L2+Welch,+Leigh

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Leigh Welch ** **__Lesson #:__ 2 __Facet:__ Explain**
 * __ Grade Level __**** : 9-12 ** **__Numbers of Days:__ 2-3**
 * __Topic:__ Lines, Angles and Triangles **


 * __ PART I: __**

Student will understand that angles and triangles all have relationships and dependencies upon each other. Student will know Definitions of Triangles, Area of a triangle (1/2b x h), Properties of triangles (equal 180 degrees, three sides, three angles, etc.) Right Triangles, Acute Triangles and Obtuse Triangles. Student will be able to show the relationships between angles, triangles and lines
 * __ Objectives __**
 * Product: Instructable **

Common Core State Standard Content Area: Geometry Grade Level: High School Domain: Congruence Cluster: Prove Geometric Theorems Standard: 9. Prove theorems about lines and angles. 10. Prove theorems about triangles.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** In this lesson students will be looking at the properties of lines, angles and triangles and see how they work collaboratively.


 * __ Assessments __**
 * __ Pre-Assessment: (Lesson 1 only) __**

During the instruction I will stop periodically and ask students to rate their understanding of the material on a zero to five scale. Students will then indicate to me how the feel about their understand of the material using one of their hands. A solid fist is zero and an open fist (five fingers out) is a five. Five means you completely understand and a closed fist (zero fingers out) means you are completely lost. Students will be self assessing using a rubric. They will also be working in groups on the first Instructable they make which is about anything they want as long as it is math related. This will give students the chance to give peer feedback while they are working together. I will also be giving feedback on the rough draft of the written instructions for the second Instructable. **Instructables-** Students will be writing down the process in which they use to show the audience how to construct a triangle using lines and angles.They will also measure the lines and angles using a ruler and protractor. They will map out each step and them take that information and put it into an Instructable. An instructable is an online step-by-step instruction manual. In this the students can include their own instructions and pictures to enhance their steps. These steps can include the actual steps they used in the problem (using the numbers in the problem), or it could be in general terms. (25 points)
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**

**English:** Students will be writing a procedural piece for this Instructable.
 * __ Integration __**
 * Technology: ** The students will be creating an Instructable, this software will produce a step by step walk through of how to create a triangle using specific lines and angles. This product should include pictures to enhance understanding.
 * Art: ** Students should be adding pictures to this Instructable, these pictures do not have to be hand drawn and they can be as simple as the work they write out to do this process.

Students will use a Cluster Word Web 2 in order to organize their notes on definitions of triangles and properties of triangles that they will get from the PowerPoint that I will provide. I will then introduce Instructables. After which, I will create groups by counting off students. In these groups students will create an Instructable together on something they already know how to do that is math related. Students will write down all the steps needed to accomplish their goal. Students will then make an Instructable with a single partner. The topic of the second Instructable will be "How to Construct a Triangle using Three Lines and Three Angles." Students will be working together in their table groups, that will be assigned by counting off students, on their first Instructable (which is about whatever they want as long as it is math related). In the second Instructable (the one about creating a triangle using the properties of lines and angles) students will get the option to either work with a partner or to create their Instructable alone.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Logical: **Students will have to go through the the steps for the problems and then break them down and explain them to other people.
 * Verbal: **Students will be writing down their steps for their instructable on how to make a triangles using specific lines, angles and triangles given to them by me, and talking them out with their partners.
 * Visual: **During the construction of the Instructables students will add pictures of the work they are doing, that aids readers in their understanding of the material.
 * Musical: **Students will have the option to add music, or their own voice recording, to their Instructable if they can explain why it is helping their project.
 * Intrapersonal: **Students will be given the option to work alone on their second Instructable. If they need help with an aspect of this they can go to another student or come to me and ask their question(s).
 * Interpersonal: **Students will work in groups for the first Instructable, which is about anything (related to math, or Geometry), they create during class. The second Instructable, which is about building a specfic triangle given to them by me. Students will be given the option to either work with a partner or alone on this second Instructable.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Students are expected to attend class. Students are also responsible for any work that they miss in that class and any homework assigned during that missed class period. Students will be able to find the PowerPoint -that contains all the definitions and examples that were gone over in class- on the class wiki. Students should also come into my classroom and get the graphic organizer and any other papers, or homework from the "Absent Folder".
 * Plan for accommodating absent students: **

The students will be creating an Instructable, this software will produce a step by step walk through of how to create a triangle using specific lines and angles. This product should include pictures to enhance understanding. There will be the options to not only give the instructions for creating a triangles using the given information, but also give tips, strategies, and the exact properties that are being used within their Instructable.
 * __ Extensions __**
 * Type II technology: **
 * Gifted Students: **

// Whiteboard // // Markers // // Textbook // // Cluster Word Web 2 (graphic organizer) // // tutorial on Instructables (in instructable) // // Instructables account // // Eraser // // Student laptops // // PowerPoint // // Projector // // Extra Pencils // // Class wiki up to date // // Checklist // // Rubric // // List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**

http://www.mathopenref.com/acutetriangle.html for acute triangles
 * __ Source for Lesson Plan and Research __**

http://www.mathopenref.com/obtusetriangle.html for obtuse triangles

http://mathworld.wolfram.com/RightTriangle.html for right triangles

http://www.mathopenref.com/angle.html for angles

http://www.mathopenref.com/line.html for lines

http://www.mathsisfun.com/definitions/vertex.html for vertices

http://www.mathsisfun.com/definitions/alternate-interior-angles.html for alternate interior angles

http://www.mathsisfun.com/geometry/supplementary-angles.html for supplementary angles

http://www.mathgoodies.com/lessons/vol1/area_triangle.html for area of triangles

http://www.instructables.com/

http://www.instructables.com/id/How-To-Make-an-Instructable_2/ Instructable tutorial

[] for graphic organizer // List all URL and describe. //


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

(10 minutes) Hook video to introduce the different types of triangles. (45 minutes) presenting and taking notes using the Cluster Word Web 2 (15 minutes) we will go over what they have on their graphic organizers and add things if they need to be added. (10 minutes) this will be time for the students to start on their homework. This will give students a chance to ask for help if they need it.
 * Agenda **
 * Day 1**
 * Homework:** a packet on finding the angle measures of triangles (knowing that all angles will equal 180 degrees when added together).

(5 minutes) students will get out the material from last class and we will go over it briefly. (35 minutes) we will get more notes form the PowerPoint and go over them together, doing examples if needed. (40 minutes) students will make accounts on Instructables and make a practice instructable in a group.
 * Day 2**
 * Homework:** Students will be assigned a given amount of information and they will be told that they have to create an Instructable on how to create a triangle using the given information. For homework students will write a rough draft of their instructions and have them ready for the next class.

(10 minutes) we will go over any questions that need to be answered over the material and notes. (40 minutes) students will create their instructables either with a partner or alone and I will be available for individual assistance. (30 minutes) we will share these Instructables with the class, and have a member of the class go up to the board and try to create a triangles using the instructions given in the project.
 * Day 3**

The classroom will be set up in table groups. This set up allows students to get to know other members of their class and feel comfortable with each other. This setup also allows students to ask each other questions instead of relying solely on the teacher. Students will understand that lines, angles and triangles all have relationships and dependencies upon each other. //Prove theorems about lines and angles. Prove theorems about triangles.//Without lines and angles, you would not be able to create triangles, or any other shapes. The students will first come into the classroom and the lights will be off and the projector will be on. There will be a video ready to play to hook the students into the lesson. The video is a little song to about the different kinds of triangles there are and what makes them different. While the students are watching the video I will take attendance.
 * Where, Why, What, Hook Tailors:** //Musical, Interpersonal, Intrapersonal, Logical, Visual//

Students will know Definitions- angles and lines, Properties of lines (equals 180 degrees, has slope) Alternate interior angles, Properties of Angles with Parallel lines. Definitions of Triangles, Area of a triangle (1/2b x h), Properties of triangles (equal 180 degrees, three sides, three angles, etc.) Right Triangles, Acute Triangles and Obtuse Triangles (see content notes). Students will use a Cluster Word Web 2 in order to organize their notes on definitions of triangles and properties of triangles that they will get from the PowerPoint. The information included in this PowerPoint will be about lines, angles and triangles. This presentation will include vocabulary from previous lessons as well. During this presentation students will be taking notes on their graphic organizers and in their notebooks. I will use the fist-to-five method of checking for understanding. Day 2- Students will return to the notes they took in the previous class, the they will get in their table groups and go over the notes, to get the basic understanding. Then we will get more information and take notes from the PowerPoint again. Then I will introduce the Instructables software. This is an instructional software, where anyone can create and Instruction Manuel. The students will be creating one in class in their table groups. This can be on any math topic.
 * Equip, Explore, Revise, Rethink Tailors:** //Logical, Verbal, Visual, Interpersonal, Intrapersonal//

Students will be able to show the relationships between angles, triangles and lines. Introduce Instructables. Create groups by counting off students. In these groups students will create an Instructabletogether on something they already know how to do that is math related. Students will write down all the steps needed to accomplish their goal. We will go over these in class and present them. We will look at common elements that are overlooked and figure out how to include them together. Students will then make be assigned a set of given information that they will use to create a second Instructable. The topic of the second Instructable will be "How to Construct a Triangle using the Information You Were Given." The homework assignment will be to write out their instructions on how to create a triangle using the information they were given and then bring it to class. (Day 3) Students will be given part of the class period to work on their Instructables. In this time they can ask questions, go over their rough drafts of the instructions and add finishing touches to their presentations. We will then present these Instructables to the class. The creators will read the instructions out loud and someone will try to create a triangle using the instructions that their classmates wrote in their project. Students will Self Assess using the rubric. Students will also work in groups with peer reflection, to create their first Instructable. I will give vocal feedback on the steps written for the second Instructable. By doing this activity in this format students get to showcase their work and also interact with each others work. This allows students to become more comfortable with each other and create a safe learning environment.
 * Explore, Experience, Revise, Refine Tailors:** //Logical, Interpersonal, Intrapersonal, Verbal, Visual//

Students will self assess their instructables by using a checklist that is provided and outlines the major points that need to be met in order to construct a triangle using given information. This will be provided to every student. Every student will also get a number of copies of this checklist so that they will be able to peer assess the others in the classroom. These will be turned in at the end of the presentations so that I know that everyone was paying attention, and that the instructions in each of the presentations were clear and easy to follow. I will also be assessing along the way by checking the homework assignment of writing the rough draft of their instructions and seeing their progress along the way. Students will also get a completed checklist from me that will provide them with feedback. Teaching and learning sequences (4 paragraphs)
 * Evaluate, Tailors:** //Interpersonal, Intrapersonal, Logical, Verbal, Visual//

Students will know….. Definitions- __A____ngles-__ //A shape, formed by two lines or rays diverging from a common point (the vertex).// __L____ine-__ //A geometrical object that is straight, infinitely long and infinitely thin.// __Vertex-__ //A point where two or more straight lines meet. A corner. This is going to be a point. Like (2,3) you can find this by solving for one of the variables in one equation an then plug that into the second equation.// __Properties of lines-__ Lines have slope. This is something that should not be new. In algebra 1 students should have learned slope intercept form of a line. They should also know how to calculate slope using two points that are on the same line. If given (3,4) and (4,7) they should be able to calculate slope. (7-4)/(4-3) this equals 3/1 so the slope of that line is 3. Also when talking about slope need to talk about parallel lines. Parallel lines are lines that never intersect. They never intersect because they have the same slope so they are growing at the same rate. __Perpendicular lines__ and two lines that intersect at exactly one point. They intersect and form a 90 degree angle. so these lines will have opposite reciprocals for slopes. For example: a line with the slope 3 is perpendicular to a line with the slope -1/3. __Properties about Angles-__ A full rotation is 360 degrees. From the proof of this you also find out that a line is equal to 180 degrees. This will lead into a discussion about opposite interior angles. __Opposite interior angles__is just a name for saying the interior angles of a parallelogram (which is a shape that is made up of two sets on parallel lines) are equal. So if you have a parallelogram that has one angle labeled as 45 degrees you know that the angle that is exactly opposite from it is also 45 degrees. From this you can find out what the measure of the other angles are. You know that the two remaining angles are going to be equal. You also know that the interior angles of a four sided shape will equal 360 if added together. So right now you have 45+45+2x=360. There is a 2x because the there are two unknown angles measures and you know that they are equal because the shape we are working with is a parallelogram so it has opposite interior angles. So to solve for x you combine like terms. So 45+45=90, so you have 90+2x=360. You then subtract 90 from both sides in order to get the variable and it's coefficient on one side by themselves. So you are left with 2x=270. From here you want to get x by itself, and to do that you have to divide both sides by 2. So you get x=135 degrees. so the four angles in your parallelogram are 45 degrees, 135 degrees, 45 degrees, and 135 degrees. __Alternate interior angles-__ When two lines are crossed by another line (which is called the Transversal), the pairs of angles on opposite sides of the transversal but inside the two lines are called Alternate Interior Angles. __Supplementary Angles-__These are sets of angles that when added together equal 180 degrees. These angles can share a vertex or not share a vertex. These two angles (140° and 40°) are Supplementary Angles, because they add up to 180°. If you have a pair of angles that add up to 180 degrees then you have supplementary angles, there can be more than two angles, you could have three angles that, when added together, equal 180 degrees, or four, or five, etc. For example: one angle equals 120 and another angle equals 60, 120+60=180. these two angles are supplementary. Another example could be if you have three angles that are supplementary then the angle measures could be as follows, angle 1= 47 degrees, angle 2= 52 degrees, and angle 3= 81 degrees. These angles are supplementary because 47+52+81=180. __Properties of interior angles-__ A four-sided shape consists of four interior angles. These interior angles will always equal 360 degrees when added together. This is true for any four-sided shape. A three-sided shape consists of three interior angles. These interior angles will always equal 180 degrees when added together. This is true for any three-sided shape. __Triangles-__ A three sided shape. this shape also has three interior angles. When these angles are added together they will always equal 180 degrees. For example: 90+60+30=180 this means that one angle is equal to 90 degrees, the second angle is equal to 60 degrees and the third angle is equal to 30 degrees. All triangles are not 30, 60, 90 triangles, there can be any combination of three numbers as long as they are positive numbers that add up to 180 degrees. You can also find the third angle of a triangle if you are given two angles. Say you have a triangle that has one angle equal to 54 degrees and the other equal to 72 degrees, the third angle would be 54 degrees because, 54+72+x=180 so 126+x=180 (you subtract the 126 over) x=54. Another way to look at it is 54+72=126 and 180-126=54. Therefore the third angle is 54 degrees. __Area of Triangle-__ The area of a 2-dimensial shape is the amount of surface this shape takes up. there are different ways to calculate area. If the shape is on graph paper and not cutting any of the little blocks into pieces then you can just count them. Not all shapes are as nice as squares or rectangles so you can also calculate area with a formula. The students should have at least heard of LxW (length times width). This works for squares and rectangles. When dealing with triangles you will use the formula 1/2b x h this is one half of the base times the height. For Example: a rectangle with the length of 10cm and the width of 2cm has the area of 20cm^2 because 10cm x 2cm = 20cm^2. When looking at triangles you go through the same process but with different information. For Example: A triangle has a base of 14cm and a height of 4cm. So you use the area formula for a triangle (1/2b x h). 1/2(14cm) x (4cm). So 7cm x 4cm = 28cm^2. __Right Triangles-__ These triangles are special cases. In a right triangle there is going to be one angle that is 90 degrees. the interior angles will still add up to 180 degrees, but you know that one of the angles is going to be 90. With these triangles you can find the length of the longest side (hypotenuses) by using the Pythagorean theorem a^2 + b^2 = c^2. This will be talked about in more depth in the next lesson. __Acute Triangles and Obtuse Triangles-__ Acute triangles are triangles that have three angles that all measure to be less than 90 degrees. This means that all the angles on the inside of the shape will be less than 90 degrees. For example: A triangle can have the interior angle measures of 86 degrees, 71 degrees, and 23 degrees. This still follows the rule of interior angles of a triangle because the interior angles still add up to 180 degrees, 86+71+23=180. If any angle gets to be more that 90 degrees than the triangles becomes obtuse. Obtuse triangles are triangles that have one angles that is more than 90 degrees. For example: a triangles can have interior angle measures of 144 degrees, 26 degrees, and 10 degrees. This triangles still follows the rules of interior angles because all of the interior angles still add up to 180 degrees, 144+26+10=180. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

// List the items that need to be printed out for the lesson. // // Cluster Word Web 2 // // Checklist (a large number so all the kids can have one for themselves and one for all the groups) // // Rubrics // // copies of class notes (if needed) // // Tutorial on Instructables //
 * __ Handouts __**


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**
 * //__ Learning Styles __//**
 * // Clipboard: //**// Students will be writing out detailed instructions on how to construct a a triangle using the given information. They will need to be as detailed as possible in their instructions, so not to lead others astray. //
 * // Microscope: //**// Students will have to construct a triangle using the information that is given to them. They will need to use investigative skills to figure out how these pieces fit together to create a triangle. //
 * Puppy: **// There needs to be a comfortable work environment to students to be able to work with a partner on this project if they want to do so. We will also be sharing our Instructable with the class and seeing how clear our directions really are. We will all be able to laugh at ourselves by the end of this lesson. //
 * // Beach Ball: //**// Students will be demonstrating others groups Instructables in order to portray a stranger finding this Instructable and using it to help them learn how to create a triangle using certain given information. The role playing in this lesson will be something new and fun for these students. //


 * // Rationale: //**// There is a number of different aspects to this lesson and each of them reaches out to either all or a different number of the learning styles. The instructional writing reaches out to the __Clipboards__, the creation of the triangles from the given information reaches out to the __Microscopes__, the option of partner work reaches out to the __Puppies__, and the presentation of the product reaches out to the __Beach Balls__. //

During the instruction I will stop periodically and ask students to rate their understanding of the material on a zero to five scale. Students will then indicate to me how the feel about their understand of the material using one of their hands. A solid fist is zero and an open fist (five fingers out) is a five. Five means you completely understand and a closed fist (zero fingers out) means you are completely lost. Students will be self assessing using a rubric. They will also be working in groups on the first Instructable they make which is about anything they want as long as it is math related. This will give students the chance to give peer feedback while they are working together. I will also be giving feedback on the rough draft of the written instructions for the second Instructable. **Instructables-** Students will be writing down the process in which they use to show the audience how to construct a triangle using lines and angles.They will also measure the lines and angles using a ruler and protractor. They will map out each step and them take that information and put it into an Instructable. An instructable is an online step-by-step instruction manual. In this the students can include their own instructions and pictures to enhance their steps. These steps can include the actual steps they used in the problem (using the numbers in the problem), or it could be in general terms. (25 points)
 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**
 * // Formative: //**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * // Summative: //**


 * // Rationale: //**// T //// he tools provided above are proof of the use of multiple types of assessment in this lesson. Students will assessing themselves, each other and receiving feedback from me, the teacher. This process gives students the chance to correct as they go, helping them to learn more along the way. //

**Content Knowledge:** // See Content Notes // Common Core State Standard Content Area: Geometry Grade Level: High School Domain: Congruence Cluster: Prove Geometric Theorems Standard: 9. Prove theorems about lines and angles. 10. Prove theorems about triangles.
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**
 * // MLR or CCSS: //**
 * // Facet: //**// Explain //


 * // Rationale: //**// Students will be using the knowledge they have gained about lines, angles and triangles to create an Instructable (an online instruction manual) to help people who do not know how to create a triangle out of three angles, and three line segments (or any combination of the two) be able to do so. They will be using what they know about these topics to help teach others and explain their process. //

**Instructables-** Students will be writing down the process in which they use to show the audience how to construct a triangle using lines and angles.They will also measure the lines and angles using a ruler and protractor. They will map out each step and them take that information and put it into an Instructable. An instructable is an online step-by-step instruction manual. In this the students can include their own instructions and pictures to enhance their steps. These steps can include the actual steps they used in the problem (using the numbers in the problem), or it could be in general terms. (25 points)
 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**
 * // MI Strategies: //**
 * Logical: **Students will have to go through the the steps for the problems and then break them down and explain them to other people.
 * Verbal: **Students will be writing down their steps for their instructable on how to make a triangles using specific lines, angles and triangles given to them by me, and talking them out with their partners.
 * Visual: **During the construction of the Instructables students will add pictures of the work they are doing, that aids readers in their understanding of the material.
 * Musical: **Students will have the option to add music, or their own voice recording, to their Instructable if they can explain why it is helping their project.
 * Intrapersonal: **Students will be given the option to work alone on their second Instructable. If they need help with an aspect of this they can go to another student or come to me and ask their question(s).
 * Interpersonal: **Students will work in groups for the first Instructable, which is about anything (related to math, or Geometry), they create during class. The second Instructable, which is about building a specfic triangle given to them by me. Students will be given the option to either work with a partner or alone on this second Instructable.
 * // Type II Technology: //**


 * // Rationale: //**// The type II technology in this lesson will focus on the Verbal, Logical, Musical, and Visual Multiple Intelligences. The partner work in this lesson, or lack there of, provides the Interpersonal and Intrapersonal Intelligences. //

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:** For this lesson there will be a tutorial on how to use Instrucatables. This tutorial will be an Instructable that I will create, to demonstrate that this software is very useful and very helpful when trying to learn how to do something.//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * //Rationale://** //Students will be using type II technology to better explain their process of constructing a triangle using the information they were given, instead of writing a paper. This type II technology allows students to be more creative and add music or pictures to their Instructable, to enhance the learning experience. Students will also be using multiple forms of assessment to be informed of how they are progressing.// ||  ||   ||
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