The lesson I used for this matrix is one I have used in
my unit plan for my methods course. It is a unit on transformational geometry
and this lesson focuses on translations. The standards I chose are from the 8th
grade geometry section. The standards state that students should be able to
describe the effect of translations on two-dimensional figures and be able to
describe a sequence that shows the similarities between two figures.
The first row of the matrix relates to the Do-Now
activity in the lesson. Students will see a picture of two triangles on a
coordinate plane, reflected on the overhead projector. Students will take a
couple of minutes to describe the translation occurring in the picture. They
use the Smart Pals to record their responses and share with a partner. After
everyone has finished, the entire class engages in a classroom discussion. In
this part, there are a lot of student pedagogical strategies, such as student
participation and group discussion among partners. The large group discussion
involves an interaction between me, the teacher, and all of the students. The
overhead projector and Smart Pals are the two technologies used for this part.
In this section students are critically thinking, solving problems, making
decisions, and communicating with each other.
The second row of the matrix represents the group
activity of the lesson. Students will be given directions to an activity, as
well as a worksheet that explains their task. They will explore translations
using tangram shapes and the graph paper that is given to them. They will also
analyze what is occurring in their graphs and answer specific questions,
related to the standards. The tangram shapes serve as a visual representation
for the students. The large group discussion at the conclusion of the activity
and the Q & A portion of the lesson are a couple of the pedagogical
strategies used in this section. Students will bring their completed graphs and
worksheets to the document camera for the rest of the students to see. The
document camera and the tangram shapes are the technologies that are used in
this portion of the lesson.
The third row of the matrix has the students use software
on computers to complete their exit card. I have them interacting with another
program, to have them visualize the lesson in multiple ways. The technology in
this portion (computer and online software) enriches and transforms the ways in
which the students are learning the material. Instead of lecturing the students,
the computer software and interactive activity lets the students explore the
topic of the lesson in their own way. They are also using what they have
learned in the lesson, as well as the online activity to help them explain, in
words, the translation that is occurring. For this part of the lesson, I would
provide a lot of guided practice into making sure the students stay on task
when on the computers and to assist them with the online software, if needed.
The fourth row of the matrix has students communicate to
their partner their understanding that the two figures are similar. They can do
this in whatever way they want. They can persuade their partners in words or
they can use the online software to enhance their explanation. This gives
students another opportunity to use the materials that work for them. If the
online software helped them understand the material better they can use it to
help their explanation. If the activity with the tangram shapes helped them
better they can reflect on that in their explanation. Whichever option they
choose it is their choice and I, as the teacher, will only be there as a
helping hand to assure they understand the content.
The fifth and final row of the matrix explains the
homework assignment. Students will demonstrate their creativity and innovation
by creating their own real life problem/situation where translations occur. They
will have specific questions to answer and criteria to meet for this
assignment. Students will be thinking critically, solving the problems, and
making decisions during this process. Students can use the computer and
internet to generate pictures to explain their problem. Again, students have
the option of doing this if they choose.
This matrix helped me lay the lesson out step-by-step
with the appropriate strategies and technologies. One can look at each row and
clearly see what technologies and pedagogical strategies are used. The layout is
a good way to make sure that nothing is left out. It is also a good way to
organize lessons.
This a very interesting and engaging matrix that not only gives a good overview of geometry, but connects to many available resources. The curriculum link is an excellent and relevant tie in, as are the links to the geometrical access. The matrix is very precise, and help make the matrix very professional. This is a great argument for the study of geometry.
ReplyDeleteAntonietta, I like how clear your matrix is and how well you align your teaching strategies to the technologies used. I liked specifically that you have many visual representations for the technologies listed. I feel that it is very important to include as many visual representations for geometry as possible because it is a visual subject. With geometry, you either see it or you do not, it is mainly about characterizing and analyzing different shapes and things that could be found from them and the fact that you have included many visual technologies makes the lesson plan better. Additionally, it is great that you have included many strategies for the students to learn.
ReplyDeleteAntonietta, you have illustrated a solid understanding of the matrix alignment. Additionally, your narrative paints a clear, logical picture of the lesson(s). Moving forward (beyond this course module) as you gain more experience as a professional teacher, I encourage you to explore ways of formally assessing student understanding beyond a written examination. Granted, standardized tests are the dominant means of assessing students; however, that doesn't mean you can't have students PRODUCE and COMMUNICATE in alternative ways. Produce and communicate are the last 2 areas in the media literacy cycle that teachers tend to neglect in terms of technology use in the classroom. I encourage you to make it a continual item on your professional development agenda (see Standard 12 in the Portrait of a Teacher) to continue to learn about new technologies that don't just support your instruction in the classroom, but more importantly TRANSFORM student understanding about geometry.
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