Inquiry-based Lesson (Area and Perimeter Unit)
1.
Were my students talking about the subject, or was I doing all
of the talking and students were just listening to me?
In
my classroom, there is a lot of give-and-take. I would estimate that it is an
equal amount of time. I must have some direct instruction, but the students are
often engaged because there is a lot of higher-level questioning (especially in
the advanced classes) involved with a think-pair-share situation or
collaborative groups engrossed in problem solving.
2.
Were my students engaged at the beginning of the lesson?
About
half the time, the students were immediately engaged. Sometimes some
redirection was necessary or just a pause for students to shift focus. I found
that using the digital interactive notebook, which we have affectionately
labeled a “DigIn” was a distraction while students signed out and logged in to
the laptop computers. The login time was 5-10 minutes while the computers
decided to power up and find the Internet.
3.
How much time did I spend reviewing homework, and how much time
did I spend on new material?
We
start with the mandated “do now” assignment, which is always 3-5 review
problems students do immediately. This is usually 10 minutes and we spend 5 on
homework questions. I actually do have the majority of the time for
inquiry-based projects, instructions, and assessment…probably 45-60 minutes
daily.
4.
Did the students respond to “How” and “Why” questions?
Yes.
Students are very engaged and like to discuss those types of questions.
Sometimes in Math, it is an easy question, but many times the “Why does that
make sense?” need some hints to guide the students to the conclusion that I
want them to make.
5.
Did my students have an opportunity to discuss and/or
write about the topic?
We
“Write Math” 2 or 3 times a week, depending on the pacing of the lessons. We
discuss various minor topics daily and this is usually a “turn and talk”
situation.
6.
What changes would I make next time the lesson is taught?
The
next time, I would move some of the review to the end of class to immediately
engage students. I think the mandated review time is sometimes not appropriate
nor necessary and takes away from some of the lessons.
7.
What steps do I need to take next in this topic?
Using
their knowledge of area, students will now find the area of composite figures
by determining which shapes can be derived from the composite figure, finding
the area of those, and adding those areas together.
