responsive instruction teaching & assessing with the new curriculum

8
Responsive Instruction Teaching & Assessing with the New Curriculum

Post on 20-Dec-2015

212 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Responsive Instruction Teaching & Assessing with the New Curriculum

Responsive Instruction

Teaching & Assessing with the New Curriculum

Page 2: Responsive Instruction Teaching & Assessing with the New Curriculum

Name of Lesson: Solve Linear Systems by Graphing (7.1)Standard Number(s):

A2.5.4bUnpacked Statement of Standard(s):Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real-world problem.

Learning targets addressed in this lesson:

Engaging Opener:

Initial Instruction:

Formative Assessment: Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Responsive Instruction (Differentiation):Enrichment: Practice: Re-teach:

Formative Assessment: Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Student Learning Summary:Students Exceeding Learning Targets:

Students Meeting Learning Targets: Students Reaching for Learning Targets:

Un-packing the StandardA2.5.4b Solve systems of linear equations in two variables by substitution, graphing, and use matrices with three variables.

Identify elements of the standard used TODAY:• Specific Representation- Graphic• Type of system: Linear equations in two variables• Solution Set: Point of Intersection on a graph• Interpretation of Results: Verify the solution algebraically,

solve a real-world problem using the point of intersection to identify the solution

Write the standard as it applies to today’s lesson:• Today we will graph systems of linear equations, identify

the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real-world problem.

Unpacked-standard

Algebra II

Page 3: Responsive Instruction Teaching & Assessing with the New Curriculum

Name of Lesson: Standard Number(s):

A2.5.4bUnpacked Statement of Standard(s):Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real-world problem.

Learning targets addressed in this lesson: 1. Solve a system graphically.2. Solve a system with many solutions.3. Solve a system with no solutions.4. Solve a real-world problem.Engaging Opener:

Initial Instruction:

Formative Assessment: Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Responsive Instruction (Differentiation):Enrichment: Practice: Re-teach:

Formative Assessment: Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Student Learning Summary:Students Exceeding Learning Targets:

Students Meeting Learning Targets: Students Reaching for Learning Targets:

Identify Learning Targets:Unpacked Standard: Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real-world problem.

What are the distinct skills, processes, and learning outcomes associated with the un-packed standard?1. Solve a system graphically.2. Solve a system with many solutions.3. Solve a system with no solutions.4. Solve a real-world problem..One source for identifying learning targets is the heading for each text-example. Check the example headings in today’s section of the text. Are all of the learning targets addressed? If not, supplement the text with outside resources, guided

questioning, or by enriching student notes.

Algebra I/II

Page 4: Responsive Instruction Teaching & Assessing with the New Curriculum

Name of Lesson: Standard Number(s):

A2.5.4bUnpacked Statement of Standard(s):Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real-world problem.

Learning targets addressed in this lesson: 1. Solve a system graphically.2. Solve a system with many solutions.3. Solve a system with no solutions.4. Solve a real-world problem.Engaging Opener:p. 155 Example 4 using Animated Algebra

Initial Instruction:

Formative Assessment: Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Responsive Instruction (Differentiation):Enrichment: Practice: Re-teach:

Formative Assessment: Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Student Learning Summary:Students Exceeding Learning Targets:

Students Meeting Learning Targets: Students Reaching for Learning Targets:

Engaging OpeningTo create an engaging opening, consider including one of the following resources:• Look at “Motivating the

Lesson” in the teacher edition of the text. This is usually found on the margin of the first or second page of each section in the book.

• Check out Classzone for Animations

• Consider finding a problem from the text and making it “come to life” by removing the scaffolding, some of the given information, or making it more interesting as demonstrated by Dan Meyer in the video clip. Orange Text: Text Resource Yellow Text: External Resource

Algebra II

Page 5: Responsive Instruction Teaching & Assessing with the New Curriculum

Name of Lesson: Standard Number(s):

A2.5.4bUnpacked Statement of Standard(s):Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real-world problem.

Learning targets addressed in this lesson: 1. Solve a system graphically.2. Solve a system with many solutions.3. Solve a system with no solutions.4. Solve a real-world problem.Engaging Opener:p. 155 Example 4 using Animated Algebra

Initial Instruction:

• Investigating Algebra Activity p. 152•Distribute note taking guide for -31 (This could also be distributed the day before as a pre reading homework

assignment.)• Present examples 1-4 using the Power Presentations CD while students fill in the note-taking guide.

Formative Assessment: Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Responsive Instruction (Differentiation):Enrichment: Practice: Re-teach:

Formative Assessment: Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Student Learning Summary:Students Exceeding Learning Targets:

Students Meeting Learning Targets: Students Reaching for Learning Targets:

Initial InstructionYour initial instruction may include a traditional approach:• Formative assessment of pre-

requisite skills:• Look at “Warm-up” lessons

from the Power Presentations CD

• Delivery of lesson content from the “Examples” power point presentations provided for each lesson in the Power Presentations CD (the Note-taking Guide follows along)

• Investigating Algebra activity (before lesson)

Or a constructionist approach:• A hands-on activity from the

Activity Generator

• Problems from the book arranged in the style of Dan Meyer .

Algebra II

Page 6: Responsive Instruction Teaching & Assessing with the New Curriculum

Name of Lesson: Standard Number(s):

A2.5.4bUnpacked Statement of Standard(s):Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real-world problem.

Learning targets addressed in this lesson: 1. Solve a system graphically.2. Solve a system with many solutions.3. Solve a system with no solutions.4. Solve a real-world problem.Engaging Opener:p. 155 Example 4 using Animated Algebra

Initial Instruction:

• Investigating Algebra Activity p. 152•Distribute note taking guide for 3-1 (This could also be distributed the day before as a pre reading homework

assignment.)• Present examples 1-4 using the Power Presentations CD while students fill in the note-taking guide.

Formative Assessment:

Review the checkpoint problems in the note taking guide that students completed.

Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Responsive Instruction (Differentiation):Enrichment: Practice: Re-teach:

Formative Assessment: Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Student Learning Summary:Students Exceeding Learning Targets:

Students Meeting Learning Targets: Students Reaching for Learning Targets:

Formative AssessmentYour formative assessment may include observing student performance on:• “Guided Practice” problems

from the text.• “Checkpoint” problems

from the note-taking guide.• A performance task derived

from a word problem in the text• A written summary of the

constructed learning from the Activity Generator (if used for initial instruction)• A written summary of the

constructed learning Dan Meyers task from your instruction (if applicable)

X

Algebra II

Page 7: Responsive Instruction Teaching & Assessing with the New Curriculum

Name of Lesson: Standard Number(s):

A2.5.4bUnpacked Statement of Standard(s):Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real-world problem.

Learning targets addressed in this lesson: 1. Solve a system graphically.2. Solve a system with many solutions.3. Solve a system with no solutions.4. Solve a real-world problem.Engaging Opener:p. 155 Example 4 using Animated Algebra

Initial Instruction:

• Investigating Algebra Activity p. 152•Distribute note taking guide for -31 (This could also be distributed the day before as a pre reading homework

assignment.)• Present examples 1-4 using the Power Presentations CD while students fill in the note-taking guide.

Formative Assessment:

Review the checkpoint problems in the note taking guide that students completed.

Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Responsive Instruction (Differentiation):Enrichment:

Group students who exceeded learning targets.

They will complete the Activity Generator lesson for 3.12Level c Solving Linear Systems and present-out to the class

Practice:

Group students who met learning targets.

They will complete the Activity Generator lesson for 3.2Level B Solving Linear Systems and present-out to the class

Re-teach: Group students that are having difficulty “meeting the learning targets. Review skills in Note taking guide and Complete Activity Generator 3.2 Level A

Teacher offers support and clarification table-side as groups work.

Formative Assessment: Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Student Learning Summary:Students Exceeding Learning Targets:

Students Meeting Learning Targets: Students Reaching for Learning Targets:

Responsive InstructionSources for differentiation in your new text:On-level practice:• “Skill Practice” in the text•Each of the learning targets has associated practice problems in the section exercises. Worked out solutions are noted. Extra practice is available in blue section at back of book.• “eWorkbook” problems gives the

student the opportunity to check his answers and print worksheet.

Remediation & Extension:• Chapter Resource Book located

on the Easy Planner CD has pre-requisite skill practice problems & extension problems• “Differentiated Instruction” call-

out box located on the bottom margin of each section of the teacher edition • Skill Review Handbook located

at the end of the student text. (green)section).

X

XX

Algebra II

Page 8: Responsive Instruction Teaching & Assessing with the New Curriculum

Name of Lesson: Standard Number(s):

A2.5.4bUnpacked Statement of Standard(s):Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real-world problem.

Learning targets addressed in this lesson: 1. Solve a system graphically.2. Solve a system with many solutions.3. Solve a system with no solutions.4. Solve a real-world problem.Engaging Opener:p. 155 Example 4 using Animated Algebra

Initial Instruction:

• Investigating Algebra Activity p. 152•Distribute note taking guide for -31 (This could also be distributed the day before as a pre reading homework

assignment.)• Present examples 1-4 using the Power Presentations CD while students fill in the note-taking guide.

Formative Assessment:

Review the checkpoint problems in the note taking guide that students completed.

Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Responsive Instruction (Differentiation):Enrichment:

Group students who exceeded learning targets.

They will complete the Activity Generator lesson for 3.12Level c Solving Linear Systems and present-out to the class

Practice:

Group students who met learning targets.

They will complete the Activity Generator lesson for 3.2Level B Solving Linear Systems and present-out to the class

Re-teach: Group students that are having difficulty “meeting the learning targets. Review skills in Note taking guide and Complete Activity Generator 3.2 Level A

Teacher offers support and clarification table-side as groups work.

Formative Assessment: Problems 29, 30 I p. 157

Process Standard(s):Problem SolvingReasoning & ProofCommunicationConnectionsRepresentation

Student Learning Summary:Students Exceeding Learning Targets:

Students Meeting Learning Targets: Students Reaching for Learning Targets:

Algebra IIFormative Assessment

Formative assessment at the end of the class period may take the form of:• Exam-View HW Quiz• Exit Slip formulated from

“Journal“ problems provided on the Exam View Test Generator’s Alternative Assessment problem bank •Word problems provided in the

Problem Solving text exercises for each section• Student Response System or TI

Navigator problem on the SMART Board• Students can slip their name

into one of three envelopes at the front of the room labeled “Getting it,” “Got it,” and “Need more help!”

X

XX