I choose this lesson because I am very interested in teaching geometry and this lesson was on a geometry topic. This topic went over a way that students can experiment with quadrilaterals and diagonals.
This lesson was all group work and discovery based. They used diagonals to prove different theorems on their own. They also used a computer program to help them do this. The curriculum goals, teaching strategies, and technologies used were mainly in alignment with the curriculum goals. The programs and worksheets that were used stated and explained exactly what the students should be discovering on their own. The students knew where this lesson was going and the group work was a great way to do this.
The diagonal tools program is essential to achieving the curriculum goals because this program allows students to see and move around the diagonal lines and the endpoints of the quadrilaterals to see how it affects the properties. From this they can make conclusions to help them prove and derive theorems from what they see. Using a document camera would of only made the lesson better so that each group could better see what each group came up with, rather than just holding it in the air and talking about it.
URL:https://docs.google.com/spreadsheet/ccc?key=0AqXZhRFVVYr-dG8weVl2anIyNlBkT2pTVXlEOGkzMXc#gid=0
Michelle, your spreadsheet is a good effort at meeting the assignment requirements; although you are missing the "student-centered" and "teacher-centered" labels in the Strategies column. One other detail is that you might consider framing the rationale for your lesson plan selection on what the Common Core Math Standards require students to know and be able to do, rather than what you enjoy teaching. It's a small, but significant, detail that speaks to your philosophy of teaching.
ReplyDeleteI like the reasons that you chose this topic. This was a very good student centered lesson because of all the group work and hands on work. I think the technologies involved were aligned with what your targets were for the lesson.
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