Completed Assignment 3

See the link to my google drive for my completed unit plans.

https://drive.google.com/drive/folders/103f3B4C9PUc2OgapEh_gF6G93jzfBbXz?usp=sharing

Assignment 3 Lesson Plans Draft

 

See the link to my google drive for my draft lesson plans.

https://drive.google.com/drive/folders/103f3B4C9PUc2OgapEh_gF6G93jzfBbXz?usp=sharing

Reflection from group microteaching Optimization

When presenting the economic example of optimization, I found myself rushing through working the example because of how behind timing was. One of the most important parts to these kinds of problems is the formation of the equation we want to optimize. If I could spend a few extra minutes discussing how that solution was derived and interpreting the maximum solution from Desmos, it may help students in the future understand these ideas.

It is difficult to teach an advanced math topic that requires 10+minutes for each example in a timeframe of 15 minutes. Future considerations could be to limit the group microteaching exercise to a single example and spending the entirety working through.

Group microteaching - Optimization problems

Lesson Plan: https://docs.google.com/document/d/1IXNpOCY_sDZmOao_Id_BpyAROaxSJ9mNXes5ucN4X4g/edit 

Powerpoint: https://docs.google.com/presentation/d/1DK2AGiEvZzxQZS_0X4mRnUEykQXDi5tX0PZsoPfb5QU/edit#slide=id.p 

Subject: Foundations of Mathematics	Grade: 11	Date: Nov 16/20	Duration:  15 minutes
Lesson Overview (What this lesson is about)	This lesson will introduce students to optimization of functions without the use of calculus and utilize technologies such as graphing calculators to interpret optimal solutions graphically.

Big Idea(s) (Select one or two big ideas from the new BC curriculum): https://curriculum.gov.bc.ca/curriculum

Optimization informs the decision-making process in situations involving extreme values.

 

Curricular Competencies (What the students will do)   (Select appropriate curricular competencies from the new BC curriculum):   https://curriculum.gov.bc.ca/curriculum	Explore, analyze, and apply mathematical ideas using reason, technology, and other tools. Develop, demonstrate, and apply mathematical understanding through play, story, inquiry, and problem solving. Visualize to explore and illustrate mathematical concepts and relationships. Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures.
Content Objectives (What the students will know)	Characteristics of graphs, including end behaviour, maximum/minimum, vertex, symmetry, intercepts Maximizing area or volume while minimizing perimeter
Language Objectives   (What new language the students will learn)	Optimization

Materials and Equipment Needed for this Lesson

Students need access to Desmos or a similar graphing calculator Slides presenting the problems to be optimized

 

	Lesson Stages	Learning Activities	Time Allotted
1.	Warm-up   Get students’ attention, connect to previous knowledge and explain why the topic is important to learn.	Story relating to gillnet fishing, needing to construct a set surface area from as little rope as possible (surplus of netting itself) Before we begin: What context should we consider? What depth do the fish swim at? Is there a difference between rope along the top/bottom and rope along the sides? What dimensions is the netting in?	4 minutes
2.	Presentation   Teach the new content and language.	Using a different example, demonstrate the process of optimization  Example 3, p. 129 from Mathematics 11 Addison-Wesley	5 minutes
3.	Practice and Production   Practice, reinforcement, and extension of the new content and language.	Ask students to apply the same technique to our fishing problem, with some guidance as needed.  Once students have an equation, have students graph it.  Share screen to show what our version looks like in case they made a mistake. Explore any issues that may have arisen for students in this process	5 minutes
4.	Closure	Return to the original problem and discuss our answer. Did we consider the context? Could we adjust for the restrictions?	1 minute

Updated Microteaching Topic: Introduction to the Guitar

Some feedback I received from my guitar microteaching lesson was to shorten some content so that I could ensure that my teaching pace was slowed down to fit into the 10 minute window while also emphasizing vocabulary and reviewing the different parts of the guitar. If this were an in-person lesson, one way to address the issue of not everyone having a guitar would be to pass my guitar around the class so that students can hold it and make connections between my presentation and embodied learning.

For my updated microteaching guitar lesson plan, I have chosen to omit the section on teaching the C major scale. I had also intended to play a short song at the beginning and end of the lesson, however, I did not do this during the actual lesson because of the short time constraint. 

Following along on the power point , I will be omitting slide 4. 

Subject: Introduction to the Guitar	Grade:	Date: Oct 14/20	Duration: 10 mins
Lesson Overview (What this lesson is about)	This lesson will provide students an introduction to the guitar.
Class Profile   Construct a hypothetical class profile, in which you specify how many students are in your class, their learning challenges, and their levels of English proficiency	EDCP 342A: Curriculum and Instruction in Secondary Mathematics (~27 post-secondary students)
Content Objectives (What the students will know)	By the end of the lesson, students should be able to: ·        Identify different parts of the guitar. ·        Define pitch and correctly label note associated with each (open) string. ·        Read chord charts and tabs.
Language Objectives   (What new language the students will learn)	·        Pitch: how high or low a musical sound is. ·        Tab: Short for tablature, which is a form of writing down music for the guitar, which mainly uses numbers instead of music notation.   ·        Chord: Set of harmonic pitches/frequencies consisting of multiple notes heard simultaneously.

Materials and Equipment Needed for this Lesson

Guitar

	Lesson Stages	Learning Activities	Time Allotted
1.	Warm-up   Get students’ attention, connect to previous knowledge and explain why the topic is important to learn.	·        Ask if anyone has picked up and tried to play a guitar before.	1 minute
2.	Presentation   Teach the new content and language.	·        Show students the different parts of the guitar.         ·        Name the pitch associated with each string.         ·        Reading tabs.         ·        Reading chords.	5 minutes
3.	Practice and Production       Practice, reinforcement, and extension of the new content and language.	·        Practice reading tabs.         ·        Practice reading chords.	2 minutes
4.	Closure	·        Summary of vocabulary from Language Objectives.         ·        Open the floor to questions.	2 minutes

Microteaching Topic: Introduction to the Guitar

 Next week, I will be microteaching an introduction to the guitar. 

Lesson plan adapted from LLED 360 Lesson Plan Template: 

Subject: Introduction to the Guitar	Grade:	Date: Oct 14/20	Duration: 10 mins
Lesson Overview (What this lesson is about)	This lesson will provide students an introduction to the guitar.

Content Objectives (What the students will know)

By the end of the lesson, students should be able to: ·        Identify different parts of the guitar. ·        Define pitch and correctly label note associated with each (open) string. ·        Read chord charts and tabs.

Language Objectives   (What new language the students will learn)

·        Pitch: how high or low a musical sound is. ·        Scale: any set of musical notes ordered by fundamental frequency or pitch. ·        Tab: Short for tablature, which is a form of writing down music for the guitar, which mainly uses numbers instead of music notation.   ·        Chord: Set of harmonic pitches/frequencies consisting of multiple notes heard simultaneously. ·        Octave: series of 8 notes occupying the interval between two notes.

Materials and Equipment Needed for this Lesson

Guitar

	Lesson Stages	Learning Activities	Time Allotted
1.	Warm-up   Get students’ attention, connect to previous knowledge and explain why the topic is important to learn.	·        Ask if anyone has picked up and tried to play a guitar before/familiarity with music theory.          ·        Play a short song (Serene of Water from OoT)	1 minute
2.	Presentation   Teach the new content and language.	·        Show students the different parts of the guitar         ·        Name the pitch associated with each string         ·        Introduce the C Major note scale         ·        Reading tabs         ·        Reading chords	5 minutes
3.	Practice and Production   Practice, reinforcement, and extension of the new content and language.	·        Practice reading tabs         ·        Practice reading chords	2 minutes
4.	Closure	·        Open the floor to questions         ·        Play a closing song? (Lost Woods)	2 minutes

https://drive.google.com/file/d/1KaEka-xEBx7ovP7ZsFU5e6-_D3TG_-QD/view?usp=sharing