Reflection: Checks for Understanding Linear vs Quadratic (Day 2 of 2) - Section 4: Closing


Calling on students at the end of a lesson so they can verbally wrap it up into its main points, is a good closing strategy. First, it gives me immediate feedback on how much learners acquired in relation to my expected assimilations of the goals. I call on different students even if the first does a good job. I try and choose students who during the classwork seemed to have been struggling. The last time I taught this lesson, and this happens every now and then,  I really did not get adequate summary from any one student. Rather, the main points of the lesson were given among various students, and with some help from me. When this happens, it may be a good idea to prolong the lesson one more day, giving other tasks for students to do without being too repetitive with the type of problems or tasks given. The tasks selected should depend on the answers given by students in the lesson’s closure. Try to have tasks that are a bit more challenging, ready for those that seem to have mastered the objectives. Sometimes the verbal responses given are satisfactory enough, such that another full day may not be necessary and conceptual doubts can be remedied there and then. There needs to be an intelligent call on this. Second, I like to hear the ideas in words using correct terminology. This I have found to be a difficult thing for so many students. What happens many times is that they want to go up to the board to show me, or they want to state an example, because they cannot put the idea into words. When this happens, I insist they do, but helping out of course. As they speak, when I hear the idea coming through, I help out tactfully. Indeed, a challenging effort for many students. 

  On closing lesson by students summarizing main ideas.
  Checks for Understanding: On closing lesson by students summarizing main ideas.
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Linear vs Quadratic (Day 2 of 2)

Unit 8: Advanced Equations and Functions
Lesson 2 of 7

Objective: SWBAT determine if a function is linear or quadratic by analysis of their table of values.

Big Idea: Students compare functions by computing first and second differences of output values and analyzing graphs.

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