Instructional and Learning Strategies

MTTC-1002
Spring 2006
Lisa M. Stultz

 

Aspect 1: The Syntax

Student Learning Goals Instructional Strategies Instructor Actions Student Activities
1) The students will understand the difference between reflection, translation and rotation. 1) Class Discussion
2) Teacher Modeling
3) Questioning
4) Inquiry/Exploration
5) Active Learning 		1) The teacher will model transforming quilt squares using reflection, translation and rotation.
2) The teacher will have the materials ready and facilitate the students in their explorations.

The students will...
1) Label their squares clockwise from the top left 1,2,3,4.
2) explore with their squares using reflection, translation and rotation.
3) write down how they created their final design (using reflection, translation and rotation) and describe what it looks like.
4) come together as a group to share their designs and demonstrate how they were made naming the geometric transformation used to create their design.
5) discuss how each of the squares is related to the other 3 squares as a group.

Day 1 of this lesson students will use translation and reflection only.
Day 2 students will use rotation only.
Day 3 students will use all three, and will explore line symmetry

2) The students will demonstrate their understanding of the difference between reflection, translation and rotation. 1) Inquiry
2) Cooperative Learning

1) The teacher will give students a choice of demonstrating their knowledge in the creation of a Power Point Presentation, Clay Animation or Video.
2) The teacher will have all of the resources available for students to use for their presentations.
3) The teacher will be a resource for students to utilize when needed.
4) The teacher will provide students with a rubric used for assessing their project.

The students will...
1) Choose the method for demonstrating their new knowledge of the difference between reflection, translation and rotation.
2) assign jobs for the members of their collaborative group.
3) create a project plan
4) gather or create needed resources for the project.
5) Explain or demonstrate the difference between reflection, translation and rotation in creating one or more of the following:
Power Point Presentation, Clay Animation, Video Demonstration in iMovie

Aspect 2: The Social System

This lesson "Crazy for Quilts" requires the students to work as individuals, part of a collaborative group and interact in whole class activities. The students will be self motivated and work to encourage other students in their class. The students have worked on team building activities throughout the year to achieve trust among the students in their grade level.

Aspect 3: The Role of the Instructor

The role of the instructor is to model, monitor, facilitate and give students feedback of their progress throughout the lesson. As a monitor the teacher can stand back and watch the students take on the responsibility of their own level of learning. As the facilitator, the teacher will make sure that students have access to all necessary resources, and guide students when needed.

Aspect 4: The Support System

The fifth grade teachers will present this lesson with the support of the Math Instructional Specialist and the Instructional Technology Integration Specialist.

Resources needed: Computer with internet connection, paper and pencils for students to write down the findings from their explorations, quilt square designs, paper quilt square templates, scissors, map pencils and books such as Tar Beach, The Patchwork Quilt, The Seasons Sewn, Sam Johnson and the Blue Ribbon Quilt etc.

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