DELIMITACIÓN DE LA UNIDAD DE ANÁLISIS

lesson/mini unit. Your lessons should reflect what you know about the mathematics content, student learning and best practices for teaching.

4a: Overview: Write a 1-2 page overview of your connected-lessons/mini-units. Use the

categories listed below. For each lesson taught complete step II. Your connected- lessons/mini-unit will have I & III for the unit.

I. Pre-assessment: What information will you collect on each student before you plan and teach? How will you gather this information? What do students know about this topic? If you are using data from a lesson your host teacher taught say so and describe how you will gather and use that information.

• What technology skills will students need to participate in your lesson activities? How will you modify the lesson for students who do not have these skills?

II. The lesson or connected lessons/mini-unit

1. Launch: How are you introducing the lesson?

2. Explore/Investigate: What are students doing to learn? a. Whole Class Objectives

b. Technology Specific Objectives/Learning Outcomes

3. Summarize: Whole-class congress/discussion on what has been learned. 4. Technology Considerations

a. What technology or technologies can be used to facilitate or enhance student learning in this lesson? What is the rationale to use the technology or technologies?

b. Can students use technology to create the product in a way that enhances learning?

c. When you use technology in the lesson, how would you adjust teaching strategies?

d. When you use technology in the lesson, how would you adjust behavioral/management strategies?

III. Summative assessment: What type of evidence are you collecting that students learned? How do you plan to collect that data? What rubric are you using to assess the student work?

Consider: Can you use technology to assess students’ learning? If students use technology to create learning products, how do you assess those products? Consider using a rubric.

You may not do a review-type lesson. Also you may not teach a lesson that focuses on the learning of a procedure only. DO NOT use any type of food unless its properties are part of the mathematics. If a color chip will work instead of an M&M, use the chip. Use of food/candy must be cleared with the instructor. You may not teach a clock lesson on telling time. Any “time” lesson must be cleared with the instructor.

On a separate page (page 4) respond to 4b, 4c and 4d:

Section 4b: Mathematics & Technology Standards:

• Use the Common Core Standards—check both New York State and then NCTM for wording.

• Give a description, not just a number. • Select the most pertinent Content Standard; • Select the most pertinent Process Standard;

• If your District has District Standards, then also include those. • In addition to Subject area standard, include Technology standard:

o Use National Educational Technology Standards for Students (also available on Blackboard, under Web Resources)

o Copy and paste the standard that you address in your lesson

Section 4c: Definitions of vocabulary important to this lesson:

List needed content specific words and both of the corresponding definitions. USE the NYS Ed. Math glossary. Do not use a dictionary.

1. Formal (content related) definition and 2. Grade-level appropriate definition

Section 4d: Advanced Preparation

Reminders:

What do you need to take care of before the lesson? List these to help you organize yourself before the lesson.

If you are using technology, how will you set up and practice before the lesson?

Materials and Technologies:

• Include numbers of each material that is needed and how many are needed for each group. (i.e. 12 timers; or each group will receive 1 thermometer, 2 sponges).

• Describe any unique material considerations for specific students.

• Are there any types of assistive technology (high or low tech) that will be useful for any student to help them to do a particular step in this lesson?

• Make sure all materials look professional (i.e. worksheets must be computer generated).

• Consider: Access to written material, communication, the physical space etc.

THIS SHOULD BE DONE AFTER THE APPROVAL OF THE PREVIOUS SECTIONS

SECTION 4E: Implementation Outline—format for math. You will have a plan for each day of instruction (Due to your host teacher and supervisor at least 48 hours in advance.) (Describe in detail how you use technology for instruction in this section.)

Clock

Time Sequence of questions guiding _{the progress of the lesson} Problems/ examples Anticipated Student _{Response /possible}

misconceptions

Differentiation Daily notes from observer and

from you as teacher.

Each lesson needs to contain the essential questions that support the flow of the lesson and engage the students in meaningful learning.

[Note that this template will be significantly longer in each section as you give the detail needed to design a lesson that has worthwhile content and organization that supports good implementation.]

Write out the specific problem(s) or activity that will be used in each part of the lesson.

Write what you anticipate the students will say and what the students will do. Indicate if there are misconceptions you need to be aware of. This should focus on math

content, not management

or attitudinal responses. This supports your Formative Assessment for the lesson.

Indicate any specific adaptations that are needed for the corresponding step of the lesson. Indicate any differentiation of materials or instruction.

Leave this column space blank initially. During your lesson, have your host teacher give you feedback here. YOUR HOST TEACHER’S NOTES ARE HIGHLY

RECOMMENDED.

Following your lesson, add your notes in a different color. YOUR NOTES ON THE LESSON AFTER TEACHING ARE REQUIRED

Launch:

How will you engage the students to think about the mathematics that will be the focus of your lesson/ connected-lessons?

For a set of connected lessons you will need to do a brief continuation piece in place of the introduction on the following days.

How will you know the launch is supporting the learning that you expected?

Exploration or Investigation:

What questions will you ask to support the students, inquiry? In this portion the students need to be gaining an understanding of the concepts you have targeted. They may be using manipulatives to explore and idea; gathering data either in groups or whole class, etc.

How will you know the exploration/ investigation is supporting the learning you intended for the students?

Summarize/Congress/ Discussion:

What questions will help students organize their learning, to reinforce major points to clarify any confusion. How will you help students to make sense of what they learned and transition to the next activity?

This should be engaging & interesting. It should not be a review or you as teacher summarizing but rather you gathering what the students say about what they have learned.

For a series of connected lessons your main congress may come after several days. Describe transition into the next day’s work.

Section 5: Evidence of Student Learning—Summative Assessment (required for the