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This section displays the learning and growth of my students.
This section displays the learning and growth of my students.
Below you will find lessons based on discovery learning through hands-on activities, student work, and school-wide data used to differentiate my instruction.
Students worked in groups of 4-5 to discuss what they noticed about the relationship between the surface area of the sphere and the area of the circle in the cross section of the sphere. Using the think-pair-share template, students worked independently, in small groups, then in a whole class setting to discover the formula for the surface area of a sphere using their prior knowledge of the formula for the area of a circle.
With COVID-19 changing education as we knew it, I put a twist on some classic projects that students loved in the past to incorporate them through remote learning. Every year that I have taught, I have given my 7th graders the following project on percents. Below the instructions and rubric, you will find my students' projects for this assignment via google slides.
Students created their own restaurant, menus, and prices. They created real-world problems, then used their knowledge of percent to calculate tax, tip, and the total amount paid for their bill. In previous years, students also presented their projects using poster boards, construction paper, printed paper, and using real restaurant receipts that they created!
Below, you can find student work from the same project from the 2021-2022 school year.
Below, you can find student work from the same project from the 2021-2022 school year.
Students were given the option to present their project in any way they preferred. Many students used their computers to type their menus and printed their projects in color. Others used construction paper or poster boards. Students were also given the opportunity to present their projects in class. After students presented, the class would give feedback using their accountable talk sentence starters.
DATA
DATA
The data above is taken from two 7th grade classes. Of these two classes, one is an ICT class consisting of 11 students with an IEP. The data was collected from two assessments, the Beginning of Year Assessment (BOY) and Middle of Year Assessment (MOY). The assessments contained 20 multiple choice questions and students were given unlimited time to complete this. The MOY also contained two short response questions. For data collection purposes, the graph shown above consists of only multiple choice responses to compare. The BOY was given via google form. The MOY was given through the NYC School Net portal.
The data above is taken from three 8th grade classes. Of these classes, one is an ICT class consisting of 12 students with an IEP. The data was collected from two assessments, the Beginning of Year Assessment (BOY) and Middle of Year Assessment (MOY). The assessments contained 20 multiple choice questions and students were given unlimited time to complete this. The MOY also contained two short response questions. For data collection purposes, the graph shown above consists of only multiple choice responses to compare. The BOY was given via google form. The MOY was given through the NYC School Net portal.
The data above is taken from the 2018 and 2019 NY Math State Exam. The data was collected from two 7th grade general education classes. The 2018 average was 2.46, and the 2019 average was 2.62. Students' average score increased by 0.16 points, a 6.41% increase.
The data above is taken from the 2018 and 2019 NY Math State Exam. The data was collected from an 8th grade general education class. The 2018 average was 2.73, and the 2019 average was 3.22. Students' average score increased by 0.49 points, a 17.83% increase.
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