Exhibit Overview
| Exhibit | Introduction |
| Exhibit 1: Orange Juice Ratio Lesson Proposition 1: Teachers are committed to students and their learning. |
This ratio lesson is relevant to proposition 1 in that it is differentiated instruction based on student interests and abilities. Students choose their level of math ability and “occupation” to complete the lesson ranging from pre-technology mathematician to scientist to determine ratios of orange/water mixtures. Differentiating in this way encourages student motivation and engagement as well as fosters student self-esteem as students successfully complete the lesson. |
| Exhibit 2: Online Probability Unit Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students. |
This unit facilitates student learning of probability concepts using interactive websites to make complex knowledge accessible to students. The strategies and instructional material create multiple paths to the concept of probability. Included are helpful hints to teachers for implementing the unit including possible difficulties and how to modify the unit to address differences. This instructional plan illustrates a rich understanding of probability, has applications to “real-world” settings, and links this concept to other disciplines. |
| Exhibit 3: Concept Maps in Mathematics Proposition 3: Teachers are responsible for managing and monitoring student learning. |
Using concept maps in mathematics engages students in the assessment process. Concept maps are only one of many methods used to ascertain student knowledge and understanding of math concepts; however, concept maps allow for student reflection, peer evaluation, revising opportunities, and community involvement as students perfect their maps in preparation to showcase their maps online. |
| Exhibit 4: Lesson Analysis and Self Reflection Proposition 4: Teachers think systematically about their practice and learn from experience. |
The lesson analysis includes pre and post observation meetings and the plans, thoughts and reflections prior and post implementation of the lesson. My self-reflection for EDUC 658 is also on exhibit as it includes my philosophy of teaching, beliefs on classroom management and discipline, and instructional techniques and beliefs about student learning and motivation. The reflection includes examination of current practices and ideas for adapting new theories into my current practices. |
| Exhibit 5: Smart Board Presentations Proposition 5: Teachers are members of learning communities |
These presentations detail a portion of my contribution to the school and district professional community through three professional development seminars on Smart Board technology. The presentations included instruction on the Smart Board and how to implement this technology into a teacher’s current curriculum for effective instruction and increased student motivation. The seminars included instruction on the Smart Board’s multiple features and its usefulness in instructional delivery: assessing student understanding, differentiating instruction, and increasing student involvement. |