Updated Unit Plan ( Assignment 3 Final)
https://drive.google.com/file/d/1NKW2S592vce-lF_d3Idx1KA6_AmDBMIF/view?usp=sharing
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Homework Due 27 th . In the article, the authors identify mathematical representations in two ways: internal representations which are “... -
Microteaching Lesson Plan- EDCP 342 Subject: Folding open-top box Class: EDCP 342 Stu...
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342 Unit Plan Link - Grade 8 Fractions https://drive.google.com/file/d/1iRP9GQ9QiYh4jQ9Brhj8WOsMvxLtT56M/view?usp=sharing
Thanks for this updated unit plan, Ivy. You have lots of exciting, interesting and varied ideas here to bring fractions to life for your students!
ReplyDeleteI do still have some questions and suggestions though:
1) The idea of actually building tables from 4'X8' sheets of plywood is exciting -- but quite difficult! There are practical questions (the cost, weight and size of all that plywood, the collaboration with the woodworking teacher who will have their own classes and projects going as well, safety issues with power tools and sawdust, etc.). Building a smaller scale model from upcycled corrugated cardboard boxes might be more possible, and there are lots of boxes available these days. The scaling practice is also a good way to work with fractions.
2) It looks like 80% of your evaluation rests on one test, which can be retaken. That goes against the traditions of Canadian education, where we usually don't have such a high proportion of the evaluation linked to a single test. You may want to reconsider using more points of evaluation rather than a single high-stakes test!
3) Your lesson #1 plan has a nice section on tangrams, but then there appears to be 70 minutes of lecturing (lecture 1 & 2). Is that really needed? This is generally a highly traditional teacher-centred format.
4) The idea of using Indigenous designs as part of the table is OK, but be very aware that it's easy to fall into trivializing someone else's culture. How will the kids learn about Indigenous graphics and carving techniques? Will you invite a local Elder or experienced carver into your class, or at least connect with the school district's Indigenous resource person to come in and talk to the class? Think about if a teacher assigned something from YOUR family's culture in this way (say, for me, a Jewish design, or maybe a Chinese design). What would feel like a meaningful and respectful way to do this? What would feel like exploitation or something trivializing? You can use these ideas to make sure that this activity is meaningful and respectful.
ReplyDelete5) In lesson plan #2, it's not very clear about the size of the groups that are presenting or being presented to. Please clarify, and let us know why this is all online, and where the teacher will be throughout.
ReplyDelete6) Lesson plan #3 has lots of great elements, including Menu Math (and thanks for including the questions as an attachment!) and some games. The Fraction Race and Fraction Bingo need a bit more explanation so that your SA, FA and I understand how they are played. Nice to bring in the history of Hindu fractions and some elements of Khan Academy. For your vertical whiteboards activity, remember that worksheets are NOT inquiry questions -- they are generally closed, single-answer questions that have very little space for discussion and experimentation. Think about how to open up these questions, perhaps as Asha suggested by leaving out some of the information and asking a different question.