Table of Contents
I. Introduction – Big Idea
II. Clinical interview 2 analysis
III. Rationale for your instructional design:
IV. Part 1 – Pre-Assessment
Sub-Part 1 – Quantitative Analysis of Pre-Assessments
Sub-Part 2 – Qualitative Analysis of Pre-Assessments
V. Forming Our Lesson
VI. The Lesson
VII. Post-assessment analysis
Sub-Part 1 – Quantitative Analysis of Post Assessments
Sub-Part 2 – Qualitative Analysis of Post Assessments
X. Appendix A: Lesson Plan
XI. Appendix B: Grading Rubric for both pre-test and post-test XII. Appendix C: Clinical interview Transcripts
How do we know if the students learn from the lesson? How do we know if the student has background knowledge for the lesson thought? This paper was design in order to show how successful your lecture is. The pre-assessment helps you design the lecture and shows the background knowledge of your students. Once you get your results, you will see where the students need more help. The big idea of my team was the slope of a line. We see that the slope of a line is involved with a lot of things in our world. Our classmates will discover how to calculate equations that are involved with the slope in a fun easy way. Some of our classmates are not math majors. They seem to have trouble to calculate their slope but maybe the statement is wrong. We gave two interviews to non-math majors students, in other to get a deeper understanding what the lesson should be. After the lecture, my partner and I gave a post test in order to know if we meant our task. We compare our result to see if the students get a better understanding. Clinical interview 2 analysis
Our two interview went in a completely different way. One interviewer answered the questions successfully and the other was completely lost. On question one both the interviewees were lost. Question 1 was how will you relate y=mx+b in real life? One student responded “Ok slope of a line ok how would I relate it to the real world . umm I have no clue I mean like unless you're doing like a graph or something and then you're, you wanna .... I remember I remember this I just ok no I don't remember.” The second interviewee responded “(stays quiet for 5 seconds, thinks, and laughs) Can be anything. (Laughs again). (Plays with the paper) Like if you want to construct a slide so you can know the slope. Yes. The slope of your graph.(laughs out loud) Ok. We can use it if I am planning to build a ramp I want to find the perfect slope so my objects can slide for you can (pause for a moment to think) umm. I mean is not going to down fast it has to go smooth down over the ramp (starts using her hands to explain how it going down). That is my final answer.” The second interviewee got nervous and didn’t answer the question correct the first time, but then the interviewee went to their background knowledge and corrected themself. Correction of mistakes are important and new knowledge should always replace old knowledge (McTighe, J. & O’Conner, K., 2005). The first interviewee had seen the slope formula but the student thought she/he would not need it she/he put it in their short term memory. Some students would put things in their long term memory because they think it would help them in the future but others would just remember it for the time they need it then forget. Question number two our first interviewer answer “Ok ummm to me proportionality means that ughhhh it funny cause you know the meaning of word u just can't really explain it. Like when something is proportional it’s either almost the same size or shape not necessarily like exactly right. So umm I mean like how I would explain it to a student I would probably do it symbolically. Like show them like this is proportional to this you know. I would probably give them a brief explanation after I Google it. I would get a better understanding for myself the way as far as the...
References: Arndts, M., Cabelus, W., & Edwards, J. (2009). Jerme Bruner 's Educational Theory (1st ed., pp. 1-13). New Foundations.
Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press.
McTighe, J., & O 'Connor, K. (2005). Seven Practices for Effective Learning (1st ed., pp. 10-17).
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