00:00:10
I said figure D doesn't belong
because the length, like the length of the number,
00:00:16
isn't a whole number. It's just 0.5.
00:00:19
I put figure A doesn't belong
because it's the only equation that equals 32
00:00:24
and all the other ones equal 36.
00:00:26
Okay. Oh! Okay.
00:00:29
What'd you get?
00:00:30
C.
00:00:31
So whenever I'm
planning a lesson, I keep in mind,
00:00:34
you know, the four
principles of effective learning
00:00:38
and how students best learn.
00:00:41
So one of the things I think about
is, you know, what do they already know?
00:00:45
Or what knowledge do they already
have that I can build from of the topic?
00:00:51
So is it something we
learned in the previous unit?
00:00:55
Is it something we
learned the day before or is
00:00:56
it something they
learned in an earlier grade?
00:00:59
And I want them thinking about that,
you know, right before we go into the lesson.
00:01:04
And what about, oh, the hard
one. I'll take a volunteer for that one.
00:01:09
Why is A, why doesn't A belong? Miguel?
00:01:13
I put it doesn't belong
because it's the only one that equals 32.
00:01:16
Okay. Say that one more time.
00:01:18
It's the only one that equals 32.
00:01:20
Okay. What's equal to 32?
00:01:21
When I multiplied it.
00:01:22
When you multiply. Do
you remember what that's called?
00:01:24
Area.
00:01:25
Area. Okay. It's the only
one with the area of 32. Okay.
00:01:28
Eight times four is 32. All
the other ones, the area is what?
00:01:32
36. Okay. That knowledge about area is
going to be important for what we do today.
00:01:37
Okay. So keep that in mind.
How to find the area of a rectangle.
00:01:40
All right. Because we're going
to build on that for our learning today.
00:01:44
All right. So let's do
like a little ink, pair, share.
00:01:47
Go ahead and get a dry
erase mark, or marker at your table.
00:01:53
I'm going to show you some
stuff that we've been learning recently.
00:01:57
So after the
starter, I had them do another
00:01:59
activity and this
time it was just a free write.
00:02:01
I just put up different
equations or representations and I
00:02:05
just wanted them to just
write down whatever came to mind.
00:02:10
And the reason why I did that is
because I want them to also see that what we're
00:02:15
learning is also
building from what we learned prior.
00:02:18
We learned about
different representations of
00:02:21
representations of quadratics and this is now
just another extension of that lesson.
00:02:26
So I also wanted them thinking
about that information and just having that
00:02:30
information just downloaded into the
short term memory so I can build from it.
00:02:36
How is this
connected to this? Right. Like
00:02:41
where here do you
see these same features?
00:02:43
So I'll give you
think about that for a minute
00:02:45
and then I'll allow
you to talk at your table.
00:02:52
Okay, go ahead have a quick
conversation at your table and then I'll call on someone.
00:02:55
Where do you see those features?
00:02:58
Well, they obviously
equal the same thing? Yeah.
00:03:00
But, the first one is factored, I guess.
And the second one is standard.
00:03:05
Basically they're, like separating it.
00:03:08
So like on the shape,
the whole shape is like equal.
00:03:13
Yeah, the whole shape, they're connected,
but there's a line in between separating them.
00:03:17
So it could be two different shapes.
00:03:19
Another effective
principle of learning is the
00:03:22
whole idea that learning
is social, it's interpersonal.
00:03:26
So after we engage our
preconceptions, then I want the
00:03:30
students to start kind of
moving towards the new learning.
00:03:33
And the way we do that is to engage
with new ideas and new concepts, as I want them
00:03:39
talking to each other,
having those social interactions,
00:03:43
kind of seeing if their
ideas make sense to their classmates.
00:03:47
Their classmates might
challenge that idea, and then they
00:03:50
might have to formulate it
again, or they might extend it.
00:03:54
But that's a very, very
important part of the learning process.
00:03:56
Alright, for three.
00:03:59
For this you wouldn't add the
X's, right? Because there's an exponent?
00:04:01
No, because
there's an exponent. For three,
00:04:04
it's basically X to
the power of 2 plus 2X. Right?
00:04:08
Plus two X
00:04:09
Because X is in this side.
00:04:13
So two times X is?
00:04:15
X to the power of two plus two X.
00:04:20
Is there a fourth one? Okay.
00:04:21
And another principle that researchers
have found is just this whole idea of being
00:04:28
able to apply what they've learned
in routine as well as novel situations.
00:04:33
So it turns out that the way that that
00:04:35
learning is actually
organized is very important.
00:04:39
So the knowledge needs to be kind of
00:04:41
consolidated and
organized at some point in the lesson.
00:04:44
And it just makes
it easier for students to
00:04:46
be able to retrieve
and apply that information.
00:04:49
Okay, so we're going to
pull everything we've learned so far.
00:04:52
We're going to try to
just kind of organize it all, okay?
00:04:55
So Olline's going to hand you some notes.
00:04:57
Once you get some notes,
just based on what you know, try
00:05:00
to see if you can fill in
the blanks on that first example.
00:05:04
I want them to be
engaged in the note making process.
00:05:09
I don't want it to just
be a mindless thing that they do.
00:05:12
So part of their notes is actually
they have to make their own example based on
00:05:16
what they learned or
they have to complete an example.
00:05:19
So there's some scaffolds there built in
00:05:21
for them or they
have to explain the steps.
00:05:27
So, but the whole idea is to kind of
get them thinking a little bit more as they're
00:05:30
making notes and a little bit
more engaged in the note making process.
00:05:34
Instead of just having it be something,
00:05:36
they just copy down
mindlessly from the board.
00:05:40
Okay, where's the 9x coming from?
00:05:43
Combining.
00:05:43
Combining like terms. Do you realize
what we just did? We just did what? Went from?
00:05:50
To?
00:05:51
You didn't even know you were
doing that, did you? You just did it, right?
00:05:55
Okay, so once you're
done with your examples, go
00:05:57
ahead and fill in your
self-assessment here, okay?
00:06:02
That was our learning goal. Put an X
where you feel like you are. Do you feel like
00:06:06
you're there, you're not yet
there, or you're getting there, okay?
00:06:09
If it's still a bit
confusing. And then once
00:06:11
you're done with that,
fill out your 3-2-1 exit ticket.
00:06:13
Three things you learned today, two
things you found interesting and a question you
00:06:17
still have, and then you're
going to do your temperature check.
00:06:19
Drop it off in one of the three trays
on your way out according to your confidence.
00:06:24
Another important principle of effective
00:06:27
learning is this
whole idea of metacognition.
00:06:30
I mean, the students get feedback
from me, but I also want them monitoring their
00:06:33
own learning, seeing where they
are, how they feel, what they've learned.
00:06:37
And where they need to go
next. So, in a couple of ways I did
00:06:42
that in a lesson is, one, I
just have them assess themselves.
00:06:46
Do you feel like you accomplished
the learning goal for today? So they interact
00:06:51
with that learning
goal again, see where they are.
00:06:54
And then as they work
out their example, again, they
00:06:56
get to assess themselves
again at the end of the lesson.
00:07:00
And in this lesson, we
did a 3-2-1 exit ticket, which is
00:07:04
three things I learned, two
things I thought were interesting.
00:07:06
And one question I still have.
And then if there are any questions, any
00:07:10
misconceptions they
have, you know, they get to put those down.
00:07:13
And then I have a
temperature check at the door. They can
00:07:16
say, they can put it in a
green bin and say, "I got it."
00:07:20
They can put it in a
yellow bin, which means they
00:07:23
kind of get it, but they
need a little bit more support.
00:07:26
Or the red bin, which
means they don't get it yet,
00:07:30
but they're still
working towards those learning goals.
00:07:31
So those are some of the metacognitive
00:07:34
strategies that were
embedded into that lesson.
00:07:38
I think it's very important to, as
much as we can, try to have those elements in
00:07:43
every lesson, because overall, it
creates a more engaged learner in the classroom.
