Module 4 Application:Instructional

Models, Presentation Tools

and UDL

Shelly GibsonDL 5103 Instructional Models for Digital Learning

September 22, 2013

Problem Based Learning

Problem Based Learning and Mathematics:• Is an instructional strategy used to enhance learning• Class is student centered• Teacher is the facilitator• Students to work in collaborative groups• Students will plan a strategy to solve the problem

based upon prior knowledge, asking additional questions or researching for additional information

• Students devise a plan, share knowledge with others• They will present their conclusion by a presentation

or just share an answer

Problem Based Learning & UDL

Problem based learning will allow the teacher to reach many different students with various levels of abilities. By implementing problem based learning, students will work through more complex problems and stimulate brain development (Gasser, 2011)

Universal Design for Learning (UDL), encourages teachers to provide multiple ways to present materials (CAST, 2011 ). The “what”, “how” and “why” of learning has become the classroom mantra.

Throughout this unit on Functions, material will be presented in different ways. Students will be assessed through online quizzes, mini projects and the final unit test. Giving the students multiple ways to demonstrate their mastery is very important. Finally, there will be various ways to engage students. One such way is to have students use a graphing calculator and motion detector (CBR) to match their movement to a graph. This will allow more kinesthetic or hands on learners to work experience real-world context.

Problem Based Learning

Unit 2 – Functions 5 days (90 minutes) Integrated Math 1 (grade level 9th, 10th) CCSS: F-IF.4: Interpret functions that arise in

applications in terms of the context CCSS: F-IF.9: Analyze functions using different

representations Students will learn more about functions and their graphs

through the experience of problem solving. Essential Objectives:

o I can describe the relationship between two quantities by analyzing a graph

o I can interpret key features and sketch graphs given a verbal description of the relationship

The Tale of Two Pools Two swimming pools are being filled at a constant rate.

Cross sections are shown below.

1. For each pool, write a description of how the depth in meters of water in the pool varies with the time in minutes from the moment the empty pool begins to fill.2. Sketch a graph to show how the depth of the water in each pool varies with time from the moment the empty pool begins to fill.

Questioning Strategies Scaffolding Questions: How are the pools different? Which section of Pool B will fill first? What should the graph look like for Pool A? Pool

B? Extension Question: Describe a graph that represents the filling of a

pool whose shape is like a trapezoid. Graph the function on your chart paper.

Student Created Questions

Create a function (graph) depicting flow of water into a pool with a student created pool design. Post on the chart. As a team rotate from poster to poster (gallery walk). Each team will analyze the graph and draw the shape of the pool.

EXAMPLE :

What would the cross section of the pool resemble?

SupplementalResource

Throughout the unit, students will practice graphing and analyzing functions from website:

Click here for graphingstories.com

Functions Unit The goal of this unit is for students to be able to describe the relationship with the domain and range values of a graph and what occurs when it produces a function. They will be able to describe (verbally) a function using mathematical terminology.By providing multiple models for instruction, one being problem based learning, my students will have a greater possibility of gaining knowledge in this area of Algebra 1.

References

CAST (2011) Universal Design for learning guidelines version 2.0 Wakefield, MA: Author

Gallow, D. (2005) What is problem based learning? Retrieved from

htttp://www.pbl.uci.edu/whatispbl.html

Gasser, K. W. (2011). Five ideas for 21st century math classrooms. American Secondary

Education, 39(3), 108-116.

Thomas, J.W. (2000) A review of research on PBL. Retrieved from

http://www.bobpearlman.org/estPractices/PBL_Reserach.pdf