Problem-Based Lesson Implementation & Analysis
For this project I purposely planned for, implemented, and analyzed student work for a community center problem based lesson.
Above I have included the lesson plan, discourse plan, and analysis of student work that includes next steps for instruction. This project centered on the ways in which purposeful planning has an immense positive impact on instruction and how students access, complete (II.a.i.), and discuss relevant tasks. This project had quite an impact on the ways in which I will plan lessons going forward. Purposeful planning for discourse (II.b.iv.), student solution paths, and sequencing provided me with all of the tools necessary to facilitate and engaging lesson that all students were able to access (II.b.i.). I was then able to utilize student thinking and student discourse to inform my next steps for instruction upon analysis of student work samples (II.a.i.). This type of planning supports strong facilitation of mathematics instruction and can be utilized at all grade levels.
Mathematics Specialist Standards
II.a.i. Utilize and build upon learners’ existing knowledge, skills, understandings, conceptions and misconceptions to advance learning.
II.b.i. Design, select and/or adapt worthwhile mathematics tasks and sequences of examples that support a particular learning goal.
II.b.iv. Use questions to effectively probe mathematical understanding and make productive use of responses.
II.b.viii. Analyze and evaluate student ideas and work, and design appropriate responses.