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I believe that a lot of students did not understand that it was a notation (or
even what notation meant) and did not know how they were supposed to use
it. As a result, I would like to make notes of this concept and spend more
time on this particular area. We sped through this topic in class, so I would
like to make sure the next time this section is covered students have ample
time to understand what the notation is and how it is used with equations.
Without careful analysis and digging into what students were thinking, I would
not have been able to reflect the way I did, and make the appropriate
changes to the unit.
One of the biggest challenges I found when doing my first unit plan
was anticipating student thinking. Since my mentor teacher had been away
from algebra 1 for quite some time, I was not able to draw on her
experiences when teaching similar topics. As a result, I did not know how
long it would take for students to grasp a concept. What I felt was an
adequate amount of time spent on one concept turned out to be too little.
This forced me to reanalyze my unit plan as a whole. My time frame for dayby-day instruction got pushed back a few days and I was not as able to
spend as much time on function notation, as mentioned above. I think this is
one of the hardest parts about being a new teacher in general. I still need
more experience teaching high school students, especially with mapping how
long to spend on a topic causes difficulty.
Additionally, I also found it challenging to anticipate student
misconceptions. I researched this topic a bit when filling out my unit plan,
but still some problems arose that I did not anticipate. Thanks to my
formative assessment opportunities, I was able to tackle these problems, but
it still surprised me and made me re-plan my lessons for the next day. This
resulted in some changes in my unit plan. In the future, I will be able to draw
on my past experiences and I will do more research to find what kinds of
student misconceptions are common. Although I did face some
unanticipated challenges, I feel that these difficulties are those of which a
new teacher is expected to endure. Each day students give their teachers
insight into student thinking, particularity how students understand function
notation, how they make connections between concepts, and what
difficulties they have with mathematical content. By carefully reflecting on
these lessons day-by-day, I was able to get the most out of my first unit
planning experience.
For my second unit plan, I knew I wanted to do some things differently.
The first thing that I wanted to spend more time on was deciding what
concepts I wanted students to know and what procedures I wanted students
to know. Considering this made me think about a new change in my unit
plan: incorporating multiple representations. In fact, several Common Core
principles highlight this idea, particularly Math Practice 4 (model with
mathematics) and Math Practice 7 (look for and make use of structure). To
strengthen the underlying conceptual understandings of my students, I
wanted to focus on how graphs, tables, and equations related together. With
my new unit of linear equations, I wanted each day to look at a form of linear
ended up being very difficult later on in the unit. Some students were still
struggling finding slope from graph, which was something we covered at
least a month before. We did a slope review the first day of the unit, and I
thought this would be sufficient, but for some students, it was not. I am
expecting this to be something I struggle with as a new teacher, and to
counteract this, I need to make sure I contact these students to get more
help. I believe this would be more beneficial for the individual students as
well as the class dynamic.
Like the first unit plan, I was also still encountered the challenge of
deciding how long to plan on one section. Without a lot experience in this
area, I still did not get the timing correct for this unit plan. I ended up
extending by a few days of activities and adding a few more days of review.
As I was analyzing the formative assessment and quizzes closer and closer to
the end of the unit, I realized that there were some conceptual gaps in
knowledge and common misconceptions that needed to be addressed. As a
result, I pushed the test a few days and spent that time reviewing what we
covered and having my students practice connecting the different forms of
linear equations and writing equations from different representations.
Over the course of my internship, I have realized that unit planning is
an essential part of teaching. Not only does unit planning give teachers a
good idea of what concepts are being covered in the chapter/section, it also
allows for a clear and concise path to follow for the overall goals. I have
found that using the backwards unit plans allows me to focus in on what
Works Cited
Graff, N. (2011). " An Effective and Agonizing Way to Learn": Backwards
Design and New
Teachers' Preparation for Planning Curriculum. Teacher Education
Quarterly, 151168.