LESSON PLAN:
Here's the lesson plan for Chernie, Esther, and I's lesson:
https://docs.google.com/document/d/1JHQ12-x3AkxAMUZgkpAem8jumMaeLTv4V2e1efBVf2I/edit?usp=sharing
Our topic is Introduction to Slope for Grade 10 Foundations and Pre-Calculus.
*Edit: October 16, 2023REFLECTION:
The planning process for our lesson was really exciting. We agreed to individually come up with activities, and then blend the activities together in order to create a balanced lesson plan. As easy as it sounded, this was surprisingly difficult! Chernie, Esther, and I each had very similar lessons (as we all agreed on desmos, topic, references, etc before creating activities), and yet we all managed to come in bringing slightly different perspectives which impacted the order and timing of the lesson. My original one for example, was more focused on y = mx with b=0, desmos heavy with an m slider, and more discussion based. Esther's had a balance of desmos and writing on the board, and Chernie had a good focus on the concept of rise/run. It wasn't easy to mix every element together due to the time constraint, but we ended up working out a pretty informative lesson for the timeframe!
In terms of delivery, I resonated with Lisa L.'s about having our backs to the board (it was mine from her angle of the classroom), and about the other feedback to have projected Desmos. For projecting Desmos, we weren't sure if we would have access to the projector when designing the lesson, but we were committed to the use of technology and tried to work around it. We all acknowledged that the classrooms we may end up working in may not have the resources needed to accomplish certain mediums, but that doesn't mean we shouldn't explore it. We just adapted for it. For the situation, I thought Esther did a really good job at writing the link and the formatting; it also helped that Chernie and I were able to assist students too. In terms of having my back to the board from Lisa's angle, I genuinely didn't know what to do in the moment! I was conscious about the fact that I was blocking her vision, but wasn't sure how to solve it. Looking back, I realize that is a very common problem to fix, even when the teachers have projectors, but at the very least, I could have acknowledged the problem and asked Lisa if she would be comfortable moving down one chair. Other than that, as a group we discussed more of the feedback between us, and I realized that co-teaching can be really powerful when implemented effectively. As we grow into better teachers, I'd hope to try this again.
Hi Asiya, Esther, and Chernie, thank you for this well-structured and engaging lesson plan. It offers a balanced mix of activities with opportunities for student interaction. The integration of Desmos for graphing not only enhances the lesson but also incorporates technology, making it interactive and visually engaging for students. I am curious about how you would assess students. Could you provide more details on this?
ReplyDeleteThanks Qiaochu! I'm also wondering why you would look at run/rise (since we don't generally use that). I also wondered whether it might be a lot to introduce negative and undefined slope in this lesson -- it could work, but will you aim just to 'give' this students, or will they explore it at all? Lots of great variety in this lesson plan!
ReplyDeleteThis was a very good lesson, and I appreciate your reflections on the processes of co-teaching with colleagues and using technology! I agree that the issue of turning your back to the group is one that's easily solved with a bit of experience. Thanks!
ReplyDelete