Module+1

//**Janet's Description and Analysis:**//
__Algebra 1: Investigating the Slope-Intercept Form of a Line__ I am examining a unit of my Algebra 1 class where I taught my students all about the slope-intercept form of the equation of a line (y=mx+b). In looking at the application of the First Principles of Instruction during this unit, I noticed that I did activate their prior experience and demonstrate skills. However, I’m not sure how well I did at having my students apply the knowledge and integrate it into the real world. To activate prior knowledge, I had them bring three examples of a rate (in this way they would develop a deeper understanding that the slope is the rate of change). Then I demonstrated what the slope is and how it can be found from a table, a graph, and a set of points. I had them apply all these definitions in various worksheets and book work. So I guess I did have them “apply” their knowledge. We did one activity where the students had to read a real world situation and pick out the “y”, “m”, “x”, and” b”. But I don’t really think this course brought the students to a level that is deep enough to allow them to truly integrate these concepts into their lives. I know they have a general understanding of y=mx+b but I don’t think they fully comprehend the relationship of all the variables. Since this is a math class, there are of course many problems that the students are asked to solve. However, they aren’t the specific “problem-centered” problems discussed in the book. The students saw a lot of plugging in numbers and not as many real world scenarios where they need to use the equation of a line. It seems like most of the instruction was focused on gaining skills needed to manipulate numbers rather than on implementing those skills in the real world. This is an ongoing struggle for me. How do I help my students integrate skills if they struggle to gain those basic skills?

The instructional strategy used in this course is a level 2. Implementing real world scenarios and problems would help this course to move up to a level 3.

Janet: I remember in math when I was learning slope-intercept form. I remember the equation but I don't think I could read a problem and plug in the numbers. I'm horrible at math. I think positive things that you mentioned above are that you demonstrated to your students what the slope-intercept form is. Demonstration is a very effective way of teaching. I've realized that the majority of my students are visual learners. Walking through a problem or concept is much more powerful than telling them over and over again. Math is a tricky subject for me. Creating real world problems that still remain simple enough for beginning math students to learn would be a challenge. It seems like you are off to a good start.- JaNae

Janet: I really liked the part where you used a real world situation and pick out the "y", "m", "x", and "b". What if you reversed this idea and had them create a real world situation with a partner, and then have them combine with another group to pick out the "y","m","x", and "b" in each others situations. I am the first to admit there is a reason I don't teach math so I may not understand the situation :)

HTML/CSS
 * Chantel's Discription and Analysis**

The class I have picked is HTML/CSS. The unit is the basic HTML code. Since we use CSS for formatting and positioning, learning the HTML basics takes about 6 weeks. It is really hard to understand everyone's previous learning before we start. It is very rare that I get a student who already knows the basics of HTML. Therefore, I have to relate prior knowledge to searching the web and what is available for them to accomplish. I can also relate the prior knowledge to social networking since some have created pages in facebook, blog's, or other types of networking. I actually ask about the students computer background at the beginning of class. I give the class information mixed with demonstrations of the skills needed. It is show-how and now you try. Then they have several applications where they take the skill to a higher level. We cover new information, demonstration, and application. I have a project at the end of basic html, which has them create a scavenger hunt. It is the first true page they create with guidelines but not step by step instructions. It is not necessarily the greatest project for world application or problem centered problems. This needs to be refined to reach this level.

The instructional strategy used in the section of the class is a level 2. Applying real world problems would increase this unit from a level 2 to a level 3. Chantel-how exciting! Maybe I'll learn a few things about HTML. That'll be neat. I share your thoughts on your project idea. It's great that they aren't led step by step but there must be some sort of real world problem that would lead them through the project. Maybe they work for an obscure internet company and need to come up with a social media page that can be marketable. That may be way too complicated but just a thought.-Janet

Chantel- I like that you use something that is familiar to the students to help them understand html better. My students are always talking about their facebook page, myspace, blog, or now wiki's. I think this fits in making your lesson "real world". Those are things people are using and in fact are becoming vital in the advertising, business, and social world that we live in. Sounds like a really engaging lesson even with some of its challenges. - JaNae

Chantel - I don't know how your scavenger hunt is set up, but doesn't it seem that if you set up the Scavenger Hunt right, it has the potential for world application? For example, if you had them set up a scavenger hunt with links to their favorite author, artist, or video game. Doing this great activity has the potential to let them tie their new skills to the real world (World Wide Web :) and their individual interests. These skills and this activity probably are the basics for another activity that is more problem centered at the end of the semester.

__**JaNae’s Description and Analysis**__ The class I’m going to examine is my World Geography class. The unit is on “Challenges in Africa”. In this unit it talks about the different conflicts and challenges that Africa is facing. Most of my students don’t know anything about what is going on in Africa let alone the major challenges that have plagued this area of the world for centuries. I go into this unit expecting them to know practically nothing. I first start by discussing what challenges and conflicts are and how that can affect a country and its people. This helps get the ball rolling with our class discussion which I focus specifically on the countries in Africa. I compare and contrast the challenges in Africa with the challenges that we are having here in the United States. Once we become more familiar with Africa and its challenges I like to give an activity that helps the students practice their problem solving skills. I assign the student a country in Africa and they have to do research and find what challenges this country is facing. Once they find specific challenges they have to determine solutions that could help the challenge and what organizations could help them carry out their solution. The student will then create a presentation that they will present to the class to try and “persuade” them to help fund their idea. I have found that this activity really helps the students learn about different organizations that are out there to help countries overcome challenges and how to problem solve. JaNae- that sounds fantastic! I love how you assign them a country and they have to have that sort of ownership. This really helps students develop problem solving skills like you mentioned. I agree with your idea that perhaps you could do group work. You'd have to set it up in such a way that each student has a job. It would be neat if they pretended to start a non-profit organization. Then they'd still have to look up other organizations for help, etc. Each person in the group could have a different job in that organization and learn how to work with others. Cool unit!-Janet
 * The instructional strategy I feel I used in this part of the unit is Level 3**: problem-centered information, demonstration and application. There are parts of this unit that I feel I could improve but I do hit a lot of this instructional strategy. I recently did this in my class and the only thing that I would change is maybe have it a group or pair activity so they can develop skills in that area and give more available time for the project.

JaNae - I love how you have the students find actual organizations that could help them carry out their solution. People even in our country sometimes don't realize the resources they have when they are in horrible situations. This is teaching them to look for a solution to the problem, instead of just learning what the problem is. This is a great unit. I also like Janet's idea on starting a non-profit organization. It might be fun at the end to have them take turns being the "organization" for groups to present their proposal to.

__**Julie's Description and Analysis**__
Last year I was asked to teach a course at the last minute during a spring in-service to my teachers. I had one day to prepare so I decide to use a game that I used at the end of the year book club party, “Clue”, to teach the teachers what the library has to offer them, and how to find it. I had learned about playing “Clue” in a library setting during a conference a couple of years ago. At our end of the year book club party we played it around the plot that our book club president that year had been murdered, and we had to figure out who did it, with what weapon, and where. The students had to complete tasks that took them to each section of the library to look for resources and answers, but it also had some filler non relevant tasks in it (just for fun). I quickly modified the game for the teachers and I was ready to go. I let the teachers get into groups of four. I asked if the teachers had played the game “Clue” before. The majority of them raised their hands. I then asked if any of them had not. Out of sixty teachers only three raised their hands. Because of the limited time we had, I told them to make sure if they hadn’t played before to make sure they were in a group with someone that had. I then showed the teachers and explained each of the six sections of the library and what was unique to each of them. I explained each group had three life lines: ask me; ask a friend; ask another group. The majority of the groups had someone that knew the library well, and they quickly became engaged in the game. They were teaching each other in the group as they went. If one person didn’t know something in the group, someone else would depending on the different sections of the library they had used in the past. After I finished the game, many teachers thought it was fun, some thought it was a waste of time, and others were happy to get out of their seat and move during an in-service instead of sitting there for hours at a time. However, one teacher came to me the next day and said I learned more from you in a half hour then I have in three years. He said he had never played “Clue” before. He obediently went to a group, but was so hung up on learning how to play the game; he didn’t participate with the rest of the activities and learn. He said he finally understood how students felt when they just didn’t get it. He realized he needed to take the time to teach these students individually, possibly demonstrating a different way, until they got it. I then realized my lesson could be developed in a better more meaningful way. The lesson activated many people’s prior knowledge both with playing “Clue” and with their differing library skills. However, it left some people behind. There was information given when I explained the different sections of the library. At the time I thought that that the game would demonstrate the importance each section when the tasks or problems took them to each section to find a solution or complete a puzzle. However, more demonstration with the importance of each section would have been more appropriate in the initial introduction. I was able to give corrective feedback when people came to me with a problem, and they were able to give it to each other as they used each other as lifelines, but I think even this could have been done better. The teachers were required to solve most of their problems in the context of the Media Center. Therefore, the majority of the problems were real-world and showed them how each section of the Media Center had the potential of providing resources to them. Yet again, some of the tasks did not relate to using the library. A Sudoku was one of the tasks given to slow down some of the faster teams. This and some of the other tasks needed to be more meaningful, and needed to relate to media center resources. Overall, this lesson wasn’t organized well and could have been done so much better. I haven’t had a chance to revisit this lesson until now. I know I will be asked to teach again in the future, so this is a perfect opportunity to fix it.

Overall, this lesson was probably a level 2. It had elements of all of the principles of instruction, but they were weak and could be strengthened by looking at each of the principles more in depth, and fixing the lesson to apply the principles of instruction in a more meaningful, organized, and coherent manner.

Julie-Sounds like a very fun, engaging lesson. Yes, adults are extremely hard to teach (especially if they are teachers themselves) but I thought your activity sounded great. You mentioned that you felt like you needed more demonstration but I don't think it is necessary to completely demonstrate everything. That's where learning takes place. When people have to push through problems, they gain more skills and a better understanding (of the Library in this case) than they would have if you simply demonstrated everything. Instead, perhaps, you just need to have clearer expectations. For example, you could have a little card that defines the rules or something. Overall, it's going to be a fun lesson to revise. Neat! -Janet

Julie- I really like your idea of "Clue". I want to find a way to incorporate that idea into one of my history lessons. I love when lessons can be this engaging. I agree with Janet on her comment about demonstration. I don't think that you have to show everything... sometimes that is the fun of the lesson to have them "discover" it themselves. Sometimes that leaves room for something additional to happen that you weren't even aware of. Thanks for the great idea! - JaNae