Lesson Plan Stage I

One way to assess students' learning in this unit is through having them write a word problem about a proportional relationship. This word problem must pose a question predicting values using the unit rate, and include all the necessary information to solve it. In addition to this problem, students will also create an answer key to it, which includes a chart, graph, equation, and all calculations used to determine the answer. Students will hand in to the teacher the answer key and a copy of the problem, then students will swap questions and solve each others' problems. When they are finished they can compare their answer to the answer key handed into the teacher. This would meet both standards focused on in this unit: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships and solve real-life and mathematical problems using numerical and algebraic expressions and equations.

This shows instruction planning based on my knowledge of mathematics to meet learning goals because as shown through the diagram I started brainstorming this unit by looking at Common Core Standards, then expanded from there. I knew I wanted my unit to have something to do with slope and the relationship between graphs, charts, and word problems, so chose two standards for grade 7 math that was closest to my intended topic. I fine-tuned this idea by establishing essential questions to focus on through the unit, then expanded upon that by listing what students will know and be able to do by the end of it. This process shows instruction planning based on what I know about my content area and it also shows that I'm building my unit based on the learning goals.
I also find this instruction mapping demonstrates performance criteria 8.2: Use a variety of instructional strategies to encourage learners to build skills to apple knowledge in meaningful ways. Through my intended performance assessment, students will create a word problem of their own. This will make the topic meaningful to them, as they can choose how the math is applied to real world scenarios. In addition, in the answer key they have multiple representations of solutions, graphs and diagrams for visual learners, equations for those who prefer to read and write, and the word problem writing for those who prefer contextual learning.
Stage I of curriculum mapping shows my progress toward building a unit. I originally had no idea where to start, but after browsing Common Core Standards and establishing essential questions, I was able to find more direction in brainstorming my unit. I'm unsure about what I wrote for what students will know and be able to do, and I may change that based on feedback. Going forward I am excited to learn about building a unit, but nervous about the breakdown of time, and giving the proper amount of time to each lesson.

Curriculum & Literacy Video Asignments

        The first assignment for Literacy and Curriculum in Middle & High School Classrooms has to do with our understandings of the words "literacy" and "curriculum". For literacy, we all made videos using the app Shadow Puppet to explore what literacy is and how we interpret it in our content areas. For curriculum, we explored some curriculum orientations in class and created a video on the app Explain Everything describing what orientations we identify with as future teachers. 

          These two projects were helpful in exploring how we want to develop as future educators and what our goals will be for in the classroom. We had the opportunity to examine different teaching styles through the curriculum orientation then talk about how we can apply them to help produce students who are literate in our content areas. One overlap I see when creating these videos is a strong focus on how teaching must be student-centered. In the orientations I discussed, Humanism and Progressivism, the common idea was that students should be encouraged to explore their academic interests. Progressivism had a strong focus on exploring through experimentation, whereas humanism had an emphasis on individual freedom and choice in their studies. The two orientations are both student focused to help shape the next generations into intellectual citizens, rather than teachers being  more concerned with the school's performance ranks. This is why when I discussed mathematical literacy, I put a strong emphasis on problem solving. Problem solving teaches you how to think and is a transferable skill you will need in any given setting, and will help shape the next generations into strong thinkers.

         The two videos meet several performance criteria, the most important I see being 4.2, to make the discipline accessible and meaningful and 3.2 designs approaches that engage. This is shown not only through the curriculum approaches focusing on the students' questions and interests, but also by the example given at the end of the curriculum video. A former teacher of mine used to have each student pick a topic they are interested in and research how it has to do with math, then present it to the class. This is one thing that I am most excited to implement in my future classroom because it is an absolutely great way to get students engaged in math and to show them how applicable it is to the world around them. This project made math more meaningful for many of my classmates when they did this project, and that is why I want to implement this into my future classroom.Some other performance criteria these videos meet are 5.1 and 5.2, a perspective from varied disciplines and cross-disciplinary skills, as Mike and I explored how math literacy and physics literacy overlap through applications of the content.

          Through these two video projects I had the opportunity to learn two apps I hadn't experimented with much. Not only did I use the app to create a project from a student's perspective, but our classes also discussed the advantages and disadvantages of using these technologies in our future classrooms. In addition, I expanded my definition of literacy. At first I thought literacy was strictly involving reading and writing, but I really enjoyed researching all the things that math literacy can be: from numeracy, to spacial understanding, to problem solving. Learning about math literacy helped me to realize the big picture as to why it is so important for students to be able to understand and analyze math. 

Literacy of Mathematics and Physics:

My Curriculum Orientation:

ELL Tutoring Partnership Case Study

Through my partnership tutoring at a local high school, I've learned an abundance on how students develop and grow in a variety of ways, which has allowed me to understand how to design learning experiences which are both developmentally appropriate and challenging. In meeting with my student all semester I've observed where he stands cognitively, linguistically, socially, and emotionally, which has helped me to better connect with him academically and personally. Through having both academic and social conversations with him and having him read aloud to me, I was able to observe his linguistic skills. By understanding his linguistic development, I was able to adjust how I spoke to him in order to assure he will understand me, yet continue to challenge him to learn new words. From observing his interactions with peers and his interactions with myself and my placement partner, I was able to see where he stands in social development. Through helping support him in a time when he experienced such a hardship, I was able to reflect upon his emotional development. I am incredibly proud of how he dealt with the loss of his friend in such a mature manner, how he felt comfortable opening up to myself and my placement partner about his feelings, and how he prioritized academics even while dealing with such a hardship. My student has blown me away this semester and it has been a pleasure watching him grow.

Case Study

Teachers Change Lives

     Many people in my life have asked the million-dollar question: Why do you want to become a teacher? Some people may have to stop and think about their answer, and some may answer this question in a variety of ways, but for me it is quite simple. I want to teach because teaching is a profession that has the greatest impact on youth of our society. Being a teacher means being somebody who is a mentor and role model to young adolescents. Interacting with students all day and everyday allows for great opportunity to inspire and to guide students to finding who they are and what they are passionate about.
      In my experience, my high school teachers were very influential, as they helped me to overcome challenges, showed me how to work harder than I ever have before, and guided me toward the realization that I wanted to become a teacher. My math teachers were my role models, and that motivated me to make good choices so I would never disappoint them. They were the people who truly believed in me, and encouraged me to follow my dreams of teaching math, even when other people around doubted me. They mentored me through some of my very first teaching experiences during high school. In my math courses they challenged me to apply concepts to real world problems and think in more depth on the material. Because of the math department at Lamoille Union High School, I have found my passion, and I am eternally grateful for their presence in my life.
       As a future educator I want to provide students with the same support that my high school's math department did for me. Links below are to some articles on the impact that teachers make. I find these articles inspiring and on my worst of days I will read them to remind me of my passion for teaching and the teachers who have been so influential in my life.

Teachers Change Lives
Why Teaching is the Most Important Profession
What Students Really Need to Hear

What will I make?

Today in class we watched Taylor Mali's "What Teachers Make," an inspiring video on how teachers have an impact on youth in our society. This video has me thinking about the impact that I, as a future teacher, will make on my future students.
Here's my list:
I will make students work hard.
I will foster a community within  the classroom environment in which students will feel comfortable expressing themselves.
I will make students explain mathematical concepts back to me so I know they understand.
I will encourage students take great pride in who they are.
I will emphasize the importance of problem solving skills.
I will show students that it is admirable to ask for help.
I will help students recognize how talented they are.
I will teach students how to apply mathematics to real world problems.
I will help students discover who they are.

Final Tutoring Experience

As the end of the semester approaches, our ELL tutoring placements are coming to an end as well. I am extremely grateful for the opportunity to work with such a talented young student and it has been such a pleasure watching him grow this semester. My placement partner and I decided that for our final visit with W, we would take him outside to have fun with us and celebrate his academic achievements over the past few months. Given how much W enjoyed when we brought the HAPI drum about a month ago, we thought we would bring it again for him to explore his connection with music. In addition, I brought my ukulele and taught him how to play some chords on it. We also brought a frisbee, cupcakes that we made him, and a few other gifts we had for him. This was such a delightful time to reflect upon everything we have learned from W, and to enjoy our time together while celebrating his academic growth over the semester. 

My second major: Mathematics