Tag Archive | lesson plan

First Day of Teaching!

Today was a fairly good day.  My partner, Ali, and I team taught a grade 11 mathematics course where we investigated the relationship between sine/cosine/tangent of an obtuse angel that the sine/cosine/tangent of its supplementary angle.  The lesson overall went fairly well.  It wasn’t super great but it also wasn’t a complete disaster.

The lesson plan actually pretty much went according to plan except for a few minor things.  There were a few good, yet unexpected things that happened during this lesson:

– Ali decided to do random questioning during the discussion of the chart which got students to pay attention and allowed for a variety of students to answer questions.

– I had noticed that the students seemed bored after completing the second row of the chart as a class.  So, instead of completing all the rows, I ask students to check their work with a partner later on and that we would just move on to answer the big question of the different types of patterns revealed in this chart.

There were a few things that Ali and I have changed to our lesson plan since we taught this lesson:

– In the lesson, we went through the chart provided in the textbook and didn’t provide any examples outside of what was given in the table.  The change that we made were to reorganize the table so that students could have a clearer visualization of the relationships between the angles and to include examples of the relationships that were not in the chart so students can have more examples to see.

– We added a few more questions to the assignment.  In the lesson students had roughly an extra 10 minutes of class time.  They were all caught up on homework so they stood around talking.  We just added an extra two questions onto this assignment and completed a homework check at the end of the period instead of at the beginning of the next.

– Also, we added a classroom management strategy.  During the discussion of the chart, one student was answering all the questions, except one or two.  So, to get other students answer, we will be calling off names off the attendance sheet (since we still don’t know names!).  We tried this later on in the lesson and it worked great! All students were trying out the answers and became prepared in case they got called on.  Also, Ali asked a student to answer a question who was busy talking with a friend.  After this, it seemed to make the student pay attention to class and not talk with his friend.

Just a general comment about my growth so far: I feel that my questioning is getting better.  During orientation last week, it felt as if I was only asking basic questions and that I was asking those same questions over and over again to the point where I was annoying students.  Today, I feel as though my questions were actually deeper questions and they encouraged students to ask me questions if they were stuck (which before they would just say they were fine and go back to working).

So already I can see myself improving from this experience (small improvements, but improvements none the less!).

One thing that I am excited for is tomorrow.  I am teaching a lesson on proofs that I changed last minute and I am trying it in a style that is considered “out there” for me and is out of my comfort zone.  I originally have planned to teach my lesson using a conversation/guided discussion type lesson; but today, I decided that I wanted try something different and something that might be more engaging then just writing notes on the board.  So, I am teaching proofs using  an already solved proof, but it is cut up into many pieces and the students have to work in partners to put it in the right order.  I discussed this with my partner and cooperating teacher and we are all unsure of how it is going to go (my cooperating teacher has never tried a lesson like this with this particular group of students) but they are interested to see how it goes.  I am very excited but very nervous, but I’m sure all will go well. 🙂

Wish me good luck!!

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Differentiated First Nations Lesson Plan – ECS 350

ECS 350 First Nations Lesson Plan

Above is the differentiated First Nations lesson plan that my partner and I did for our ECS 350 class.

In this lesson plan, our plan was that we would get students to create a hand drum (including making hide if possible, but with the time we just gathered all the supplies) and then use this to help in math.  This first part could be done in an art or music class if possible.  The hand drum creates a circle so we would use this to discuss the grade nine unit on circle properties including central angles and inscribed angles.  While discussing the properties, students would draw/paint on their hand drums so that they have a visual representation of what they were learning.

The process of creating this lesson plan was both difficult and relatively simple.  Differentiating the lesson plan was fairly easy because for the most part, many of the students had many adaptations that were common with one another.   However, there were a few that we found very difficult to try to incorporate into our lesson plan and left out (only some though!).  Another difficulty, that was also easy in a way, was deciding how to incorporate First Nations culture or Treaty education into math.  In a way it was easy because I  feel that the education professors do a very good job at trying to make us aware and understand how to incorporate treaty education into math.  We have had a few presentations and work shops where we have learned different ways to include First Nations content and treaty education into mathematics.  The idea that we had used for our lesson plan came from a couple presenters from Leading Thunderbird Lodge, which is a residential youth treatment center for male youth.  This idea that these presenters had shared with us had originally been shared with us to fit the grade 8 curriculum which is where Ali and I had run into a few problems.  The ideas presented had to do with labeling a circle and this idea would have worked great.  However, since Ali and I are secondary education students, we tried to adapt this idea to fit into the 9-12 curriculum.  We found our outcome in the Shapes and Space unit in the grade 9 curriculum but it didn’t exactly fit with the idea presented to us.  So, after some time, Ali and I came up with the idea to change the labeling and use of the hand drum.  Instead of labeling the hand drum, we would get the students to create a number of subtended angles and their corresponding central angles.  By doing this, students could create their own generalizations about the relationship between these angles and therefore have a deeper understanding of the content.  This also creates patterns and allows students to be creative if desired.

Ali and I were very happy with the way our lesson had turned out.  However, we and others determined a few minor changes after a completing a lesson study with other classmates.  During this study, we came up with the following changes to the lesson plan (which we have not changed in the lesson plan that we have uploaded):

1. In Essential Question 1, this should be “what is the meaning of a hand drum and what is it used for?” rather than “what is a hand drum.”

2. Instead of labeling their hand drum, tracing their hand drum, and then drawing inscribed and central angles on this paper, we would get students to just draw these angles directly on the hand drum (and of course in different colours so they can tell apart each angle).

3. Also, we should include questions about what would happen if the top point of the inscribed angle changed while the bottom two points stayed the same? (they should find that the angle stays the same no matter where they move it).

4. Include graphic organizers.