Defense of Learning

Lesson 3 Results

Additive Inverse

Multiplicative Inverse

• Disruptive behavior results in 8 minutes remaining for the poster activity.
• However, student performance still improved among the focus group (Math Minutes & Review Peer Work.

Every student except for Chelsea scored 100% on solving for y given a fractional slope.

• Chelsea set up the fractions correctly, but reduced them incorrectly.

• Poor instructions and modeling results in unfocused work and more behavior issues.
• No useful student data is collected: no time remains at the end of class for an exit slip.

Moving Forward...

• Improve modeling

• Have students put up more work - engagement, accountability, check for understanding

• Improve questioning - flexibility in line of questioning

• Transitions - provide simple instructions and model when appropriate

• Recapturing student attention for an end of class summary

Spring Defense of Learning

The Inquiry Cycle

June 12th, 2012

Resident: Jonathan Rothman

Mentor: Corey Fink

High School of Telecommunication, Arts, & Technology

Principal: Phil Weinberg

Assistant Principal: Najem Rami

Site Coordinator: Georganne Karvunis

Identify Learning Goals

&

Focus Students

Baseline Assessments

Skills chosen after the baseline:

• Solving two variable, linear equations
• Identifying slope and the y-intercept

Why I choose them:

Regents Scores

1. Class performance on Regents and baseline assessment

2. Commonly tested skill on the Integrated Algebra Regents.

3. A requisite skill for success in other areas.

4. Alignment with state and Common Core Curriculum standards.

Initial Baseline Assessment

Skills assessed:

• Operations with negative numbers and fractions
• Percents
• Simplifying radicals
• Solving 1 & 2 variable equations
• Graphing linear equations

Results

Formative Assessments

Exit Slips

Summative Assessment

Second Baseline

• Issued April 26 - two days before the Linear Equations unit.
• Focused entirely on linear equations and graphing a line.
• Allowed me to assess whether previous instruction had strengthened skills related to solving for y.

Focus Student Results

• Only Deysi, Kenyon, and Chelsea took the second baseline.
• Deysi scored a 38% overall. Kenyon and Chelsea both scored 33%.

Posters

Evaluation of Teaching Strategies

What Worked:

• Modeling - worked for focus group to an extent, but not as effective as other strategies.
• Scaffolded questioning
• Review & correct peer work
• Personalized feedback -
• Math Minutes - focused practice

What Might Have Worked:

• Games: Tic Tac Toe
• Poster Activity

Identify Specific Skills

Teaching Goals

• Create structures that promote productive student participation within a challenging classroom

Monitor & Revise Instruction

8 + 9y = 3x

• Applying the additive inverse
• Negative & positive
• Applying the multiplicative inverse
• Negative & positive
• When the slope is a fraction.

-2x - y = 3

1. Solving for y

2. Identifying slope and the y-intercept.

My Students & Class

• Given a linear equation (in slope-intercept and not in slope-intercept form)
• Given a graphed line

y = 2x +4

5x-3y=-10

• 10th Grade Integrated Algebra Review
• Class Terminates in a Regents Exam
• 26 Students Total
• 7 Students with IEPs

Chronically Absent (2+days/week): 8 Students

Develop & Implement Instructional Plans

Collect & Analyze Student Work

Lesson 8: Identifying a Linear Equation by its Graph

Lessons 1 & 2: Additive and Multiplicative Inverse

P. ___Anthony Diaz

Additive Inverse

Lesson 2

Lesson 3

90%

(+) Coefficient

80%

60%

(-) Coefficient

Strategies:

• Math Minutes (Identify Slope and Y-intercept given a line in y=mx+b form
• Comparing two graphs

Teaching Strategies

• Modeling/Scaffolded Questioning
• Math Minutes (ie. Intensive practice)
• Speed Math

P. ___Kenyon Graham

Multiplicative Inverse

Lesson 3

Lesson 2

100%

80%

Divide by (+)

80%

70%

Divide by (-)

Lesson 1 & 2 Results

Additive Inverse

Lesson 5: Fractional Slope

Strategy Modifications for Lesson 5

• Across focus group: 2 out of 3 (66%)correct - up from 1 out of 4 (25%)
• Notable finding:
• Focus group scored 90% with a (+) coefficient.
• Average dropped to a 60% for a (-) coefficient.

Results

Anthony not present

• Rest of group scored 100% on identifying slope and y-intercept (Math Minutes)
• Deysi and Frank identified the graph given the linear equation; Kenyon and Chelsea did not.

• Behavior continues to be an issue.
• Continue to use Math Minutes (State what you would do to solve) & Review peer work (modified).
• Poster Activity: "Check it!"

Kenyon Graham

Multiplicative Inverse

Results for Lesson 5

• Across focus group: 80% correct (up from 20% on second baseline)
• Notable finding:
• Students had difficultly recognizing that the (-) stayed with y after moving the term next to it to the other side of the equals sign.

Specialized Instruction:

Anthony & Chelsea

Chelsea Persaud

Lesson 2

Strategy Modifications for Lesson 6

Lesson 3

Strategy Modifications for Lesson 3

Lesson 5

• Behavior continues to be an issue.
• Continue to use Math Minutes (State what you would do to solve) & Review peer work.
• New strategy: Games (Tic Tac Toe)

• Math Minutes: focused on working with negatives (additive and multiplicative inverse)

• Review peer work

Results