school of education - weisenfeldj.files.wordpress.com file · web viewlesson design template....

School of EducationService – Leadership – Competence – Character

Lesson Design TemplateTeacher Candidate John WeisenfeldMentor TeacherUniversity CoordinatorSchoolGradeSubject Vectors Introduction: Vectors are Fun-damental.Date 8/16 or 8/17/20111. Context for Learning – Who are the students you are teaching in this class?1.1 – What is the name of the course you are documenting?

1.2 – What is the length of the course?

1.3 – What is the class schedule?

1.4 – Total number of students Male Female1.5 – Number of students with limited English proficiency1.6 – Number of students identified as gifted and talented1.7 – Number of students with Individualized Education Plans (IEPs)1.8 – Number of students with 504 plans1.9 – Attach a chart that summarizes the required accommodations or modifications for any students that will affect your instruction of this lesson. Consult with your mentor teacher to complete the chart.1.10 – Describe the range of abilities in the classroom.

1.11 – Describe the range of socio-economic backgrounds of the students.

1.12 – Describe the racial/ethnic composition of the classroom and how you make your teaching and learning culturally responsive.

1.13 – What prior knowledge, skills, and academic background do students bring to the lesson? (Consider previous learning experiences, assessment data, etc.)

1.14 – What do you know about the students’ conversational and academic English? How do you know?

1.15 – Is there any ability grouping or tracking in the class? If so, please describe how it affects your class.

1.16 – What additional needs might students have?

1.17 – Describe any district, school, grade-level, and/or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests, etc.

SPU School of Education Lesson Plan Template

1.18 – Describe any classroom rules, routines and/or classroom management issues that affect the lesson. How might you proactively address those issues in your lesson design?

1.19 – Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the name, publisher, and date of publication.

2. Lesson Plan Explanation – Why are you teaching this lesson?2.1 – Upon what assessment data or previous lessons are you building?I assume some competency with coordinate systems.Familiarity with Commutative and Associative properties.

2.2 – What requisite skills do students need in order to access the lesson and participate fully?We are going to be using some visual skills, and approximation skills.

2.3 – How does the content build on what the students already know and are able to do?Students should be able to represent lines and line segments on a coordinate systems.2.4 – How does this lesson fit in the curriculum?Vectors are essential to introductory physics and in particular statics and dynamics of systems and particles. Research shows that a coherent and intelligible introduction to vectors is helpful for future understanding.

2.5 – How does this lesson build on previous lessons or previous learning?This is an introductory lesson upon which future lessons in Physics, i.e. displacement, velocity, acceleration, and force will be built. This lesson is key since all of those quantities are described using vectors.

2.6 – How will the learning in this lesson be further developed in subsequent lessons?The use of vectors, their resultants, and components in various Cartesian and other coordinate systems is fundamental to basic conception of other concepts in physics.

3. Learning Targets – What are the objectives for the lesson?3.1 – What is the title of your lesson?Introduction to Vectors: Vectors are Fun-damental.3.2 – Summarize the content focus of the lesson. This summary might take the form of a “big idea” or “essential question.”Vectors are defined and some methods of composing and decomposing vectors are discussed.3.3 – Cite the EALRs/standards using the numbers and text. Usually limit the lesson to 1 – 2 EALRs.Washington State has no EALR that calls out specifically vector as concepts and operations with vectors. However, it can be considered a prerequisite to Science 2009, EALR 4 Physical Science, Force and Motion (PS1), Newton’s Laws.

However the National Council of Teachers of Mathematics (NCTM) has in the Numbers and Operations Standard three mentions of vectors in requirements around

1. “Understand numbers ways of representing numbers, relationships among numbers, and number systems.” In particular for grades 9-12, students should “understand vectors and


http://www.nctm.org/standards/content.aspx?id=7564#numbers

http://www.nctm.org/standards/content.aspx?id=7564

http://www.nctm.org/standards/content.aspx?id=7564

matrices as systems that have some of the properties of the real-number system”2. “Understand meanings of operations and how they relate to one another.” In particular for

grades 9-12, students should “develop an understanding of properties of, and representations for, the addition and multiplication of vectors and matrices”.

3. “Compute fluently and make reasonable estimates.” In particular for grades 9-12, students should “develop fluency in operations with real numbers, vectors, and matrices, using mental computation or paper-and-pencil calculations for simple cases and technology for more-complicated cases.”

Similarly the Common Core State Standards for Mathematics (CCSSM), has for High School a section for Number and Quantity which mentions “Vector and Matrix Quantities”. In particular students should be able to

Represent and model vector quantities Perform operations on vectors Perform operations on matrices and use matrices in applications (CCSSM, 2009, p. 59)

Here a reproduction of the Domain N-VM with two Clusters, and the Standards:


http://www.nctm.org/standards/content.aspx?id=7564#compute

http://www.nctm.org/standards/content.aspx?id=7564#meanings

(CCSSM, 2009, p. 61)

References

National Council of Teacher of Mathematics [NCTM]. (2000). Principles and Standards for School Mathematics [PSSM]. Retrieved online August 16, 2011 from http://www.nctm.org/standards/content.aspx?id=7564

Common Core State Standards Initiative. (2009). Common Core State Standards for Mathematics [CCSSM]. Retrieved online August 16, 2011 from http://corestandards.org/assets/CCSSI_Math%20Standards.pdf

3.4 – Cite the corresponding GLEs/performance expectations using the numbers and text.Science 2009 has 9.11 PS1A-F, but especially:


3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know and/or be able to do at the end of the lesson? Be concrete and specific. The objectives need to be measurable. Use action verbs. They need to be aligned with the GLEs/performance expectations and EALRs/standards.Students will be able to combine two vectors (2D) to find the resultant vector using tip-to-tail, parallelogram and component methods.

Students will be able to compute/name the components of a given vector in each ordinal direction, and, if time allows, also be able to compute the component of a vector in an arbitrary direction.

3.6 – Rephrase your learning targets using student-friendly language.Students will be able to add (subtract) vectors to find their resultant.

3.7 – How will students demonstrate this? Describe observable actions. – e.g. Given (learning activities or teaching strategies), the students will (assessable behaviors) in order to demonstrate (connection to EALRs/Standards).Given two vectors (in 2D), students will be able to compute the resultant of those vectors in order to demonstrate proficiency at computing vector sums.3.8 – What do you as the teacher know about this particular concept/topic etc.?

Vectors are foundational for physics, and yet are a source of conceptual difficulty for many students. Time should be spent building up this groundwork since it is a basis for virtually all future discussions in physics.

3.9 – Where did you find this information? (List specific resources, using APA style.)

Ozimek, D.J. (2003). Effectively Teaching Vectors in an Introductory Physics Course. Retrieved online August 11, 2011 from http://www.math.ksu.edu/math791/finalpaper/darrylterm.pdf.

3.10 – Academic Language – What are the linguistic demands embedded in the learning targets? (Consider what language and literacy skills students may need to know in order to demonstrate their competency on the learning targets successfully.)To show fluency in this task, students need to learn a specialized vocabulary for dealing with these new abstractions, namely vectors. Once this vocabulary is mastered as well as the specific forms in which it appears students will have more chance to gain fluency in the task.3.11 – Academic Language – What key vocabulary (content-specific terms) do you need to teach?

Vocabulary: VectorsVocabularyComponent – the projection of a vector in a given direction.


o On a coordinate grid, a vector can be described by an x component and a y component.

o For example, the vector 3i + 4j has an x component of +3 and a y component of +4.

Magnitude – the size, brightness, or intensity of an object or event.o The magnitude of a vector is its length.

o The magnitude of a vector is written: ||x||.

Resultant – a vector representing the sum of two or more vectors.

Scalar – a quantity that has magnitude, but no direction.o Examples of scalars include speed, temperature, and volume.

Unit vector notation – a method of writing the components that make up a vector.o In unit vector notation, the i component represents displacement along the x-axis of a coordinate grid and the j component represents displacement along the y-axis.

o For example, if a vector has an x component of +3 and a y component of +4, its unit vector notation would be 3i + 4j.

Vector – a representation that specifies the direction and magnitude of a quantity.o In physics, vectors are used to represent displacement, velocity, acceleration, force, and other quantities that have a specific direction.

o Vectors are represented visually by arrows.

o Vectors in equations are represented by bold letters such as d (displacement) and F (force).

3.12 – Academic Language Functions – What are students doing with language to express their developing understanding of the content you are teaching?Students are using language to communicate about vectors their behaviors and operations which can be performed on them.3.13 – Academic Language Forms – What words and phrases (implied grammatical features and syntactic structures) do students need in order to express their understanding of the content you are teaching? How will you teach students the relevant grammatical constructions?There are some key forms that arise in this lesson that students need to gain familiarity with:

1. “addition of vectors is…”2. “compute the resultant …”3. “find the magnitude of…”4. “find the vector component… “5. “methods/techniques for adding vectors…”

3.14 – Academic Language Fluency – What opportunities will you provide for students to practice the new language and develop fluency, both written and oral?In-class discussion and work in heterogeneous groups.Vocabulary sheets will be provided.4. Lesson Assessment – How will students demonstrate their learning?Formative Assessment (Process)4.1 – How will you know that the students are learning/working towards the learning targets?


I will be observing students during the Mouse-Mischief exercise.I will be asking students to explain their reasoning for answers to the in-class exercises.4.2 – How will students demonstrate their understanding?Students will be able to answer in-class exercises and prompts with a high degree of accuracy and fluency.I will also ask students to complete online quiz/test.4.3 – Describe the ways in which you will use these assessments to inform your teaching decisions during the lesson.Participation and success in today’s lesson will inform how much re-teaching I need to do tomorrow or how much review or diversity of problem sets I need to review before the quiz.Summative Assessment (Product)4.4 – In what ways will the evidence document student achievement?I will give a quiz on vectors at the end of the week.

4.5 – How might you modify your assessment(s) for the students with whom you are working?I will have prompts tailored to4.6 – How will students be able to reflect upon and self-assess their learning?Students will get access to ExploreLearning site where they can take their own quiz, and where they can walk through exercises where the correct answers are given immediately.4.7 – To what extent are your assessments aligned with your objectives?These assessments are right on target for building an understanding of vectors and the operations we do most often on them.4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson. Consider the following questions:

Formative Assessment In what ways will you monitor student learning during the lesson and how might this guide your

instruction? What specific actions do you expect to observe? How will you record what you see and hear? What feedback will you provide? How will your feedback support students in meeting the learning targets?

Summative Assessment What evidence of student learning will you collect? What criteria will you use to judge whether or not your students are meeting the learning targets? What are your evaluative criteria (or rubric) and how do they measure student proficiency for your

learning targets?

Description of formative assessment

activityEvaluative criteria What the assessment is

designed to assess Feedback to students

Mouse-Mischief PowerPoint slides allow each team of students to answer a prompt related to the content.

Teams that answer correctly are shown, teams that don’t answer correctly are also shown.

Students will be assessed on how they are progressing in their learning.

Each slide will tally the correct and incorrect scores. For incorrect scores I will ask students to describe


their thinking processes.Description of

summative assessment activity

Evaluative criteria What the assessment is designed to assess Feedback to students

Summative assessment will be an ExploreLearning quiz that students can take online. [See Appendix at bottom]

Students will be deemed to have met learning objectives if they can answer questions correct in the online quiz.

Students will be assessed on their completion of the learning targets.

Students will get immediate feedback from ExploreLearning on their progress against the learning objectives.

4.8 – Academic Language – Identify the linguistic demands in your assessments and how they might be modified.Students will be asked to demonstrate fluency in vector operations. In particular students are asked to:

1. Compute the magnitude of a vector2. Find the direction of a vector, using north, south, east and west.3. Calculate the resultant vector c⃗, i.e. a vector sum, by interpreting the following notation as the

calculation of a vector sum: a⃗+ b⃗= c⃗4. Interpret the following notation as vectors, on a Cartesian plane: ⟨ x , y ⟩

4.9 – Academic Language – How is the understanding of academic language being assessed?Based on in-class discussions, I intend to ask / probe students to use the forms and functions that are our targets in their answers.5. Instructing and Engaging Students in Learning – What will happen in the lesson?5.1 – What co-teaching strategy will be used during this lesson? (if applicable, check appropriate method)One Teach, One Observe (lead) One Teach, One Drift (lead) Station TeachingOne Teach, One Observe (observe) One Teach, One Drift (drift) Supplemental TeachingParallel Teaching Team Teaching Alternative TeachingIf not applicable, is this lesson during your solo time in the classroom? Yes Yes No5.2 – What learning activities do you have planned for the students? (This describes what the students do.)Students will work in groups to answer PowerPoint prompts via a mouse.5.3 – What instructional strategies will you use? (This describes what the teacher does.)After each prompt is completed I will use questioning skills to draw out evolving understanding of the students. Based on the correct or incorrect answers to the prompts I will determine who are my low-medium-high groups for these learning tasks.5.4 – What opportunities will the students have to articulate the learning target(s), monitor their own progress, and identify support needed to achieve the learning target(s)?Students will be answering prompts in groups, discussing their answers, agreeing on a shared answer and putting that on display via the PowerPoint presentation.5.5 – Describe the sequence of steps in the lesson in the following table. General lesson sequences may be more directive (e.g., ITIP) or open (constructivist). Whatever design is used, the lesson needs to be explicitly outlined.

For example, an ITIP lesson sequence would include the following sequence: Objective & Purpose Anticipatory Set Input/Activity Modeling Check for Understanding


Guided Practice Independent PracticeFor a constructivist lesson: Objective & Purpose Explore/Experiment Hypothesize/Explain Report/Assess

Sufficient detail is needed to see intention of the learning experiences. Consider the following questions: How will you communicate the learning targets to the students? How will you communicate your expectations to the students? How will you connect to your students’ previous experiences? How will you link the lesson to their lives as students? What are the key teacher questions or prompts? What are the procedural directions for students to follow? How will you explicitly teach/model or demonstrate the skill/strategy/concept? How will you adapt the instructional procedures to meet the needs of the students whom you are

teaching? What learning activities make up the lesson? What kind of examples/samples will you provide for your students? How will students know where the work is going and what is expected of them? What opportunities will you provide for students to practice this new skill/strategy? What questions might you pose to push student thinking and check for understanding? What feedback do you plan to provide? How might you correct student misunderstandings? What kind of opportunities will you provide students to apply this new learning and demonstrate

mastery? How might students evaluate their work and its implications?

It should be clear that the learning experiences are aligned with the learning targets and assessment tasks. The sequence of lesson steps should reflect: Multiple approaches to learning that are responsive to the description of students provided in the

Context for Learning. Research and principles of effective practice. A transformative multicultural perspective. Attempts to stimulate problem solving and critical thinking.

Complete the following table: Provide an estimate of time. List the sequence of the various learning experiences in the lesson. Articulate a purpose for your selection of each significant learning activity. Focus on the choice of

instructional strategies and on why significant learning experiences are chosen for student engagement. Your purpose statements can help identify evidence of effectiveness in your teaching.

Time Learning experiences Purpose0:00 – 0:05

Give handouts to students.Students break into 5 groups described on handout.Students read the lesson objectives and warm up.

Time to set up laptop and mice for Mouse Mischief.

0:05-0:10

Teacher points out the lesson objectives, and starts PowerPoint presentation. Introduction to Mouse Mischief and introductory slide.

Orient students to the tasks for today.


0:10-0:15

Question Slide 1 & DiscussionQuestion Slide 2 & DiscussionQuestion Slide 3 & DiscussionEtc. as time allows.

Get students not only to work together to produce an answer, but

0:15-0:20

Closure activity. Review objectives.Follow-up Assignment, ExploreLearning (in handout).Students spend some time writing on their handout.

To revisit the objectives and the warmup given what we have learned and see if there is any change

5.6 – Closure – How will the key points of the lesson be articulated? Teacher will enumerate objectives on a PowerPoint slide and review key learnings of our activity.5.7 – Closure – What questions or prompts will you use to elicit student articulation of their progress towards the attaining the learning target(s)?There is a column on the warm-up for students to describe how their understanding has changed relative to the first two questions.5.8 – Closure – How will students rethink and revise their understanding and work?Students are given instructions on how to complete an assignment on ExploreLearning (computer based instruction) to further measure their understanding and thinking.5.9 – Materials – What materials, including community resources and educational technology, will you need in order to teach this lesson?I need: projector, laptop, 5 mice, USB hub to connect mice to laptop, PowerPoint 2007/2010, Mouse Mischief PowerPoint slides, an ExploreLearning class set up at that web site with accounts for each student.5.10 – Materials – What materials will students need for this lesson?Students just need to bring their respect, ignorance, and curiousity.5.11 – Grouping of students for learning – How will student learning groups be formed?


Both Math & Science

Math Group

Science GroupGroup 1 Group 2 Group 3 Group 4 Group 5

Sarah Holly Mary Heidi H. Heidi R.

Christopher Michael Shandra Shu Tara (done)

Groups please sit within reach of a mouse, and discuss the Warm Up activities, until the presentation starts. Please rotate the driving of the mouse, and please discuss together your answer before one of you clicks it.

5.12 – Management and Safety Issues – Are there management and/or safety issues (physical and/or emotional) that need to be considered when teaching this lesson? If so, list them. What will you do to prepare your students for these issues?No management or safety issues.5.13 – Family involvement – Describe any family involvement that accompanies this lesson. If the lesson does not explicitly require family involvement, then describe how the lesson fits in with the family involvement plan for the unit. Letting parents know how the student is doing in the course may also be part of the planI will contact parents via e-mail with this lesson plan, and ask them to allow students time and access to


Group 1 Group 2 Group 3 Group 4 Group 5

Barbara Holly Mary Heidi H. John H.

Kyle Michael Thomas Shu Heidi R.

Elaine Shandra Carrie Sarah Christopher

Mark Marie (done) Taylor Tara (done)

Group 1 Group 2 Group 3 Group 4 Group 5

Barbara Kyle Thomas Shu Marie (done)

Elaine Mark Carrie Taylor John H.

family computer to complete homework. If that doesn’t work, there are computers at school and sufficient access time so that they can complete their ExploreLearning work. If that is not possible I will ask parents to allow time for students to go to library (equipped with PCs and Inernet) for completing their online assignment.6. Analysis of Student Work – What was the positive impact of your teaching?Choose three samples of student work representing the full range of student performance. To the extent possible, at least one of these must be from an English language learner and one from a student who represents a particular teaching challenge related to your expectations for this lesson. The third is a sample of your choice.6.1 – What kind(s) of feedback did you give the students?I will have students tear off their top sheets and give to me.

6.2 – How did your feedback encourage students to monitor their own progress and identify support needed to achieve the learning targets?

6.3 – For each work sample, discuss what it illustrates about the students’ developing skills and understandings of the academic content as well as growth in academic language. Consider the following questions: To what extent did each student learn what you had intended them to learn? Did he/she meet the learning targets? How? Why? Cite specific evidence from the sample

collected. What do these samples tell you about each of the students in relationship to the EALR/Standard of

focus for this lesson? In what areas did each of the students have difficultly? Why? Were the adaptations/accommodations to the lesson appropriate for each of the students? How?

Why? Was the assessment appropriate for these students? How? Why? Are there aspects of the student’s learning that you observed that are not well represented in the

samples? Explain.

7. Retrospective Reflection – What did you learn about your teaching and student learning during this lesson?

7.1 – Was the lesson taught as planned? If not, what changes were made to the lesson and why?This lesson was presented consistent to the timings and plan given in 5.5.As expected I didn’t get to much of the ExploreLearning piece (the online vector teaching tool).

7.2 – To what extent did the whole class or group learn what you intended them to learn? Cite specific examples and/or evidence. This could include student work, mentor teacher observation notes, video, etc.[Scrubbed]

7.3 – What did you learn about your students as learners?To be honest, I was using this lesson as a trial of how Mouse Mischief would

1. Make each student or team of students accountable for coming up with an answer to each in-class prompt.

2. Enable us to have a good conversation about why an answer was chosen and why other answers


were clearly incorrect.

I observed that my students could engage in this way (Mouse Mischief) and did seem to enjoy it. I also learned that when the pressure is on some students just follow the others, which is a weakness of this means of in-class participation / assessment.

7.4 – What other forms of feedback could you have used? Why?I think I could have used some simpler exercises-on-paper type of feedback with my students.

I think I also could have asked students to work on a demonstration or simulation themselves with the other students watching. That would have been really cool, to see their faces light up as they finally got the concept.

7.5 – What will be your next steps instructionally? Why?My next steps instructionally would be to build on these concepts in the next lesson to teach unit vector representations of vectors (i.e. components) and tackle the topic that is considered quite difficult for students namely decomposing vectors into their components along and perpendicular to an arbitrary set of directions/other vectors (i.e. the dot-product).

7.6 – Do you have data to supports these next steps? Explain.My data from this presentation suggests that at least 5-6 out of 8 are successfully mastering the material that I presented to them on that day. I will assume that for the other 2 their depths of understanding and/or lingering misunderstandings are not blocking them from moving on in this unit. However, I will monitor these folks (the low in my low-med-hi categories) to make sure I re-teach or review as necessary to bring them up to speed with the rest of the class. My data from this session only suggest what folks may be at risk of not meeting the learning goals in the next lectures/overall unit, it does not show that they are currently at risk. Getting back the homework from the students will be an interesting step.

7.7 – The next time that you teach this material to a similar group of students, what changes, if any, might you make in planning, instruction and assessment?My presentation of components and magnitudes is very weak in this lecture, I will need to do a little better job of defining those before doing the in-class work / assessment of those skills.

I think next time I would really like to go into the ExploreLearning piece of the lecture. I really think an online component (even for students that have to get online at a library or while they are on school property) can be very useful. From this lecture there have been no people that have gone online to ExploreLearning and done any of the assessments. That’s fine, we are all busy, but I hope that this tools sticks in people’s minds.

Back to my class I think I could improve some of the content presentation and I think I could have done a little more walking around to view what students were discussing before they submitted their answer. Assigning each group a separate question, and then walking through those questions on the overhead would have been an effect means of monitoring if students were getting it.


7.8 – How would the changes improve the learning of students with different needs and characteristics?By being more in-tune with my students especially the lo- and med-groupings I can ascertain which learning activities are not hitting their mark. When those activities are not being helpful, I can tune them right away to improve their impact.

For shared exercises/demos like this, I think students with different needs could be accommodated by scaffolding to the questions I am going to ask or having choice of which question to answer.7.9 – What have you learned about yourself as a teacher?I was pleased to see that my efforts to stop saying “um” and “so” have been successful so far.I think I could have circulated around the room a little bit more as students were working on the questions with their teams. They worked pretty fast, but in a real situation that might not have been the case.7.10 – What goals do you have for yourself as you plan future lessons?As I plan future lessons I really want to make sure that I give enough details and steps/algorithms to the students before I ask them to apply that information to problems/exercises.

I also want to make sure that when I take time to canvas the room for how people got to their answers, I need to work around the whole group and not just take the more outspoken (i.e. hi-proficiency folks) and their answers. Learning how to squelch the hi-proficiency folks and give ample opportunity for lo- and med-proficiency folks to share their answers and give feedback I think will be *very* instructional.

Appendix: Assessment questions at ExploreLearning site.

Assessment Questions (5):

1. What is the magnitude of ?

A. 4

B. −4


C. 3

D. −3

2. What is the direction of ?

A. north

B. south

C. east

D. west

3. What is the resultant of + ?

A. 3, 3

B. 9, 3

C. 6, 6


D. 7, 5

4. Find , if = + .

A. 7, 6

B. −7, 2

C. 0, −5

D. −5, 0

5. What is the vector sum of 7, 5 and 13, −5 ?

A. 20, 0

B. 20, 10

C. 6, 0

D. 6, 10


1176,703,704,705 171 2024207 cResourceSecur

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