L1+Robbins,+Brittany

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Robbins **__Lesson #:__** 1 **__Facet:__** Explain
 * __ Grade Level __**** : ** 9-10 **__Numbers of__ __Days:__** 5
 * __ Topic: __** Factoring and Zeroes


 * __ PART I: __**

Student will understand that quadratic equations can be represented visually. Student will know variables, quadratic equations, factoring, zeroes. Student will be able to model a function visually.
 * __ Objectives __**


 * Product: ** Smartboard presentation of graphs created using notes done in partners.

Common Core State Standards Content Area - Algebra Grade Level - High School Domain - Seeing Structure in Expressions Cluster - Write expressions in equivalent forms to solve problems Standard - 3.) Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represent by the expression. (a) Factor a quadratic expression to reveal the zeros of the function it defines
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Students will manipulate and solve various problems in multiple lessons that allows them to master the idea of the significance of intercepts, maxima/minima, and factoring.


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __** Worksheet prior to lesson to check for previous knowledge in subject.


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: **I will use exit tickets at the end of each class that will touch on the subject from the previous class to ensure all students are up to date with their understanding.


 * Section II – timely feedback for products (self, peer, teacher): **Return exit tickets the following class and address mistakes on them to clarify any misconceptions.

Smartboard: Students will be assigned a given function in partners. They are to use algebra and other learned skills from the lesson to evaluate zeroes, maxima or minima of said functions. Once work is completed, the graph will be drawn on a smartboard to present findings to the class and explainations will be given for such answers. (20 points)
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** A smartboard presentation of graphs created using notes done in partners.

**English**:The oral presentation will give students practice in public speech and gain comfort while in front of ones peers.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: **Students will use the Problem-Answer chart to organize their steps so students have a reference for the present activity as well as future problems they may be assigned related to graphing. This will be done while solving their function and then looked over at the end of class by the teacher so make sure proper steps are followed in the future.


 * Section II – Groups and Roles for Product: **Students will be partnered using a "count off" number system. Then a graph will be drawn on smart board in teams of two after partners have organized their information with assistance from their Problem-Answer Chart. They will work equally at constructing the graph of their assigned functions. They will construct a graph based on their findings in the specific partner groups. They should divide the presenting into equal parts as well.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logical/Mathematical** - The graphic organizer will provide a step-by-step process for not just the graph being made in partners but future problems that will be assigned in the classroom that involve graphing. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal-linguistic** - Teacher feed back will be given on both the given exit tickets as well as the progress being made between partners on the graph construction. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual/ Spacial** - The graph's that will be presented to students will be in front of the class and on a smartboard. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical/Rhythmical** - Music will be playing prior to class as well as during partner work. This will also help to create more of a privacy for students who are getting oral feedback because their peers will be listening to the music playing instead of listening in on corrections. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal** - Students will reflect on their exit tickets and ask questions for their own clarification as well as the progress they are making in their partner groups. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal** - A graph will be created in teams of two. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Bodily/Kinesthetic** - Students will move to different areas of the room to work with partners. They will move from the smart board back to their seats after receiving feedback. Once the students' work is complete and they have finalized their work, they will end the lesson with a presentation of their work. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist** - I will explain to students different scenarios where graphing is useful.


 * __ 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. //


 * Plan for accommodating absent students: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students are expected to attend all classes. In the event that an unexpected emergency/ or illness were to occur, provided documentation is to provided upon returning to class. If an expected event conflicts with class, it is expected that you inform me of the upcoming absence to prepare you for the work that will be missed. With proper documentation and preparation, you will be able to work with me to come up with a plan on how this goal of the lesson will be met. A meeting arranged between the student and myself will take place where the student will individually present the information to ensure the information from the lesson is mastered.


 * __ Extensions __**


 * Type II technology: ** A smartboard presentation of graphs created using notes done in partners. Students will be able to share and store notes as a well for not only review prior to testing but if absent, students can have a guideline for their product that will be presented at a later date.

Students who have been deemed gifted will be given the same amount of work as the rest of the class but the problem they are assigned will be significantly more involved than the other assigned problems so trigger a deeper thought process in finding the significance of a problem.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Graphing paper for each student
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Graphic organizer hand out (Problem-Answer)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Smartboard
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Markers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">White board
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Music Player (Laptop)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Math Music
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Calculators
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Poster Paper
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">White tarp
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Colored Duct Tape

// List all URL and describe. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Problem-AnswerDiagram http://www.scholastic.com/teachers/lesson-plan/graphic-organizer-problem-and-solution-diagram <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ice Breaker Activity - http://www.educationworld.com/a_lesson/lesson/lesson346.shtml <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Pre-Assessment - http://www.kutasoftware.com/FreeWorksheets/Alg2Worksheets/Quadratic%20Equations%20By%20Factoring.pdf <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Factoring guidlines http://www.purplemath.com/modules/simpfact.htm <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">QuadraticFormula http://www.purplemath.com/modules/quadform.htm
 * __ Source for Lesson Plan and Research __**


 * __ 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) //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 1:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) I will take attendance by having all students create a name tag so they not only introduce themselves to me but to each other assuming they may not know one another.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(20 mins) I will group students in groups of four where they will take part in a Venn Diagram Project. In those groups, they will be handed a piece of poster paper that has the two intersecting circles where as a group, they are to find as many things they can that they have in common or disagree on. I will also be grouped in with one of the groups.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(20 mins) Each group will explain their findings to the class and I will make one large Venn Diagram of the entire class that will be displayed in the classroom. I will explain to my students that whenever they are frustrated and having a hard time grasping a subject they should keep in mind that there are many other students in the class like them that also may be struggling so don't be afraid to ask questions or for help from myself or other students.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) I will hand out and briefly go over the syllabus. I will make sure the important parts of the subject are touched upon to make expectations clear for students.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(20 mins) A pre-assessment exam will be administered to the students. I will tell them in no way is this graded but to take your time and try your best to solve as many problems as you can. I will make sure it is clear that I am using the answers as a guideline for what to touch upon during the lesson.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 2

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) Take classroom attendance and if a student was absent the day prior, I will arrange a meeting with them at some point in the day to discussed miss work. While I am doing both these things, I will have a very intricate graph posted on a smartboard upon entering the classroom for students to by curious about prior to the lesson. I will ask them to write down anything they may notice specific about the graph. (Hook)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(30 mins) I will use the same smartboard graph and have my students describe what they see on the smartboard as I go through and label everything. If need be I will provided guided questions about the shape, intercepts etc. This will be the time where I define all needed terms for the lesson such as zeroes, variables, xy-plane, etc. (please note what students will know...) After these definitions are explained I will draw a varied number of graphs on the smartboard and use the hand raising technique to take a survey on what the class may think certain answers are.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(20 mins) I will take the class either outside or to the gym with a large tarp that I have created. Using duct tape, I will have made a large sheet of graph paper and the students will be creating graphs, intercepts, etc with their own bodies to get them to laugh and learn at the same time.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) Once back in the classroom, I will hand out an exit ticket on the information they have just learned in the class with a few examples of graphs on the sheet. Once the questions are answered, I will have them pass the in and leave class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) Take classroom attendance and if a student was absent the day prior, I will arrange a meeting with them at some point in the day to discussed miss work. Pass back and go over the exit ticket from the previous class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(40 mins) I will now introduce factoring and how to use this along with other formulas to find the points we had pointed out the previous class. After some review from the previous class I will show the steps to factoring and what determines the process to solve a problem.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(20 mins) I will give students the Problem-Answer Graphic Organizer so they can see examples and have a guideline on how to factor for future references.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) Exit ticket on factoring will be administered with two examples on it. Once completed students are free to leave.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 4

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) Take classroom attendance and if a student was absent the day prior, I will arrange a meeting with them at some point in the day to discussed miss work. Pass back and go over the exit ticket from the previous class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 mins) Explain the smart board presentation that the groups will be doing. Divide the class into partners and have a each student assigned to a certain equation that I will create for them based on level of capability. I will also give a quick instruction on how to use a Smartboard so they gain more of a confidence with the technology.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 mins) Give a sample of what they are to be doing with their equation on the board and solve as a class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(30 mins) Give the groups of two time to work together to solve their assigned problems. I will give feedback and make sure they are on the right path during this time.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) Administer an exit ticket to the students on factoring to reinforce the subject. Students will be free to leave upon completion.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 5

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) Take classroom attendance and if a student was absent the day prior, I will arrange a meeting with them at some point in the day to discussed miss work. Pass back and go over the exit ticket from the previous class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(20 mins) Give the students more time to finalize their work with their partners. Provide any last minute feedback to the partner groups that may have questions.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(50 mins) Students will take turns going up on the smart board and showing their work to solve their assigned problem. From there they will graph it. I will make sure all notes are saved to a class blog so they can access the notes in the future for studying.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Desks will be clustered to easily create groups.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will understand that quadratic equations can be represented visually (Where) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">It is important to understand a graph because as adults in the working environment, one should be able to recognize trends and be able to organize information. (Why) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression (What)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will have a very intricate graph posted on a smartboard upon entering the classroom for students to by curious about prior to the lesson. I will ask them to write down anything they may notice specific about the graph. (Hook)I will use the same smartboard graph and have my students describe what they see on the smartboard as I go through and label everything. If need be I will provided guided questions about the shape, intercepts etc. This will be the time where I define all needed terms for the lesson such as zeroes, variables, xy-plane, etc. (please note what students will know...) After these definitions are explained I will draw a varied number of graphs on the smartboard and use the hand raising technique to take a survey on what the class may think certain answers are. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Where, Why, What, Hook Tailors**: visual, verbal, logical, Intrapersonal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will use the smartboard graph and have my students describe what they see on the smartboard as I go through and label everything. If need be I will provided guided questions about the shape, intercepts etc. This will be the time where I define all needed terms for the lesson such as zeroes, variables, xy-plane, etc. (please note what students will know...) After these definitions are explained I will draw a varied number of graphs on the smartboard and use the hand raising technique to take a survey on what the class may think certain answers are. I will take the class either outside or to the gym with a large tarp that I have created. Using duct tape, I will have made a large sheet of graph paper and the students will be creating graphs, intercepts, etc with their own bodies to get them to laugh and learn at the same time.During a lesson on factoring, I will introduce the problem-answer graphic organizer so students can organize steps for future reference. Types of questions I will ask are "what is (student) representing?" "Where is the y-intercept of a graph?" "Who is representing the zeroes?"
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Equip, Explore, Rethink, Revise, Tailors **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">: kinesthetic, verbal, visual, naturalist, interpersonal, intrapersonal, logical

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to model a function visually. By creating a graphing using their own bodies, students will want to interact with their peers and be excited about learning the material that we will be discussing. From there they will be creating their own graph on paper using the information they has received while doing the tarp activity. When grouping students for the smartboard project, I will divide the class in half myself and have each group create a line where they are facing each other. From there I will have them match up to the person in the opposite line and that will be their assigned partner. Roles that will be assigned will involve the graph project. I will call upon students to represent points on the graph and then ask the remaining students to tell me what each student will be representing. While the graph is being created, they will be thinking about relationships between their peers on the graph. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Explore, Experience, Revise, Refine, Tailors:** Visual, intrapersonal, logical, verbal

Students will know….. Standard form of a quadtratic: ax^2+bx+c= f(x)
 * __ Content Notes __**

Max/min formula: __- b___ 2a

Quadratic Formula

How to Factor

Variables: a letter representing an unknown value.

XY-plane: two axis', x and y, that intersect at one single point that allows one to organize input and output values

Zeroes: Where a graph intercepts the x-axis

Y intercept: Where the graph crosses the y-axis

Maximum: The highest point of a graph

Minimum: the lowest point of a graph

// List the items that need to be printed out for the lesson. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Problem-Answer Diagram http://www.scholastic.com/teachers/lesson-plan/graphic-organizer-problem-and-solution-diagram
 * __ Handouts __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Pre-Assessment** - http://www.kutasoftware.com/FreeWorksheets/Alg2Worksheets/Quadratic%20Equations%20By%20Factoring.pdf


 * __ Maine 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 __//**

Students will be given clear expectations, and a consistent schedule of events that will take place every day of class.
 * // Clipboard: //**

Students will be encouraged to think deeper and find meaning to what they are learning by the real life situations that will be created.
 * //Microscope//: **

A positive learning environment will be created for the students to learn by having fun with the information I will be presenting.
 * // Puppy: //**

Multiple ways to present information will be utilized so students can retain the information. Changing a lesson everyday will keep them engaged.
 * // Beach Ball: //**

Students will be
 * // Rationale: //**


 * // 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.//**


 * // Content Knowledge: //**


 * // CCSS: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Content Area** - Algebra <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Grade Level** - High School <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Domain -** Seeing Structure in Expressions <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Cluster -** Write expressions in equivalent forms to solve problems <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Standard -** 3.) Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represent by the expression. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(a) Factor a quadratic expression to reveal the zeros of the function it defines
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Common Core State Standards **

Explain
 * // Facet: //**


 * // Rationale: //**
 * // 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.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logical/Mathematical** - The graphic organizer will provide a step-by-step process for not just the graph being made in partners but future problems that will be assigned in the classroom that involve graphing. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal-linguistic** - Teacher feed back will be given on both the given exit tickets as well as the progress being made between partners on the graph construction. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual/ Spacial** - The graph's that will be presented to students will be in front of the class and on a smartboard. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical/Rhythmical** - Music will be playing prior to class as well as during partner work. This will also help to create more of a privacy for students who are getting oral feedback because their peers will be listening to the music playing instead of listening in on corrections. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal** - Students will reflect on their exit tickets and ask questions for their own clarification as well as the progress they are making in their partner groups. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal** - A graph will be created in teams of two. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Bodily/Kinesthetic** - Students will move to different areas of the room to work with partners. They will move from the smart board back to their seats after receiving feedback. Once the students' work is complete and they have finalized their work, they will end the lesson with a presentation of their work. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist** - I will explain to students different scenarios where graphing is useful.
 * // MI Strategies: //**

// **Type II Technology:** // Smartboard
 * // Rationale: //** Students will be creating a graph using a smartboard so their notes can be saved for future reference. They will be assigned a problem and will present their findings with a partner.


 * // 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.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Pre-Assessment:** Worksheet prior to lesson to check for previous knowledge in subject. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Checking for Understanding**: I will use exit tickets at the end of each class that will touch on the subject from the previous class to ensure all students are up to date with their understanding.
 * // Formative: //**

Students will create a graph on a smartboard and then present their findings to the class to demonstrate their mastery of the subject.
 * // Summative: //**

//** There will be multiple opportunities for the students to self-assess as well receive feedback from <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">myself. This way, corrections will be made to mistakes and students will be able to revise their work while they understand where they had some clarity issues.
 * // Rationale:

__//**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

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].
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