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Mathematics Institute (Tougaloo College)
Journal Entries- Week Two
Lesson Plans- Data Analysis
Lesson Plans- Numbers and Operations
Lesson Plans- Algebraic Expressions
Lesson Plans- Geometry
Journal Entries- Week One
Journal Entries- Week Two
Journal Entries- Week Three
Journal Entries- Week Four
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Empirical Research Article- Math Learning Disability
Empirical Research Article- Math Disabilities
Empirical Research Article- Computer Assisted Instruction (CAI)
Empirical Research Article- Generalization Strategies of Algebra Students

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Journal Entry

June 9, 2008

On today, we began by discussing multiple intelligences and lesson plans. Dr. Montgomery was very specific in explaining the lesson plan format. She expressed that the anticipatory set section should gain the students' interest in the lesson and be thought provoking. I learned that during re-teaching, the teacher is to re-teach the lesson in a different manner. Also, I learned to provide several different forms of assessments, such as e-assessments, checklists, rubrics, projects, and portfolios. Later, we worked on our lesson plans, and played a math game.

This lesson with Dr. Montgomery helped me in several ways. From her teaching, I gained a better understanding of what was required of me for the teacher input and anticipatory set sections of my lesson plans. Also, I learned of a variety of ways to assess my students. Next year, I will incorporate a variety of assessments in my classroom. To evaluate this lesson, we could be asked to formulate a rubric, portfolio, and/or checklist as a means of assessment. I will share these different types of assessments with my colleagues and those in my district.

Journal Entry

June 10, 2008

The day began with Dr. Montgomery explaining the differences between re-teaching and enrichment. I learned that re-teaching should come from the data obtained from assessments and not include the teaching of new information. One the other hand, enrichment should be an extension of the original objectives and should involve the presentation of new information.

Later, we met with Ms. Coleman and did an activity. We constructed a math game in which we wrote math problems on one side of the manila envelop and their answers on the opposite side (scrabbled). Next to the numbers was aluminum foil. The student would be asked to first work the problems and find the correct answer. Then, they would use the circuit tester and place one end of it on the aluminum next to the problem and the other end on the aluminum nest to the answer. If it lights up, the student would know that he or she chose the correct answer.

All of the lessons helped me in different ways. I got a more thorough understanding of re-teaching and enrichment from Dr. Montgomery. With Ms. Coleman, I was able to show my creative side (which needed to be enhanced). Being a teacher requires much creativity, and I am glad to have had the opportunity to grow more in that area.

Next year, I will show my creative side when planning for instructing and during teaching. An assessment for this lesson could be to create a project (using several manipulatives and resources) while being as creative as possible. I will definitely share the activity we did today with my colleagues and the district.

Journal Entry

June 11, 2008

Today, we probed deeper in studying the three different domains from Bloom's Taxonomy. Dr. Montgomery explained the differences among the three. The cognitive domain pertains to the mind or thinking. The affective domain reflects emotions, feelings, or values. The psychomotor domain involves behaviors, such as speaking, writing, jumping, running, and walking. Dr. Montgomery emphasized that all three domains should be incorporated into each of our lesson plans.

Later, we meet with Mrs. White. We got into groups and created a problem solving question. Afterwards, we posted it on the board and critiqued the other groups' work. We were able to leave comments next to their work samples. The feedback from our colleagues enabled us all to realize our strengths and areas where we needed improvement.

As a result of Dr. Montgomery's teachings, I now have a more in depth understanding of the cognitive, affective, and psychomotor domains of Bloom's Taxonomy and I am more competent when incorporating them into my lesson plans. The lesson where we got into groups and formulated word problems helped me to identify my strengths and weaknesses. I understand now that word problems should be as clear as possible and include vocabulary terms that the students are familiar with.

Next year, I will make my lesson plans richer by including all three domains in each lesson plan in order to address the diverse needs of my students. An assessment for the lesson we did with Dr. Montgomery would be for us to develop a lesson plan in which we used all three domains. I will make sure to share what I learned about word problems and the three domains of Bloom's Taxonomy with my colleagues and those in my district.

Journal Entry

June 12, 2008

Michael Dickey from Cassio was our guest speaker for the day. He and his assistant, Tracey, presented numerous demonstrations using Cassio calculators. The calculators ranged from small, less expensive calculators that performed minimal operations, to larger, more expensive calculators that performed a great deal of operations. These larger calculators computed the following: polynomials, mean, range, linear equations, exponential functions, quadratic equations, volume, matrices, linear regression, quadratic regression, and several other computations. The presenters were extremely knowledgeable of their information, well prepared, and made the presentation exciting.

From the Cassio presenters, I learned how to effectively use graphing calculators in the classroom. Next year, I will go into the classroom equipped and well informed on how to use my graphing calculator and how to teach my students to use it effectively. One assessment that could be used to evaluate this lesson would be for us to use a Cassio graphing calculator to compute various math problems, including linear equations, matrices, and polynomials.

When I go back into the classroom, I will share what I learned about these graphing calculators with my colleagues and those in the district. By doing so, other teachers will become more competent with the use of graphing calculators.

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