NC Falcon: Module 2 West Iredell High School. Goals for this Module Understand how to develop clear learning targets. Understand how to develop clear.

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Presentation transcript:

NC Falcon: Module 2 West Iredell High School

Goals for this Module Understand how to develop clear learning targets. Understand how to develop clear learning targets. Understand how to define the student’s criteria for success. Understand how to define the student’s criteria for success. How to prevent misconceptions of the target and criteria. How to prevent misconceptions of the target and criteria.

Clear Learning Targets From Algebra I: 2.02 Use the parallelism and perpendicularity of lines and segments to solve problems I can determine parallel and perpendicular lines and use them to solve problems. Clear Learning Target “I can” Student Friendly Can be taught is a few lessons Most of the work is already completed. Our essential statements, “I can” statements, have been established for many years. How does our “I can” statements match the state’s definition of a clear learning target? In what area are we most “out of sync” with the state definition?

Criteria for Success From Algebra I: 2.02 Use the parallelism and perpendicularity of lines and segments to solve problems I can determine parallel and perpendicular lines and use them to solve problems. Clear Learning Target “I can” Student Friendly Can be taught is a few lessons I will be able to use the slope of linear equations to identify the lines as parallel, perpendicular, or intersecting. I will be able to find the equation of a line that is parallel or perpendicular to a given line when told a point my line must pass through. I will be able to use parallel or perpendicular lines to solve word problems. Criteria for Success Focuses on what students will do during the learning process Provides an understanding of what quality work will look like If the student masters the “I will” statements, will they have mastered the “I can” statement?

Correcting for Misconceptions From Algebra I: 2.02 Use the parallelism and perpendicularity of lines and segments to solve problems I can determine parallel and perpendicular lines and use them to solve problems. Clear Learning Target “I can” Student Friendly Can be taught is a few lessons I will be able to use the slope of linear equations to identify the lines as parallel, perpendicular, or intersecting. Criteria for Success Focuses on what students will do during the learning process Provides an understanding of what quality work will look like If the student masters the “I will” statements, will they have mastered the “I can” statement Given points P(7, 5), Q(8, 3), R(0, —1), and S(—1, 1), which statement is true? A. Line PQ is parallel to line RS. B. Line PQ is perpendicular to line RS. C. Line PR is perpendicular to line QS. D. Line PR is parallel to line QS. Solution: The slope of line PQ is -2/1. The slope of line RS is -2/1. The slope of line PR is 6/7. The slope of line QS is 2/9. Since the slopes of line PQ and line RS are the same, those lines are parallel. The correct answer is A.

Wrap-Up Please fill out your exit ticket at this time! (This is required by the state to demonstrate your attendance for this training.) Please fill out your exit ticket at this time! (This is required by the state to demonstrate your attendance for this training.)