I was able to engage multiple levels of students who were all able to recall important information for the different types of variation. Students were able to reference the previous main ideas to help answer questions for the final main idea. As a result, students were able to make connections between the different methods of finding and writing equations for direct and inverse variation.
What was a challenge:
Some students struggled to recall prior knowledge of the topic, even though it had been reviewed the previous days.
What I can do to improve:
I would have the students be more involved in creating the FRAME. This might mean having the students come to the board and complete a different main idea and share it with their peers, or possibly have a completed FRAME cut into pieces so that students who are struggling could see the completed pieces and simply compare the different types of equations or graphs and place them in the correct category rather than coming up with the equations on their own.
Slope Frame 10/31/2017
What went well:
The students had great recollections of the various ways to find slope given different scenarios. When there were points that students historically struggled with, I made sure to take our time and review those details rather than breezing by them. Students were able to pull from prior knowledge and really cement the information. The students were very active in co-constructing the FRAME with me rather than me presenting the information for them to copy down.
What was a challenge:
Because the students had a strong background in finding slope, the students were more eager to breeze through the content rather than using the FRAME to hone in on some of the details. I had to make sure that students took their time and we completed the FRAME with fidelity.
What I can do to improve:
Have students create their own “is about” statement when they have a strong background knowledge of the subject. I use the So What? statement to help me judge their understanding at the end, but at the start the students should have more input into the “is about” if they already know the topic.
Exponent Law Frame 1/10/2018
What went well:
Since this FRAME was used to introduce material rather than review it, the students were able to make connections across the rows of each main idea so that even though the main ideas were different they could see the same process being used to simplify each exponential expression. The students really referenced their FRAME when completing the extension activity as well as during practice the following day. This FRAME became a great study tool.
What was a challenge
Because this FRAME was used to introduce the material, it was a little harder to keep the students actively involved for the duration. When it came to the So What? statement, it was apparent that students would need guidance and consistent checking during the extension activity.
What I can do to improve
The extension activity was a “we do, you do” practice so that students could receive a little more guidance as they practiced the content. In the future I would have the students who have a stronger understanding present their answers and explain them for the “you do” section, I think that hearing a peer explanation may help students who were struggling.
