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JUNE 24, 2009 COHORT III, 2009-2010

REGIONAL EDUCATIONAL LAB ~ APPALACHIA. The Effects of Kentucky Virtual High School’s Algebra I Hybrid Course on Teaching Practices, Classroom Quality, and Student Learning ACT 5 ON-LINE DISCUSSION. JUNE 24, 2009 COHORT III, 2009-2010. Welcome and Introductions Equipment check-in Updates

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JUNE 24, 2009 COHORT III, 2009-2010

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  1. REGIONAL EDUCATIONAL LAB ~ APPALACHIA The Effects of Kentucky Virtual High School’s Algebra I Hybrid Course on Teaching Practices, Classroom Quality, and Student LearningACT 5 ON-LINE DISCUSSION JUNE 24, 2009 COHORT III, 2009-2010

  2. Welcome and Introductions Equipment check-in Updates “Linking Formative Assessment to Scaffolding” ACT 5 Discussion Mini-Lesson on Polynomials Next Steps – ACT 6 Wednesday, July 1, 2009 Agenda for ACT 5On-line Discussion

  3. “Linking Formative Assessment to Scaffolding”

  4. Breakout Rooms

  5. ACT 5- Solving Linear Inequalities HIGHLIGHTS REGARDING: • Content • Instructional Strategies • Reflections

  6. SCENE 1 – How Do I Teach This? Critical use of the NUMBER LINE for: • modeling solution(s), • representing Real Numbers in multiple ways, • increasing number sense or numeracy. -2 -1 0 1 2 3 4

  7. Instructional Strategies • Modeling using the number line with a geometric approach using Transformations • Inequality Applets to support KYVS: • http://www.ronblond.com/M11/LinIne/index.html • http://joemath.com/applets/abs/ • Other Applets to investigate: • http://www.decimalsquares.com/dsGames/

  8. Where in Scene 1: Accessing Prior Knowledge, Reflections Instructional Strategies for Promoting Mathematical Literacy: • Developing Vocabulary • Reading Mathematics Texts/Materials (Reading to Learn) • Writing to Learn • Writing to Demonstrate Learning • Engaging in Meaningful Conversations (Academic Dialogue) • Modeling (Multiple representations)

  9. Where in Scene 2: Accessing Prior Knowledge, Reflections Instructional Strategies for Promoting Mathematical Literacy: • Developing Vocabulary • Reading Mathematics Texts/Materials (Reading to Learn) • Writing to Learn • Writing to Demonstrate Learning • Engaging in Meaningful Conversations (Academic Dialogue) • Modeling (Multiple representations)

  10. Where in Scene 3: Accessing Prior Knowledge, Reflections Instructional Strategies for Promoting Mathematical Literacy: • Developing Vocabulary • Reading Mathematics Texts/Materials (Reading to Learn) • Writing to Learn • Writing to Demonstrate Learning • Engaging in Meaningful Conversations (Academic Dialogue) • Modeling (Multiple representations)

  11. Connections: KYVS Algebra to SpotLight on Algebra SPOTLIGHT ON ALGEBRA: ACT 5, Solving Linear Inequalities KYVS ALGEBRA I COURSE: Unit 2 & 3 • Lesson 5 – Sets, Intersections, Unions • Lesson 6 - Inequalities & their graphs • Lesson 7 - Using Inequalities • Lesson 8 - Solving equations using absolute value • Lesson 9 - More solving equations using absolute value • Lesson 14 – Parallel & Perpendicular Lines & linear inequalities

  12. Key Components For The Algebra I Blended Lessons • Learning Goals: Verbalizing these goals with students and connecting to the Program of Studies • Learning Cycle:Activating Prior Knowledge, New Learning, Reflections • Vocabulary: Critical to communicating understanding • Multiple Representations:NAGS where Numbers within the table of values, Algebra within the equation, Graph of the algebraic equation, Sentence to describe the mathematics

  13. (cont.) Key Components For The Algebra I Blended Lessons • How will students track key concepts and critical understandings in both the face-to-face instruction and the KYVS Algebra I Lessons? [Look at various tracking tools for Lesson 5-9 & 14. Is there a variety of scaffolded and open-ended questions?] • How will students transition from the face-to-face instruction to the virtual environment? • Are there check points along the way? What are they? • What kind(s) of closure will you use?

  14. Exponential Rules • Show examples of using exponents with numbers 23 = 2 x 2 x 2 34 = 3 x 3 x 3 x 3 • Since the exponent is the number of times the base is used as a factor, then: (a + b)2 = (a + b)·(a + b) by using the FOIL method (a + b)·(a + b) = a2        STEP 1 (a + b)·(a + b) = a2 + ab        STEP 2 (a + b)·(a + b) = a2 + ab + ba STEP 3 (a + b)·(a + b) = a2 + ab + ba + b2  STEP 4 (NOTE: ab is the same as ba by the Commutative Property) a2 + ab + ab + b2 = a2 + 2ab + b2

  15. Discussion: Multiplying Binomials • Use a matrix array to support/model the use of the Distributive Property. • Use tiles to create the area model display. • Make Connections amongst the approaches. • Take students through a numerical approach and discussion: (5 + 3)2 = 82 = 64 as compared to 52 + 32 = 25 + 9 = 34. A2 + AB + BA + B2 = A2 + 2AB + B2 is the simplified form.

  16. Websites to Remember • KYVS for SpotLight on Algebra and the KYVS Algebra I Course: http://www.kyvs.org • Horizon Wimba: http://67.202.209.114/ • Hybrid Algebra Wiki for sharing: http://hybridalgebra.wikispaces.com/

  17. Next Steps – ACT 6 • Wednesday, July 1, 2009, 9-11am EST • ACT 6 assignments: ► Investigate ACT 6, note findings in preparation for discussion. ► Investigate Content and Pedagogy Quizzes for ACT 6 – COURSE MATERIALS QUIZZES; work some of the questions that relate to Pedagogy and come prepared to discuss. Try at least five questions that interest you. ► Have graphing calculators and notes from ACT 6 ready ► Open Spotlight on Algebra and the KYVS Algebra I Course in separate tabs THANKS FOR JOINING IN TODAY’S DISCUSSION!

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