SED 525MA/L Team
Lesson Plan: Data Analysis Project Due May 11, 2009
Purpose of assignment:
To work with a
team to develop detailed plans for two consecutive class periods in which
students carry out all or part of an original*
data-analysis project. That
project should aim to:
1) maximize engagement in, exploration of,
and understanding of key data-analysis concepts
2) demonstrate the real-world usefulness of
math
3) promote productive group behavior and
mathematical autonomy for students
4) be accessible to ELL students and
students with special learning needs
5) develop mathematical language.
This
assignment should represent the culmination of and showcase the knowledge you
gained in this course. Consider what youÕve learned about teaching for
understanding, engaging students in mathematical thinking, effective
assessment, meeting the needs of special students, developing mathematical
language, and building autonomy. Then design a plan that capitalizes on the
various strategies youÕve learned for accomplishing the above goals.
Requirements for the data-analysis
project:
The data-analysis project must address one or
more of the NCTMÕs data-analysis standards for your grade level. The data
should be authentic and the purpose of the analysis should be to answer one or
more questions about a real-world situation. The data generation and/or
analysis must require students to use computers, CBLs**,
or graphing calculators. You may assume any level of student familiarity with
the technology (be sure to provide the appropriate amount of tool-use
instruction), but its use should be necessary for the task (not gratuitous) and
should help students access or, even better, discover the mathematical ideas
involved. Technology must be used during the two days of your plan! Your
students must work in groups of 4 for the project. Finally, you must build
informal assessment measures into the plan as well as ways for students to
share their findings.
Components
of your written two-day plan:
This plan must be typed or word-processed,
except for diagrams, and include the following elements:
Ÿ (On
separate pages) A preface with:
o a
statement of the NCTM data-analysis standard(s) you intend the project to
address and your learning objectives. You may also cite any relevant California
standards.
o a
paragraph overviewing the project, including the real-world question to be
answered, where data will be found or how they will be generated, what
technology will be used and how, and any student-work products or other means
of presenting results
o if
the project lasts longer than the two days in your plan, a brief description of
what happens in the days before or after the plan that are part of the project
o a
demographic description of the class for whom the lesson is designed, including
the course name, studentsÕ ages and/or grade levels, and the individual needs
of ELLs and students with special needs (you must assume you have some of each!)
o a
brief description of the necessary background skills the project presumes,
including the studentsÕ skill level with the technology you plan to use
o a
brief description of the language demands of the lesson and how youÕll scaffold
students in meeting these demands.
The rest of the components, below, should all be
written in the main plan for the two days. You may use any format as long as it
is organized, readable, and includes all the information below.
Ÿ A
list of materials, equipment, resources, and technology needed
Ÿ A
description of the studentsÕ and your actions during the two days, with
allotted times. Include
information about:
o how
youÕll introduce, provide instruction or directions for, and facilitate the
project, including orienting groups to the activities and overarching question,
your expectations for group behavior, and any final products
o strategic
example problems youÕll use for demonstration or coaching, if any
o how
student groups will be determined
o desired
student actions and interactions during each portion of the lessons, including
the use of technology
o teacher
actions during each portion that will facilitate the above student actions and
interactions
o ways
youÕll monitor and assess student learning, understanding, and group behavior
o formal
and/or informal products of student work
o specific
questions youÕll use to probe studentsÕ thinking or help groups over
anticipated hurdles (without over-coaching!)
o challenge
or extension tasks for early-finishing groups (if early finish is possible)
o how
youÕll close the lesson (or project) to ensure that key concepts have been
uncovered
o how
youÕll assess and provide feedback on group processes and behavior
o project
features or modifications designed to engage or support ELLs and students with
special needs
o project
features designed to develop mathematical language and help studentsÕ meet the
language demands of the project.
Ÿ A
copy of any handouts or visual aids you will use, as well as any notes or
diagrams you expect to put on the board or transparencies.
Presentation:
On May 11, your group (or a subset) will deliver
a brief (< 4 minutes) presentation of your plan. This will be informal and
ungraded; the purpose is for classmates to hear your great ideas!
Scoring Criteria:
Potential
for lesson to accomplish the following goals: 10 points
á
maximize
mathematical engagement, exploration, and understanding
á
demonstrate
the real-world utility of math
á
promote
mathematical autonomy for student groups
á
be
accessible to ELL and other students with special needs
á
develop
mathematical language
Potential of assessment methods to
reveal understanding 2
points
Potential for technology to help
students access or discover mathematical ideas 2
points
Clarity
and completeness of the information in your written plan 1
point
Total: 15
points
SED 525 Methods for
Teaching Secondary Mathematics
Homework
due April 27, 2009
Read:
á
Mewborn,
D. S. & Huberty, P. D. (1999). Questioning your way to the Standards. Teaching
Children Mathematics, 6(4), 226. (Online
through Oviatt; email me for a bad copy if you canÕt get it here)
á
Himmelberger, K. S., & Schwartz,
D. L. (2007). ItÕs a home run: Using mathematical discourse to support the
learning of statistics. Mathematics Teacher, 101(4), 250-256. (I
will email)
á
Staples, M, & Colonis, M. M.
(2007). Making the most of mathematical discussions. Mathematics Teacher, 101(4), 257-261. (I will email)
á
Truxaw, M. P., & DeFranco, T. C.
(2007). Lessons from Mr. Larson: An inductive model of teaching for
orchestrating discourse. Mathematics Teacher, 101(4), 2668-272. (I
will email)
Write to submit:
These four
articles describe a vision of classroom discussions (discourse) that promote
studentsÕ mathematical autonomy.
Accomplishing this kind of discourse requires (among other things) a strategically designed mathematical task
or question and strategic teacher actions.
From these
articles, list at least 5 conditions or actions that the authors recommend for each of these requirements. In other words, list 5 things that the
authors say should be true about:
1) The mathematical task or question (5
conditions)
2) Teacher actions during facilitation (5
conditions)
in order to
provoke and encourage autonomous classroom discourse. Find at least 1 condition from each article for each
requirement, and cite the author(s) who mention each condition.
Also:
á
Add
notes about these four articles to your Author Notebook
o The authorsÕ main points (1-3 sentences)
o How their ideas could be applied to the
math classroom (for lesson planning, assessment, task design, interactions with
studentsÉ)
á
Do
any ÒhomeworkÓ your Data Analysis Project team has assigned itself.
á
Next
week, Jaclyn, Selvia, Elaine, and Dave C. do their microteaching.