Strong Pedagogical Knowledge
Below are some examples of things that I have used in the classroom throughout my time at Valley Middle School.
Here I have included examples of different instructional strategies that I use with my students. All of these different strategies are blended together to help create a learning environment that is most conducive to my students. Strategies are chosen based off of assessment data, both formative and summative. Also, I like to hear what my students have to say about different activities and let them have a say in what type of activities that we do.
Direct Instruction/Notes
Here is an example of the type of notes that we use in Pre-Algebra. I give the students guided-note packets and we use them as we progress through a chapter. This is usually done by navigating some examples together on the board and then having the students do some examples on their own. At the end of each section, students fill out a section to summarize what they have learned.
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Hands-On Activity
Here is an example of a hands-on activity where we learned about scatter plots. I believe students have a tendency to learn better when they are involved, busy, and using their hands.
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two-way_tables_nb_file_.pdf | |
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Differentiation - Ladders
This is just one example of ways that I differentiate in my classroom. This strategy allows students of all abilities the chance to work at a level that challenges them to be better. Usually, the "green" level means a student is proficient for the standards we are working on.
Technology Integration
Here is an example of one way that I use technology in my classroom. In my Trans Math 3 class, students frequently complete ladders or levels. They are self-checking and allow students to work at a pace which is best for them. |
Kinesthetic Learning/Collaboration - Stations
Students move around the room from one station to the next. They are given x amount of minutes to work at each station and collaborate with one another to help solve problems.
Flipped Lessons
Flipped lessons are something I have used so far when there seems to be a wide variance in understanding levels. This allows me to spend more time with those that are struggling while still delivering material to all students. Also, I use flipped lessons on the days I have substitutes and it seems to work really well! |
Real-World Applications
I believe that tying math to real-world concepts helps students to see the importance. Here I have included a couple of examples where students can see the real-world importance of the math they are doing.
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Valuing Student Opinion
Below is an example of how I value student opinion. I used this form to survey my students and see how they felt about different things in my classroom. Also, I wanted to give them a say in what materials we would use to proceed throughout the year. I used these results to help tailor my instruction and materials. |
Below is a document that details my classroom management plan. Included are plans on what procedures and rules I will implement in my classroom. Also, I have included a plan of how I will implement these procedures over the first week of school. There are other sections that detail how I will prevent certain misbehaviors and what I will do to deal with them if they arise.
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In the file below, I have included an eleven day unit plan on the topics of one-variable equations, percents, and percent changes. The unit plan includes multiple lesson plans that incorporate direct instruction, collaboration, technology integration, and several other methods of instruction. The unit also includes multiple types of formative assessment, including bell-ringers, exit slips, homework assignments, group activities, and observations. Also included is a mid-unit quiz, which will be used as a formative and summative assessment, and an end-of-unit test that will serve as a summative assessment.
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I have included this lesson plan and group activity that I recently taught in my Practicum II. The lesson plan includes some direct instruction and the use of group work with 6 groups and stations. At each station, each group worked on a problem related to the material covered during the lesson. Students were able to work collaboratively to help each other learn the new material. Students were asked to turn in their completed answer sheets to be used as a formative assessment.
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Here is a lesson plan that includes the Pythagorean Theorem. The specific reason I chose this lesson is because I have also included the project that students would be asked to complete when covering this lesson. This gives an idea of different strategies I will use to differentiate instruction in my classroom. Also, I have included the rubric for the project to display how I will assess the work of the students.
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