Nadine Kunesh Artifacts Collection EDS /17/2013

A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TP 1: Teaching Mathematics in a Single Subject Assignment foster positive attitudes toward mathematics, and encourage student curiosity, flexibility, and persistence in solving mathematical problems.” “ foster positive attitudes toward mathematics, and encourage student curiosity, flexibility, and persistence in solving mathematical problems.”

The students could choose to play 1 game out of 4 games to win. They made a guess about what game would give them the best chance to win. After the lesson, they reconsidered their guess and explained mathematically and in words why. After the lesson, they reconsidered their guess and explained mathematically and in words why. Then, they had a chance to gather clues in a double pair activity. These clues lowered the list of posssible outcomes and increased their probability to win. Then, they had a chance to gather clues in a double pair activity. These clues lowered the list of posssible outcomes and increased their probability to win. After gathering their clues, they made the final decision as to which game to play.

Name: ________________________________________________ I First Decision Circle the game you want to play: Game 1: Pick 5 balls with replacement. My numbers: ____ Game 2: Pick 5 balls without replacement, order of the numbers picked does matter. My numbers: __________ Game 3: Pick 5 balls without replacement, order of the numbers picked does not matter. My numbers: _______ Game 4: Find number of combination lock (4 numbers, each from 0 to 9). My numbers: _________________

After the Lesson II Second Decision: Do I want to change my choice?(check answer) Yes _____ No _______ My calculations: Game 1: __________________________________________________________ Game 2: _______________________________________________________ Game 3: __________________________________________________________ Game 4: _____________________________________________________________ Explanation (why do you want to change your original choice or why do you want to keep it): _____________________________________________________________________

III Final Decision (After getting the clues) Clues: ______________ How many possible combinations for the lock: _________ Final Choice: Game ______________. Guess: ____________________ Explanation: ________________________________________________________________ Then, they worked in pairs to gather 6 possible clues as to the digits of the lock. Two matching pairs had different problems, with the same answers. The corrections were in envelopes on the walls. If they found the right answer, they obtained clues, which narrowed down their choices. Then, they worked in pairs to gather 6 possible clues as to the digits of the lock. Two matching pairs had different problems, with the same answers. The corrections were in envelopes on the walls. If they found the right answer, they obtained clues, which narrowed down their choices. Ex: first digit < 5

TPE2: Monitoring Student Learning During Instruction “use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the state-adopted academic content standards.”

Around the word Activity: The students choose a station, write the letter, answer the questions, find the graph at another station, and start the process again until they can spell the mystery word. The teacher can walk around and assess informally for understanding. The worksheet gives a written assessment as to the acquisition of knowledge.

B. ASSESSING STUDENT LEARNING TP 3 : Interpretation and Use of Assessment “understand and use a variety of informal and formal, as well as formative and summative assessments, to determine students’ progress and plan instruction.

I use exercise and practice worksheets, problems created by the students, and exams. I also use pair activities, questioning, games, and monitoring during guided practice for oral and ongoing assessment. This allows me to do constant formal and informal assessments. Next is an example of a formal assessment.

ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible “meet student academic learning needs, candidates explain content clearly and reinforce content in multiple ways, such as the use of written and oral presentation, manipulatives, physical models, visual and performing arts, diagrams, non-verbal communication, and computer technology”

The students first classified some household objects with different shapes and explored their characteristics. After filling an advanced organizer, they then worked with nets. They guessed the name of the figure, calculated the surface area (SA), and in groups tried to find a formula for the SA. They then cut out and glued the figure and verified their original guess. Finally they presented their 3-D object and explained how they found the SA.

TP 5: Student Engagement “ensure the active and equitable participation of all students” Students play memory games (five different games with different colors and cards). They are in heterogeneous pairs or group of threes. The game encourages students to discuss solutions, since they need to agree on the matching pairs. Students who are comfortable with the concept help the student who may be less confident, in a ludic format. Players are engaged and actively participate in the game. The chance of winning is mainly linked to memory, not knowledge, since in fact the students help each other figure out if the cards match. The game also has a self check component because the last pair has to match.

TPE 6C: Developmentally Appropriate Practices in Grades 9-12 “understand adolescence as a period of intense social peer pressure to conform, and they support signs of students’ individuality while being sensitive to what being "different” means for high school students.” Students fill in a questionnaire at the beginning of the school year

TPE 7: Teaching English Learners “know and can apply pedagogical theories, principles, and instructional practices for comprehensive instruction of English learners.” This graphic organizer (next slide) is both a note taking framed outline and a flowchart. The pictures, which are filled in by the students, add another visual element that facilitates learning for ELD students

TPE 8: LEARNING ABOUT STUDENTS “Through interpersonal interactions, they learn about students’ abilities, ideas, interests and aspirations.” I got to know my students through questionnaires, interviews, surveys, tutorials, by going to see them in the school plays., and by talking with them individually whenever possible Next are the statistical results of a survey.

TPE 9: Instructional Planning “plan how to explain content clearly and make abstract concepts concrete and meaningful.”

We were learning about Conditional Probability with tree diagrams. We used the class structure as an example. For each branch, we put names to the examples and the students could raise their hands or get up, so they could visually and kinesthetically understand what the tree meant. The students enjoyed it because it related to them and it made an abstract concept concrete and meaningful

Our Class F10th11th12thM10th11th12th

CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TP 10: Instructional Time “establish procedures for routine tasks and manage transitions to maximize instructional time.” Almost every morning, the students start with a warm-up. They first look at the small board to see what they need to do before the bell rings. Then, they start the warm-up, which is partly review, partly introduction to new lesson.

TPE 11: Social Environment “help students learn to work responsibly with others and independently” “Scramble Game”: Students are in groups of 4 and have a large envelope with 4 graphs and strips all mixed up. The groups try to accumulate as many points as possible by matching the graphs with their strips. The envelopes are then passed from group to group. The teams are playing both against the clock and for accuracy. They check their answers against a solution sheet. Because each group plays against the clock, each student ends up having an individual task, while still being responsible to the team. The teams were encouraged to think up new efficient strategies and it was fun to watch how the teams chose different assignments for their members.

F. Developing as a Professional Educator TPE 12: Professional, Legal,and Ethical Obligations “resist racism and acts of intolerance ” The students and I spend part of the first week at the beginning of the year to explore what a safe classroom is, not just physically, but also morally, and emotionally. We then emphasize respect, tolerance, and courtesy all year around.

Poster in the classroom

TPE 13: Professional Growth “evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning.”

I participate in ongoing professional development about state-adopted academic content standards.