up for a drink of

lavatory break each day if I notice them getting restless. They are also allotted more time on

tests if needed, however have never needed or requested the extra time.

ESL/ELL Learner

This student will also receive assisted notes that we will be using for the lesson where they

only have to fill out part of the notes instead of taking them from scratch. This will help them

focus on the lesson as opposed to trying to understand what I am saying. I will also use

visuals and show step by step on my document reader how problems are solved to go along

with telling the class. By writing down each step, they could follow me even if they do not

understand me. I also have each student who really struggles with the English language sit in

a group with a bilingual student to help translate any tough word to that student for

understanding. On tests I will give them extra help explaining a word problem if they are

having trouble understanding what a word is. I will also let them use books to help them

translate certain words, and soon let them use their phones when that technology becomes

more readily available.

1. What quadrilaterals

have 4 sides that are

always congruent? Draw and label.

2. What quadrilaterals

have opposite sides

that are NOT

congruent? Draw and label.

What are the specific

names of the two

quadrilaterals below?

1.

2.

Show that the figure

below is a Rhombus.

Show that the figure

below is a kite.

x = _____ y = _____

a = _____ c = _____

b = _____ d = _____

3.

4.

Trapezoid Parallelogram Rectangle Square Isosceles

Trapezoid Rhombus

Answer the following questions using your flow chart (True or False). Explain answer of false.

1) A rectangle is always a square.

2) A square is always a rectangle.

3) A kite is always a parallelogram.

4) An isosceles trapezoid is always a quadrilateral.

5) A rhombus is always a parallelogram.

6) A square is always a rhombus.

7) A parallelogram is sometimes a rhombus.

8) A parallelogram is always a rectangle.

9) A rhombus is always a rectangle.

10) A kite is sometimes a trapezoid.

Venn Diagram

EXAMPLE 1 Identify quadrilaterals

Quadrilateral ABCD has at ONLY one pair of opposite

parallel sides. What types of quadrilaterals meet this

condition?

SOLUTION

There are two possibilities.

Trapezoid Isosceles Trapezoid

EXAMPLE 2 Name the Quadrilateral

What is the most specific name of Quadrilateral ABCD?

ANSWER Rectangle Parallelogram

NO Right Angles Only One Pair of Parallel sides

EXAMPLE 3 Fill in values for a quadrilateral

Show that PQRS is a parallelogram.

ANSWER

P S

R Q

a

55° c

b

y

43

15

x

a =

b =

c =

x =

y =

Opposite

sides are

congruent

Opposite

angles are

congruent

Consecutive

angles are

supplementary

43

15 55° 125°

125°

180° - 55° = 125°

Relationships of quadrilaterals

Is a parallelogram ALWAYS a rectangle?

Why or why not?

ANSWER

EXAMPLE 4

A parallelogram does not always have right angles.

A parallelogram is a rectangle SOMETIMES.

A rectangle is always a parallelogram.

Assessment Rubric - Lesson 2 – Day 1

CATEGORY Excellent

3 Good

2 Average

1 Poor

0 “Do Now” -

Finding side

lengths and

angles of a

Kite

Student shows full

understanding of both

the kite problems.

Student can find either

the side lengths or

interior angles of a kite,

but not both

Student shows partial

understanding on how to

find measurements of a

kite.

Student does not attempt

the “Do Now” problems

or does not show any

understanding of them

Labeling

Quadrilaterals

Student can successfully

label all 35 of the

quadrilaterals on their

sheet.

Student can successfully

label at least 28 of the

35 quadrilaterals on

their sheet.

Student can successfully

label at least 14 of the

35 quadrilaterals on

their sheet.

Student cannot or will

not label at least 14 of

the 35 quadrilaterals on

their sheet.

Naming

Quadrilaterals

based on

labels

Student can name all

quadrilaterals based on

angle or side length

measurements.

Student can name most

quadrilaterals based of

angle or side length

measurements.

Student can name some

quadrilaterals based on

angle or side length

measurements.

Student cannot name

any quadrilaterals based

on labels.

Classwork

Participation

Student does all there

work in class and

volunteers to answer

questions when

prompted.

Student takes all their

notes and try’s all the

example problems

Student takes notes, but

does not attempt any

example problems.

Student does not do any

work in class, or only

partially completes

notes.

Closure

Exercise

Student shows full

understand of all four

closure problems.

Student shows full

understanding of two or

three of the closure

problems.

Student shows full

understanding of only

one of the closure

problems

Student does not show

any understanding of the

closure problems.

Student Name: ________________________________________ Total

Assessment Rubric - Lesson 2 – Day 2

CATEGORY Excellent

3 Good

2 Average

1 Poor

0

“Do Now” -

Naming

Quadrilaterals

Student can answer all

four problems based on

naming a quadrilateral

from a written and

visual description.

Student can answer

three of four problems

based on naming a

quadrilateral from a

written and visual

description.

Student can only answer

problems based on

naming a quadrilateral

from a written or visual

description.

Student does not attempt

the “Do Now” problems

or does not show

understanding of them.

Organizing

Quadrilaterals

Student can successfully

group the 7

quadrilaterals into

“families” and set up a

chart showing which

ones are subgroups of

others.

Student can group

quadrilaterals together

but cannot tell which

one belongs to which

subgroup.

Student can distinguish

some quadrilaterals

from each other but

cannot group them

together properly.

Student cannot group

any of the quadrilaterals

together based on

properties.

Answering

Quadrilateral

subgroup

questions

Student answers most

grouping questions with

proper explanations and

create a Venn diagram

relating he 7

quadrilaterals together.

Student answer most

grouping questions with

proper explanations of

how they arrived at

there answers.

Student can answer

some grouping

questions, but cannot

explain why or why not

they answered the way

they did.

Student cannot answer

any questions based on

grouping quadrilaterals.

Classwork

Participation

Student does all there

work in class and

volunteers to answer

questions when

prompted.

Student takes all their

notes and try’s all the

example problems

Student takes notes, but

does not attempt any

example problems.

Student does not do any

work in class, or only

partially completes

notes.

Closure

Exercise

Student shows full

understand of all four

closure problems.

Student shows full

understanding of two or

three of the closure

problems.

Student shows full

understanding of only

one of the closure

problems

Student does not show

any understanding of the

closure problems.

Student Name: ________________________________________ Total

Chapter Test

Name: ____________________________________ Chapter 8 Test – Quadrilaterals

For 1 & 2 find the sum of the interior angles of the polygon.

1. Pentagon

2. 42-gon

For 3 & 4 find the measure of an interior and exterior angle of the following regular polygons.

3. Octagon

Interior Angle = ___________

Exterior Angle = ___________

4. 25-gon

Interior Angle = ___________

Exterior Angle = ___________

For 5 – 18 solve for the variable requested.

5.

x = ___________

6.

x = ___________

7. Rectangle

a = _______ b = _______ c = _________

d = _______ x = ________ y = _________

8. a = ______ f = _______

b = ______ g = _______

c = ______ h = _______

d = ______ i = _______

Rectangle e = ______ j = _______

9. a = ______

b = ______

c = ______

x = ______

Parallelogram y = ______

10.

a = ______ f = _______

b = ______ g = _______

c = ______ h = _______

d = ______ i = _______

Parallelogram e = ______ j = _______

11.

a = ______ x = _______

b = ______ y = _______

w = ______ z = _______

Square

12.

a = ______ f = _______

b = ______ g = _______

c = ______ h = _______

d = ______ i = _______

Square e = ______ j = _______

13.

a = ______ x = _______

b = ______ y = _______

c = ______ z = _______

Rhombus

14. a = ______ f = _______

b = ______ g = _______

c = ______ h = _______

d = ______ i = _______

Rhombus e = ______ j = _______

15. a = ______

b = ______

c = ______

d = ______

Isosceles Trapezoid

16.

x = ______

y = ______

Isosceles Trapezoid

17.

a = ______

b = ______

x = ______

y = ______

Kite

18.

a = ______ f = _______

b = ______ g = _______

c = ______ h = _______

d = ______ i = _______

Kite e = ______ j = _______

For 19 & 20 solve for the variables using the midsegment theorems.

19.

x = ______

y = ______

z = ______

20.

x = ______

a = ______

b = ______

Draw the following quadrilaterals labeling the congruent sides and angles (no diagonals necessary).

21. Parallelogram

22. Square 23. Rectangle

24. Isosceles Trapezoid

25. Kite

26. Rhombus

Geometry Quadrilateral Project

1. Take pictures of the 7 quadrilaterals that we have covered in this unit.

a) Parallelogram

b) Rectangle

c) Rhombus

d) Square

e) Trapezoid

f) Isosceles Trapezoid

g) Kite

Whatever objects shaped like these polygons are acceptable (you cannot draw figure and take its

picture or use a picture off Google images).

2. Create a Poster containing these pictures with proper labels.

You can use Power Point, Word, Paint, or any other program to show your pictures.

If you do not have access to any of these technological programs you may cut and paste

pictures on a poster board no smaller than 8’ x 11” and no larger than 20” x 30”.

Power Point is the easiest to use

Insert the 7 pictures into one slide.

Insert text of their names under the pictures.

Print out your slide and place your name on the back.

Horizontal or vertical arrangement is up to you.

The pictures should not overlap (click and drag them to different spots)

They should all be about the same size (click corner of picture and drag inward to make

smaller and drag outward to make larger).

The slide should have a title (Use word art insertion for nicer graphics)

Name: _____________________________

Making A Poster : Quadratic Poster

CATEGORY Excellent

3 Good

2 Average

1 Poor

0

Graphics -

Clarity

Graphics are all in focus

and the content easily

viewed and identified

from 6 ft. away.

Most graphics are in

focus and the content

easily viewed and

identified from 6 ft.

away.

Some graphics are not

in focus but the content

is easily viewed and

identified from 3ft.

away.

Many graphics are not

clear or are too small.

Labels

All items of importance

on the poster are clearly

labeled and all figures

are highlighted.

Some items on the

poster are clearly

labeled or some figures

are highlighted.

Items on the poster are

not clearly labeled or

figures are not

highlighted.

No labels or highlights

of quadrilaterals.

Content -

Accuracy

All seven figures

displayed on the poster

accurately.

4 - 6 accurate figures are

displayed on the poster.

1 - 3 accurate figures are

displayed on the poster.

No accurate figures are

displayed on the poster.

Graphics -

Originality

All of the graphics used

on the poster were

captured by the student

Most of the graphics on

the poster were created

by the student

Some of the graphics

are made by the student,

but most are copied

from pther sources

No graphics made by

the student are included.

Attractiveness

The poster is

exceptionally attractive

in terms of design,

layout, and neatness.

The poster is attractive

in terms of design,

layout and neatness.

The poster is acceptably

attractive though it may

be a bit messy.

The poster is

distractingly messy or

very poorly designed. It

is not attractive.

Student Name: ________________________________________ Total .

Seton Hall University College of Education and Human Services

Graduate Studies and Special Programs

EDST6306 Instructional Design Capstone Project

Name: Rudy Valentino

CRITERIA Target

4

Highly Acceptable

3

Acceptable

2

Not good

1

Unacceptable

0

Total

Audience

Description

The description of the

audience clearly

describes prior

knowledge, learner

characteristics,

developmental stages,

and needs.

Most of the

description of the

audience clearly

describes prior

knowledge, learner

characteristics,

developmental

stages, and needs.

Description is

general and the

appropriateness of

the lesson for this

group is clear.

Some description

is general and the

appropriateness of

the lesson for this

group is lacking

clarity.

Description vague

and

appropriateness of

the lesson for this

group is not

convincing.

Learning

Strategies &

Activities

A variety of creative

and thoughtful

instructional strategies

and activities support

learning objectives and

outcomes.

Instructional

strategies support

learning objectives

and outcomes.

Frequent correlation

between

instructional

strategies and

objectives.

Some correlation

between strategies

and objectives.

No correlation

between strategies

and objectives.

Technology

Use &

Strategies

Technology supports

objectives, advances

student learning, is

fully integrated into the

lesson, and students use

technology.

Most technology

supports objectives,

advances student

learning, is fully

integrated into the

lesson, and students

use technology

Technology and

curriculum

integrated. Teacher

uses technology to

deliver information

and perform

demonstrations.

Students may use

technology.

Some evidence of

technology and

curriculum

integrated

however, better

choices would

have greatly

enhanced the

lesson.

No evidence of

integration of

technology.

Technology is not

related to specific

lesson objectives

and does not

advance student

learning.

Objectives

and

Standards

Objectives clearly

describe specific

behavior, are related to

content, are

measurable, and are

related to NJ Core

Curriculum Standards

and technology

standards.

Most objectives

describe specific

behavior, are related

to content, are

measurable, and are

related to NJ Core

Curriculum

Standards and

technology standards.

The relationship of

objectives to student

behaviors, content,

and NJ Core

Curriculum and

technology

standards are not

consistent and/or

clearly stated.

Objectives

sometimes, but not

always describe

specific behavior,

are not always

related to content,

are not always

measurable, and

are not always

related to NJ Core

Curriculum

Standards and

technology

standards.

Objectives do not

describe specific

behavior, are not

related to content,

are not measurable,

and are unrelated

to NJ Core

Curriculum

Standards and

technology

standards.

Lesson

Description

and

Procedures

Excellent description

that is sufficiently clear

to enable another

teacher to use the

lesson appropriately.

Description is

sufficiently clear to

enable another

teacher to use the

lesson appropriately,

with some minor

editing needed.

Description and

procedures are

sometimes vague,

unclear, confusing

or difficult to

follow.

Description and

procedures

specified, but not

clearly described

in enough detail

for another teacher

to use the lesson.

Description and

procedures are

consistently vague,

unclear, confusing

or difficult to

follow.

Text &

Graphics

Fonts legible on all

products and text

limited on all slides.

Readability and design

enhanced by color, size,

and style of font. Sharp

and attractive graphics.

Enhance the

understanding of

concepts, ideas and

relationships and enrich

the presentation.

Fonts legible on most

products and text

limited on slides.

Readability and

design enhanced by

color, size, and style

of font. Sharp and

attractive graphics.

Enhance the

understanding of

concepts, ideas and

relationships and

enrich the

presentation.

Fonts legible on

most products

and/or too much

text on slides. Few

slides may be fuzzy

or poor quality.

Graphics visually

depict material

relevant to the

presentation and

assist the audience

to understand the

flow of the content.

Extensive text, too

many fonts used,

or size, color, style

or placement

affects readability.

Few or poor

quality or fuzzy

graphics, but

appropriate for

product.

Extensive text, too

many fonts used,

or size, color, style

or placement

affects readability.

Lack of graphics

altogether or they

are poor quality,

fuzzy, unrelated to

content,

distracting, and do

not enhance

understanding of

the content.

Design &

Layout

Aesthetically pleasing

background and color

scheme that enhance

the theme of the

presentation, contribute

to the message, and do

not distract from text or

graphics.

Most slides have an

aesthetically pleasing

background and color

scheme that enhance

the theme of the

presentation,

contribute to the

message, and do not

distract from text or

graphics.

Pleasing color

scheme.

Background and

color are fairly

consistent. Good

contrast. Noise in

communication on

few slides. Space

used appropriately

with headings and

subheadings.

Few slides have:

pleasing color

scheme; consistent

background and

color; and good

contrast. Noise in

communication on

many slides. Space

sometimes used

appropriately with

headings and

subheadings.

Background and

color are

inconsistent. Poor

contrast with text

and Noise in

communication on

most slides. No

“safe” area on

slide. Cluttered and

confusing.

Creativity

Graduate level

production appropriate

to the candidate`s

defined area of study

(PDP, SLMS, IDAT) in

which creativity and

independent thought are

used to expand ideas,

and does not simply

repeat what has been

heard or read.

Graduate level

production

appropriate to the

candidate`s defined

area of study (PDP,

SLMS, IDAT) in

which content and

ideas show some

evidence of

originality and effort.

Graduate level

production

appropriate to the

candidate`s defined

area of study (PDP,

SLMS, IDAT) in

which creative

effort is

demonstrated

sporadically

throughout;

inconsistencies

apparent..

Extensively uses

the ideas of others

and shows overall

lack of effort.

Unacceptable

graduate level

production.

Disinterest in

learning new ways

to teach is evident

in the lack of

overall effort.

Unacceptable

graduate level

production.

Print,

Audiovisual,

Computer-

Based &

Integrated

Technologies

Demonstrates a high

level of knowledge,

expert skills, and highly

appropriate dispositions

to develop instructional

materials and

experiences using print,

audiovisual, computer-

based & integrated

technologies and

facilitate a smooth

presentation without

any technical problems.

Demonstrates the

knowledge, skills,

and dispositions to

develop instructional

materials and

experiences using

print, audiovisual,

computer-based &

integrated

technologies and

facilitate a smooth

presentation with

minor technical

problems.

Demonstrates

emerging

knowledge, skills,

and dispositions to

develop

instructional

materials and

experiences using

print, audiovisual,

computer-based &

integrated

technologies and

facilitate a smooth

presentation with

some technical

problems.

Demonstrates little

knowledge, few

skills, and few

dispositions to

develop

instructional

materials and

experiences using

print, audiovisual,

computer-based &

integrated

technologies and

experiences many

technical problems

while presenting.

Candidate does not

show competency

to develop

instructional

materials and

experiences using

print, audiovisual,

computer-based &

integrated

technologies and

experiences

numerous technical

problems during

presentations.

Leadership &

Presentation

Rehearsed, powerful

presentation, easy to

follow and presented

with emphasis and

meaning within allotted

time.

Rehearsed,

information

presented in a clear

manner, met time

constraints.

Rehearsed in parts,

most of the

information was

presented in a clear

manner, met time

constraints.

Candidate read

presentation

materials to

audience did not

engage audience,

did not appear

comfortable or

interested in the

material presented.

Not rehearsed; did

not meet time

allotment;

confusing, poor

presentation

distracted audience

from message.

References

Gay, G. (1998). What are my Learning Strengths? Learning Disabilities Research Community.

Retrieved January 26, 2012 from http://www.ldrc.ca/projects/miinventory/mitest.html.

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Larson, B. K. (2007). Geometry. Evanston, IL: McDougal Littell.

Larson, B. K. (2007). Geometry chapter 8 resource book. Evanston, IL: McDougal Littell.

McKenzi, W. (1999). Multiple Intelligence Inventory. The One and Only Surfaquarium.

Retrieved January 26, 2012 from http://surfaquarium.com/MI/inventory.htm.

Moursund, D. (2003). Project-based learning using information technology, 2nd edition. Eugene,

OR: ISTE Publications.

Reid, J. (1984.). Perceptual Learning-Style Preference Questionnaire. The Looking Ahead Virtual

Office. Retrieved January 26, 2012 from http://lookingahead.heinle.com/filing/l-styles.htm.

Robyler, M. D. (2010). Integrating educational technology into teaching, 5th edition. Upper Saddle

River, NJ: Pearson Education, Inc.

School Report Card (2011). Linden. State of New Jersey Department of Education. Retrieved

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