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Design Challenge 5
Everything I Ever Needed to Know About Designs for Problem-Solving
1. Memory can be developed and strengthened through regular exercise. 2. Short term memory is limited to seven elements. 3. By analyzing the similarities and differences between experiences, we extract the general characteristics of objects, events, and situations. 4. Anchored instruction allows the student to use their learned knowledge in the real world. 5. A problem centered curriculum is one that is built around the solution to a real world problem of interest. 6. Problem based learning gives students control over the process of learning new material and representing what they know. 7. Inert knowledge is knowledge that can usually be recalled when people are explicitly asked to do so but is not used spontaneously in problem solving even thought it is relevant. 8. Authentic activities provide the bridge from inert knowledge to entrance into the culture of practice.
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Design Challenge 6
Designs for Literacy
Poor Richard's Thoughts on Literacy
1. The understanding of literacy is the understanding of meaning. 2. A literate individual can read and write his dreams. 3. Being literate is being understood by all. 4. Being literate is knowing the unknown. 5. Literacy instruction comprehends the problem. 6. Comprehending is a process whereas comprehension is a product. 7. Communicating effectively is communicating with symbols. 8. More technology less literacy.
Description of Literacy Concepts
The student will learn the concept of the b in the slope intercept form of the linear equation.
Content Standards Included/Addressed
Algebra 1 A.6.(C) investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b.
The ABCS of Activity
Authentic Activity: The students will solve the problem of selecting the most affordable cell phone plan. The students will obtain data from three cell phone companies of their choice and create a graphing on how much it will cost to have 500 anytime minutes verses 700 when their talk time is 1400 minutes. Building Knowledge Activity: The student will complete a practice worksheet on the y- intercept (b). Sharing Activity: The students will present to the class their findings in a PowerPoint presentation.
Tools
The student will use as tools the internet, a spreadsheet, a calculator and PowerPoint.
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Design Challenge 7
An Information Acrostic
Informative
News
Future
Overload
Reputation
Massive amounts
Always available
Timeless
Interactive
Overwhelming
Novice
A SSCC Acrostic
Succeed
Success
Comprehend
Complete
A DEAPR Acrostic
Do
Every time
Attitude
Present
Remember
Reflections on Ethical Issues
First Topic Chosen
Type using a keyboard
Description of the Issue
The students will be expected to know how to type in order to communicate. They will use these typing skills in the classroom, at home and on the job.
Five to Ten Central Ideas
1. The student may not have the resources to learn how to type. 2. The student may have a physical disability that may hinder them from learning how to type. 3. The student may have a mental disability that may hinder them from learning how to type. 4. It may be against the student’s religion to learn how to type. 5. At what grade level will the students learn how to type?
What Students Can/Should Learn
The students should learn good typing skills.
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Second Topic Chosen
Navigating internet website
Description of the Issue
The students must learn how to navigate a website in order to obtain information.
Five to Ten Central Ideas
1. The student may not have the resources to learn how to navigate a website. 2. The student may have a physical disability that may hinder them from learning how to navigate a website. 3. The student may have a mental disability that may hinder them from learning how to navigate a website. 4. It may be against the student’s religion to learn how to navigate a website. 5. At what grade level will the students learn how to navigate a website?
What Students Can/Should Learn
The student should learn the basic of how to navigate an internet website.
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Third Topic Chosen
Email
Description of the Issue
It is very important a student know how to email. This is a popular means of communication used in the school, home and at the work place.
Five to Ten Central Ideas
1. The student may not have access to a computer at home. 2. The student may not have access to a computer at school. 3. The student may have a physical or mental disability that will hinder them from learning how to email. 4. It may be against the student’s religion to learn how to communicate through email. 5. At what grade level will the student learn how to email?
What Students Can/Should Learn
The student will learn how to email. The student will also learn proper email etiquette.
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Fourth Topic Chosen
Search Engines
Description of the Issue
The student must be able to use search engines in order to search the internet.
Five to Ten Central Ideas
1. The student may not have access to a computer at home. 2. The student may not have access to a computer at school. 3. The student may have a physical or mental disability that will hinder them from learning how to use search engines. 4. It may be against the student’s religion to learn how to use a search engine. 5. At what grade level will the student learn how to use a search engine?
What Students Can/Should Learn
The student will learn how to search particular topics using an internet search engine.
Final Project
Foundations
Literacy:
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Symbolic Competence- The learner will learn how to read and write the symbols used to represent parallel and perpendicular. Cognitive process- The learner will complete questions comparing parallel and perpendicular lines.
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Problem-Solving:
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Strategies- Memory would be as a strategy for this instruction. The student will use their memory on how to find slope when given two points in order to find the slope of parallel and perpendicular lines. Authentic Anchored Problem - You are in an unfamiliar city with a dated map guiding you to your destination. The map directs you to start on Broadway Street, however you are on Main Street. The lines for Broadway Street are fuzzy. How would you determine if Main Street and Broadway Street are parallel, perpendicular or neither in order for you to start on the correct street?
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Knowledge:
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Disciplinary Structures- Finding the slope of a line is a major concept in Geometry. The slope of a line determines if two lines are parallel, perpendicular or neither. Disciplinary Processes- In order to find the slope of a line use the slope formula and two points on that line. Disciplinary Discourse- Narratives- Plot the two point and determine what the slope would be without using the formula. Expository- Once you find the slope of the line, check your answer for accuracy.
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Using Information:
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The information presented in this lesson uses the integrated approach. The students will use this information in the real world to determine if lines are parallel, perpendicular or neither in professions such as engineering, medicine and sports.
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Activities
Authentic Activities:
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To solve the problem the learner would do the thing map makers would do: find the coordinates of the two streets using a coordinate grid, find the slope of the two streets. To help students identify with and understand the central problem, they will: 1.Obtain a map that contains the two streets. 2.Create coordinates for the two streets using a coordinate grid. 3.Find two points on each street (line). 4.Find the slope of each street (line).
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Background Building Activities:
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As background building activities the students will have to list two parallel streets and two perpendicular streets in their city. The students will then use MapQuest to determine if their streets could be rearranged and still obtain the same directions.
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Constructing Activities:
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The student would apply their knowledge of parallel and perpendicular lines to identify shapes in geometry. They will determine if a shape is a parallelogram by using the slope of the lines.
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Sharing Activities:
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The learner will complete a project displaying parallel or perpendicular lines in the real world. They will demonstrate the lines are actually parallel or perpendicular by performing calculations. The learner will then logically justify why the lines are either parallel or perpendicular. The learner will present their project to the class.
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Contents
Contents:
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State TEK: G.7.C. The student is expected to use formulas involving length, slope and midpoint. G.7.B. The student use slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines, and special segments of triangles and other polygons. Learning Objective: The learner will correctly calculate slope in order to determine if two lines are parallel, perpendicular or neither.
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What you know is how you know Content and the disciplines
Content and the Disciplines - Importance
The deeper the knowlege the greater the concept Content and the Disciplines
Disciplinary Structures - The Concept
Theories or operations that explain content disciplinary structures
Disciplinary Structures - Importance
Understanding the structure of a subject helps to link knowledge disciplinary structures
Disciplinary Processes - The Concept
Do the do disciplinary processes
Disciplinary Processes - Importance
Doing is understanding disciplinary process
Discourse and the Disciplines - The Concept
One concept two ways of thinkg discourse and the disciplines
Weather - Disciplinary Structures
The student must know the different types of clouds.
Weather - Disciplinary Processes
The student must know how to identify the differnt types of clouds.
Case Study Two
Economics - Disciplinary Structures
The student will need to know the concepts of supply and demand.
Economics - Disciplinary Processes
The student will need to know how to calculate supply and demand.
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