Unlimited Attempts Allowed
Objective:
To analyze and reflect upon the current mathematical understandings of a student
To plan the next steps for instruction, based on the student’s understanding
To analyze important elements of a successful student interview
- Background:
- Informally interviewing a student can be very illuminating. Such an interview can shed light on specific mathematical understandings of the student: areas of strength, as well as areas of limitation. This information can help you (the instructor) make informed decisions about next steps for instruction. Such intentional steps for instruction are grounded in the idea of differentiated instruction.
- HOW? When interviewing a student, it is critically important for the interviewer to set the student at ease. The point of the interview is not to evaluate the learner: it is not about getting something right or wrong. Instead, the purpose is to uncover the student’s thinking, revealing enough about how the student is thinking about the content area to plan specific next steps for instruction. If the student understands that the interviewer is simply interested in his/her thinking and that the interview is not about getting it “right” or about a grade, then the student will be more comfortable with being honest with their responses.
Assignment Instructions:
For this assignment, you will analyze an interview with a student and describe what you’ve learned.
Student Interview Questions Download Student Interview Questions
Student Interview VideoLinks to an external site.
White Board Image for Question #5:
EditEdit[Image unavailable: WhiteBoard_6-1.jpeg]
In your written submission (to Canvas), please include all of the following:
a brief description of the learner’s background/interests
a summary of your assessment of the learner’s mathematical understanding
a proposal of what instructional steps would further her mathematical understanding
a reflection about the important elements of conducting a successful student interview
[Estimated length - 2-3 pages.]
Q2: Lesson plan ideas
- For your culminating assignment in this course, you will planning a 30-50 minute Lesson Plan using the PLNU Instructional Plan formatLinks to an external site..
NOTE: The link above will bring you to the Clinical Practice Forms website. You will need to scroll down a bit to access the UDL Instructional Plan.
In this assignment, you will design a differentiated lesson plan for a mathematics topic area of your choice for one selected grade level from K-6. This differentiated lesson will identify any barriers to learning that might exist, as well as your plans to mediate these barriers. In addition, you must incorporate one connection to a different academic discipline in your lesson (i.e. literature, science, art, etc. While the final, formal lesson plan (and reflection!) won't be due until Final Exam Week, this week you have the opportunity to begin to prepare for this final assignment.
For more information on the full assignment, please view the following introductory video, an electronic copy of the full lesson plan assignment, and 2 outstanding exemplars (used with permission!) from previous years:
VIDEO introduction to the Lesson Plan AssignmentLinks to an external site.
Final UDL Lesson Plan and Presentation - Assignment page
UDL Mathematics Lesson Plan - Exemplar #1 (grade 1) Download UDL Mathematics Lesson Plan - Exemplar #1 (grade 1)
UDL Mathematics Lesson Plan - Exemplar #2 (grade 3) Download UDL Mathematics Lesson Plan - Exemplar #2 (grade 3)
UDL Mathematics Lesson Plan - Exemplar #3 (grade 5) Download UDL Mathematics Lesson Plan - Exemplar #3 (grade 5)
This week's first discussion board will provide you with the opportunity to begin brainstorming about your lesson plan and get some feedback from your peers (and me!) about your initial ideas.
- Initial Post
Think about which grade level you'd like to select (K-6). Then, begin thinking about which content area you'd like to focus on, and which CaCCSS might be aligned with that content area.
NOTE that you wouldn't have to necessarily meet the entire standard identified for your lesson, but your planned lesson should help move your students TOWARD meeting that standard.
Then identify the following on DB:
Your selected grade level
Your selected content area and at least one aligned content CaCCSS standard
At least one academic objective you'd have for your students in this area, stated in the following format: After this lesson, students will be able to...
- A brief (2-3 sentence!) description of one activity you are thinking about incorporating into your final lesson plan.
Q3: For this discussion board, you will participate in the "Circle Activity," which was described in the introductory video for this week (see 3:30 specifically).
The following video is equipped with closed captioning and provides access to the video by displaying auditory information in printed form on the screen. If a video has captions that do not automatically display, turn them on by clicking the captions icon at the bottom of the video: CC.
Initial Post
First, locate 2 different "circles" available to you in your living area. These circles can be inside or outside and can be small or large (as long as you can measure it!). Using string, yarn, dental floss, or anything you can to informally and flexibly "measure" length, cut a piece exactly the length of the circumference each of the circles (one at a time). Then, cut another piece the length of the diameter of each of the circles.
Second, copy and paste an image of each of your two "circles" (if possible) directly into your post. [NOTE: If this doesn't work, however, feel free to attach them to your post as separate attachments.]
Third, write one sentence that describes the relationship of how you see the circumference of each circle to its diameter. For example, if the circumference of each circle is approximately 2x the diameter, then you would write one sentence to indicate this relationship.