Collaborative Lesson Plan Farooqi


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Collaborative Lesson Plan Farooqi

  1. 1. Collaborative Lesson Plan A. Farooqi Collaborative Lesson Plan Aysha Farooqi FRIT 7737 Dr. Repman Table of Contents Please click on the links below to go to that topic. 1. The Lesson Plan 2. Pathfinder 3. Assessment of Student Learning GRADE: 7th Grade- Math TEACHERS: A. Farooqi (Media Specialist) 1
  2. 2. Collaborative Lesson Plan A. Farooqi T. Fullford (7th grade Math Teacher) CONTENT TOPIC: Data Analysis (2weeks) - Two days of direct instructions from SLMS and then guiding and providing assistance. STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Information Literacy Standards for the Lesson: Standard 1—Inquire, think critically, and gain knowledge Standard 2---Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Skills Indicator(s): 1.1.2 Use prior and background as context for new learning. 1.1.4 Find, evaluate and select appropriate sources to answer questions. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 2.1.4 Use technology and other information tools to analyze and organize information. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. Benchmark(s): o State and support what is known about a topic, problem, or question and make connections to prior knowledge. o Select a variety of credible sources in different formats relevant to research needs. o Select and use grade level appropriate electronic reference materials and teacher selected websites to answer questions. o Identify and apply common utilities (for example pictures, movies, sound, and charts in presentation tools) to enhance communication to an audience, promote productivity, and support creativity. o Use appropriate media and formats to design and develop products that clearly and coherently display new understandings. Dispositions Indicator(s): 1.2.3 Demonstrate creativity by using multiple resources and formats. 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions can not be drawn. Responsibilities Indicator(s): 1.3.5 Use information technology responsibly. 2.3.1 Connect understanding to the real world. 3.3.4 Create products that apply to authentic real world contexts. Self-Assessment Strategies and Indicators 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when it is needed. 2.4.2 Reflect on systematic process, assess for completeness of investigation. 2.4.3 Recognize new knowledge and understanding. 3.4.2 Assess the quality and effectiveness of the learning product. 2
  3. 3. Collaborative Lesson Plan A. Farooqi CONNECTION TO LOCAL OR STATE STANDARDS Data Analysis M7D1. Students will pose questions, collect data, represent and analyze the data, and interpret results. a. Formulate questions and collect data from a census of at least 30 objects and from samples of varying sizes. b. Construct frequency distributions. c. Analyze data using measures of central tendency (mean, median, and mode), including recognition of outliers. d. Analyze data with respect to measures of variation (range, quartiles, interquartile range). e. Compare measures of central tendency and variation from samples to those from a census. Observe that sample statistics are more likely to approximate the population parameters as sample size increases. f. Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots introduced earlier, and using box-and-whisker plots and scatter plots. g. Analyze and draw conclusions about data, including a description of the relationship between two variables. OVERVIEW: The 7th grade teachers and the SLMS collaborated to plan a technology based lessons on data analysis. The teachers have attended the professional development session where they have seen the SLMS demonstrate the use of screencast and pathfinder to teach and review the concepts. The Math teachers decided to use this technology which will enhance the lesson and allow the students to review the lesson at their own convenience. The teacher and the SLMS plan the activities for the lesson and decide the role each will play in teaching and assessment. They also decide that the final product will be creating a power point presentation and Excel. The teachers collaboratively created a power point, for reviewing the measures of central tendency. Then, the SLMS showed the teacher how to put the sound effects and technology pieces into the screencast. The teachers discussed and reviewed the standard of data analysis to make sure students are familiar of different graphs and measure of central tendency. Then teacher’s class will go to the media center and the SLMS introduces the concept of graphs and uses the Promethean board and the website to review vocabulary to grab their attention as well. The teacher will talk about the upcoming census and how to use this to do a mini power point project. The SLMS will show them the pathfinder that explain the different resources available in the media center and demonstrate how to create a power point along with the use of excel to do their graphs. The students will use resources discussed by SLMS to better understand the concept and to work on the project. FINAL PRODUCT: The creation of a PowerPoint presentation and use of excel to do the graphs. LIBRARY LESSON(S): Students will use internet resources, books, online databases, and audio visual aids to discover the use of doing the graphs and to choose appropriate graphs and variations. Students will work with the SLSM to 3
  4. 4. Collaborative Lesson Plan A. Farooqi learn how to use the features of PowerPoint and Excel to explore the various types of displays or presentations that can be made using the program. Students will use information gathered to add to these creations and use library resources as necessary for reference. Students will also learn from SLMS how to ethically credit the owners of intellectual property. ASSESSMENT • Product The power point presentation to check for accuracy, organization, visuals, and mathematical reflection. • Process The teacher and SLMS will use the power point created by the students to determine if they are able to  formulate questions which can be answered by data;  collect data from a census and a sample;  plot points on a coordinate plane;  analyze data using graphical techniques (pictograph, histogram, bar graph, line graph, circle graph, line plot, box and whisker plot, scatter plot);  describe how a change in one variable affects the other variable;  analyze data using measures of central tendency;  analyze data using measures of variation (range, quartiles, interquartile range);  discuss what happens to sample statistics as the sample size increases;  compare data sets using measures of central tendency and measures of variation;  recognize and discuss similarities and differences between different data sets. • Student self-questions  What is meant by the center of a data set, how is it found and how is it useful when analyzing data?  How can I describe variation within a data set?  In what ways are sample statistics related to the corresponding population parameters?  How do I choose and create appropriate graphs to represent data?  What conclusions can be drawn from data?  Have I adequately answered the essential questions?  Have I adequately described each source in the annotated works cited list? INSTRUCTIONAL PLAN Resources students will use:  Online subscription database(s)  Web sites  Books  Reference  Nonprint o Periodicals/newspapers o Other (list) • Instruction/activities Direct instruction: 4
  5. 5. Collaborative Lesson Plan A. Farooqi Role of SLMS: The SLMS will introduce the topic by using the to enhance vocabulary. She will teach the students how to use the available resources in the media center and explain how the pathfinder is a useful tool. The SLMS will also teach the students how to create power point presentations, use Excel, and how to cite the work. Role of Teacher: The teacher will introduce the lesson using the screencast and various resources to introduce the concept. She will explain to the students how they are going to use this concept to learn about data analysis. After the introduction of the topic by SLMS, the teacher will use census website to register her students and let them do the survey and finish the project. Teacher discusses the project guidelines with the class. Slide 1: Title page Make up an interesting title and also write your question. Make the page bright, neat and colorful. Slide 2: The data Copy /paste the columns of data that you are using. Create a tally and frequency table. Include the relative frequencies (percentages) in your table as well. Slide 3-5: The graphs Create 3 different types of graphs to display your data. You must include: 1. a circle graph with calculations 2. a bar graph (regular, double or triple) or a histogram, whichever is most suitable 3. your choice of a pictograph, a line graph or a stem-and-leaf plot. Slide 6: The conclusion In complete sentences, respond to the following questions: 1. Choose one of your graphs and describe it. 2. Which of the 3 graphs do you feel shows your data in the best way and why? 3. Which of the 3 graphs is least effective for presenting your data and why? 4. Explain your choice of intervals for the bar graph or histogram or the choice of symbols on the pictograph. 5. What is the answer to your question? Fully describe how you reached this conclusion. Modeling and guided practice: The SLMS will demonstrate the use of resources and steps involved in the PPT. The teacher and SLMS assist the students as they develop their PPT and Excel worksheets. 5
  6. 6. Collaborative Lesson Plan A. Farooqi Independent practice: Students will use resources research more on the concept and will work on the PPT to in school and creating the model at home. They will go online to complete HW assignments assigned by the teacher or for more practice. Sharing and reflecting: Students will present project and complete a self-evaluation rubric to monitor their progress and uncover problem areas in which they need assistance. They will also complete a self reflection form. After the presentations, students will use a “3, 2, 1” to talk about the project and their learning process. Each student will list three things learned, discuss with the person next to them to narrow down to two, and then choose one and put it on the sticky note and place it on the chart paper. They will also complete a peer reflection form. Differentiating the task The task has been differentiated in different ways by including the discovery using hands-on activity for kinesthetic learners, screencast and videos for audio visual learners, which also includes a music piece to hook up the students who like music, and resources are provided in different formats. They can get peer help and the teacher and SLMS are always there to assist. Modifying the assignment for students with disability • Provide calculators for calculations. • Graphic organizer with the steps • Peer help • One –one help by the teacher. • Create a book in place of power point. Back to Table of Contents Link to the Pathfinder: Rubric for Teacher Commentary Unacceptable Acceptable Exceptional (69% and below) (85% -70%) (100% - 86%) Content Students failed to use Appropriate graphs were Appropriate graphs were 6
  7. 7. Collaborative Lesson Plan A. Farooqi appropriate graphs and applied, most of the final used so that the final calculations of central calculations were correct. calculations were correct. tendency, as a result had errors. The simple process was The process was described demonstrated. sequentially and could be The process was undefined easily followed. Layout The layout was not The layout was good. The layout was complete complete. and well designed. Presentation was simple Presentation was missing but contained the essential Presentation was very elements. elements: Pictures, graphs, professional and included and a description of the images, graphs, and process descriptions. Technical No attempt made to create Technology was used in Technology was used as a and/or present the slide the power point like tool for developing the show. inserting images and model, searching the web sound. for further resources in addition to inserting images and sound. Student Self-Assessment and Reflection CATEGORY Exceeds Meets Did not Meet 5points 3 points 1 point I was paying attention at all times and I was attentive most of the time I was not attentive and Attention level was very focused in the project. and concentrated on the work with demonstrated very little effort few reminders towards the task. Task Completes all the tasks assigned on Completes most of the things by Have difficulty completing the completion time and correctly the time allotted and may be there tasks. are some signs of negligence Team player During class discussions I followed I followed directions and respected Does not listen and participate directions, listened, presented my the views of others to most extend in discussions and does the views and respected others views. and participated in discussions own things most of the time. most of the time Student Reflection Form: Student reflect on their 3-D Model/ PPT Student Name: _____________________________________ Teacher: _________________ Date: ________________________ Subject: _________________ I am reflecting on the following assignment(s): 7
  8. 8. Collaborative Lesson Plan A. Farooqi Title of Assignment Concept/Topic Score Standard(s) Addressed One thing I liked about the assignment __________________________________________________ __________________________________________________________________________________ One thing I learned from completing the assignment ________________________________________ ___________________________________________________________________________________ Upon review of this assignment, I believe that I need to improve ____________________________________________________________________________ Peer Reflection Form : Students will reflect about the 3-D model I ______________________ (Your name), reviewed ___________________ (Student’s name whose work you are reviewing) assignment on _____________________ (assignment’s name) which covers the standard of ______________ (standard covered). The one thing I liked about your assignment is _________________________________ _______________________________________________________________________ The one thing you can improve on your assignment is ____________________________ Back to Table of Contents Assessment of Student Learning  Pre/post test: the teacher gave them the Pre test at the beginning of this unit and she will give them the same test at the end of the unit and we hope to see great improvements.  Pre Assessment- Before starting a topic pre- assess the students by asking them questions, K-W-L Chart, initiating activities (reading a book), discussions, and development of vocabulary. Use of graphic organizers.  Oral Discussion- This is a very effective and engaging way of quickly getting the evidence of learning. The questions asked were higher order thinking skills showing the students understanding of the concept.  Ticket out of the door- Students also complete the little ticket out of the door to show the evidence of learning and it gives teacher and SLMS to provide assistance if needed immediately. They answer everyday Today I learned___________________ 8
  9. 9. Collaborative Lesson Plan A. Farooqi I really understand__________________ I need more help with_________________  Quizzes – Teacher will give them quiz at least once a week to get the evidence of their understanding quickly. The questions come from Check up, Quiz of the textbook  Online Assessments- The students have access to log on to websites like,, to complete online quizzes on the chapter and review what they don’t understand. They can use the resources provided in the pathfinder for assistance.  Project: Creating a power point presentation. Reflection Forms: The self reflection form and the peer reflection form help the teacher and SLMS to know what the students think and what improvements are needed. Back to Table of Contents 9