Overview
Eighth Grade Geometry
Introduction to Proofs and Transversals
DIS eighth graders undertook this lengthy unit in an attempt to better understand how to form and create a proof. In the process we took an in depth look at some of the history that surrounds geometry and the famous geometers that created it. In this unit students learned how to write a proof and looked at the underlying laws of logic that forms a coherent proof. We related this back to geometric theorems and postulates, then applied what we learned to prove these theorems ourselves. This unit spanned around 14 class periods and consisted of a multitude of different formative assessments.
DIS eighth graders undertook this lengthy unit in an attempt to better understand how to form and create a proof. In the process we took an in depth look at some of the history that surrounds geometry and the famous geometers that created it. In this unit students learned how to write a proof and looked at the underlying laws of logic that forms a coherent proof. We related this back to geometric theorems and postulates, then applied what we learned to prove these theorems ourselves. This unit spanned around 14 class periods and consisted of a multitude of different formative assessments.
Contextual Factors Analysis |
Learning Goals |
In order to better understand the demographic I will be working with along with the environment that the city of Daegu provides, I have created this contextual factors analysis. In an attempt to better understand some of the challenges and differences I may face, I created this report to help familiarize myself with my surroundings.
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Here I lay out my learning goals for the students during my Teacher Work sample, how they align with the Common Core State Standards, along with Bloom's Taxonomy. I also reflect on the appropriateness of my assessments and goals for my students based on the learning goals.
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Assessment Plan |
Design for Instruction |
I created a graphic organizer at the beginning of my TWS that set out my planning and each assessment type. This helped me stay organize and make sure that I included multiple modes and approaches to my assessment of the student's content. It also helped me make sure they were getting appropriate feedback consistently.
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Throughout this lesson I used the information that I discovered through my CFA and from observing my mentor teacher to develop lessons that would utilize the strengths of my classroom. I also made a grand attempt to include a strong variety of activities to accommodate the many different multiple intelligences in my classrooms.
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Instructional Decision Making |
Analysis of Student Learning |
During my teaching I had times that required me to modify my lesson plan during the actual teaching of the lesson. Usually in response to the students not having the prerequisite skills that I thought they would have. By reading my rationale, I will explain two fundamental occurrences during my student teaching where I modified my instruction, why I modified it, and why I believe my students were more efficient in their learning as a result.
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An analysis of all my assessments that were given to students along with a remark on whether or not the students did not meet, partially met, met, or exceeded my standards. After looking at the outcomes of how well my students met my standards, then I analyzed patterns and learner outcomes and their impact on my lesson plans and learner objectives.
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Reflection and Self Evaluation
After completing my Teacher Work Sample, I gave my students a survey that gave me feedback on how they felt about their Geometry class thus far. I also asked them questions regarding what I can do to improve their math experience and what they would like to see more of in the classroom. Here I also reflect on the success of my learning goals and what did or did not make them successful. Finally I look at where I would like professional development and my overall performance as a teacher from my own perspective.