FACULTY‎ > ‎Cas Dunlap‎ > ‎

2011-2012

  • 1b. Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
    • In Introduction to Calculus with Statistics, added more emphasis to the "Statistics" side by having students investigate, analyze, and report on various real-world topics (many of which they came up with themselves)
    • Continued to find more ways to integrate tools such as Geogebra into the Geometry curriculum
  • 2b.  Teachers develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
    • Used our online resources to make full solutions available for many assignments, and strongly encouraged students to seek them out online, compare to their own work, and address weaknesses before coming in to class.
    • Provided links, files, and guidance so the students can explore and play with the Geogebra models from class on their own time.
  • 2d. Teachers provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
    • Increased the frequency of minor assessments, which allowed me to adapt my teaching more quickly to areas needing improvement.  In addition, feedback from these new daily quizzes has been immediate, so students can more effectively learn from their errors.
    • Found better ways to integrate TI-Navigator technology into certain units, as well as better ways to integrate it into my grading schema.
  • 3a. Teachers demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
    • Have used the new portal system to the best of my ability to maintain assignments and make class documents, notes, and links available.  It has its quirks, and in some ways it can be very limiting, but I believe I have a reasonably effective system now.
    • Increased skill with Geogebra; have modeled much more complex geometric scenarios this year, while still keeping the appearance simple and allowing the user more freedom to "play" with the situation.
    • Have begun using an iPad to jot down on-the-fly notes about students in class - I draw over scanned pictures of seating charts, and then I don't have to worry about keeping track of handwritten notes.  In addition, in my student-shadowing experience I found some great ways students could use this technology to enhance their note-taking and learning.
  • 4b.  Teachers address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
    • The online improvements listed above have contributed significantly toward this goal.
    • In addition, I've also developed chapter summaries to hand out at the beginning of each unit, allowing students to use their own learning styles to make sense of the "big picture" and not rely so much on my order of presentation.
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