Upload
audrey-rose
View
216
Download
0
Tags:
Embed Size (px)
Citation preview
ETEC 550 Final Project
By: Taha Anjarwalla
IndexProblem Context
Statement of Problem
Needs Assessment/Analysis
Instructional Intervention
Lessons Learned
ContextStudents in lower high school,
while overall are above the international average, are
performing far below average in mathematics classes. By the
time students are ready to enter the IB Diploma Program they are lacking the necessary prior knowledge needed to be successful in either Higher or Standard Level math classes
which often puts many students’ entire diploma in
jeopardy or limits their options for university programs.
ContextThere are fewer students attempting to take Higher Level Mathematics due to a deficiency in prior knowledge topics in younger years and a poor attitude towards Mathematics and other STEM subjects at our school.
The problem might exist because of the lax curriculum of the IB Middle Years Programme (MYP). Moreover, assessment in the MYP and the Diploma Programme (DP) differ greatly, and there is less emphasis on test taking in the MYP, whereas nearly all the emphasis in the DP is on test-taking. A lack of rigor in math classes in early years may also be a contributing factor.
Problem Statement
Students are unable to apply to certain university programs that require more advanced math as
prerequisites. Moreover, the attitudes of the older students
towards mathematics trickle down to the younger students and helps create a culture of dislike towards
math.
Ideally more students will successfully complete Standard and Higher Level Mathematics classes
as part of their diploma. The attitude towards Mathematics will
grow positively and students will be adequately prepared for university level math by the time they leave
high school.
Needs Assessment
Students were given a series of summative assessments on the topic of complex numbers
The final assessment was given after testing of the prototype and was informative of any improvement in student understanding of the concepts taught
Initial assessments revealed that some students had a strong grasp of the concept while others struggled
After delivering a lesson using the instructional prototype I found that overall achievement levels remained the same for students who already had a strong grasp of complex numbers, while previously struggling students scores improved but not to the same level as their peers
Sample Quiz Questions
Sample Test Questions
Instructional Intervention
Using a PowerPoint and short Video Clips the teacher will model problem-solving techniques, then
teacher and students develop other strategies
together, finally students attempt problem solving
independently. Students will work independently
or in partners.
Process1. Review of prerequisite
knowledge
2. Learners attempt an accessible critical thinking problem to activate attention.
3. Learners view video that overviews the content of the unit
4. Teacher presents a problem and demonstrates the solution using a combination of narration and visuals (off-loading/aligning).
5. In groups of three learners attempt different questions that use a similar problem solving technique.
6. Teacher demonstrates another problem solving technique
7. Students are given similar questions that require modification of the shown technique
8. In groups of three students develop a strategy to answer their questions
9. Teacher gives help where necessary.
10. Once all groups have solutions, they will share with the class.
11. Learners will then attempt to answer 2-3 questions that range from accessible to discriminating in order to practice and assess their learning of different techniques and ability to develop new ones.
Polar Form
Sample Slide:
Sample Slide:
If a complex number z is multiplied by rcisθ then its modulus is multiplied by r and its argument is increased by θ.
Explore:
Let z1=2-2isqrt(3) and z2=-1-isqrt(3)
Evaluate z1z2. Verify your result by checking both Cartesian and Polar forms.
Sample Slide:
Lessons LearnedSelecting an appropriate medium of instruction is integral to student learning
PowerPoint presentations are boring for students
Teacher intervention is necessary when students are applying mathematics in unfamiliar contexts
Students learn mathematics by example, students gain proficiency through repetition
Lessons Learned Cont’d
Clear objectives prior to developing an instructional tool help guide the development process
Allowing students to take home and review/rewatch the instructional tool is invaluable for students to consolidate information
Self directed tools, such as mine, work well for strong students, but do not replace teacher guidance for struggling students