CourseworkGamified LearningITI690 Inspired Teaching InquiryMathematics EducationNational UniversityProject-Based Learning
Gamified Project-Based Learning: Literature Review First Draft
For this assignment, we were asked to write a reflective paper entitled First Draft of the Literature Review Section for our final Action Research Proposal that integrates/incorporates what we have learned about our topic and the research process during this class. We were to include any new ideas or insights we might use or expand in the future as we move forward through this program and complete our Action Research Proposal. We started with a title page, running head, and abstract. The abstract will describe what we are doing in this paper and the introduction will generally detail what we have learned...
CourseworkGamified LearningITI690 Inspired Teaching InquiryMathematics EducationNational UniversityProject-Based Learning
Annotated Bibliography: Gamified Project-Based Learning (GPBL) – Week 3
In this assignment, which had three parts, we developed a focused research question and added it to our Annotated Bibliography and Webliography. The instructions for this assignment were to… Assignment Resources Gamified Project Based Learning (GPBL)with Annotated Bibliography Frank Jamison Sanford College of Education, National University ITI690 Inspired Teaching Inquiry Dr. Deborah Algario May 26, 2024 Research Question How does gamified project-based learning (GPBL) integration impact student motivation, engagement, and learning outcomes in middle school mathematics classes? Relevance to My Teaching Situation As a future middle school mathematics teacher, I am deeply invested in finding effective strategies to engage my...
CourseworkInterdisciplinary LearningITL528 Single Subject Integrated Design IILesson Planning and DesignMathematics EducationNational University
Week-Long Lesson Map
In Week One, we focused on creating an environment conducive to learning and getting to know our students as much as possible. With the self-assessments/pre-assessments and activities described in Week One, we are now transitioning to our lesson design with our students’ knowledge, identities, abilities, and needs in mind. This week’s discussion prompted us to identify the content standard(s) within the content area we wish to teach for this week-long learning map. We were also tasked with identifying a VPA standard and an additional content standard to align with. We built on these standards for this assignment to identify our...
Station Rotation
Up to this point, we have analyzed our content standards and frameworks to determine what mastery looks like and then developed assessments to track learning progression toward that mastery. We have also identified ways to get to know our learners so we can design appropriate instructional strategies and supports to ensure they all achieve mastery and meet our learning objectives. In this week’s discussion, we identified and shared valuable instructional resources, tools, supports, and strategies, especially those that promote diversity, equity, and inclusion of all students with our peers. Now, we will begin implementing some of the strategies we feel...
ALgebra ICourseworkEducational AssessmentITL526 Single Subject Integrated Design IMathematics EducationNational University
Assessing for Mastery of a Standard
In our discussion this week, we deeply analyzed our content standards and frameworks. From this process, we have identified some priority standards for our content area and gained an appreciation for the depth a standard can have. For a given standard, a great deal of content and skills are sometimes expected of students. When teaching a lesson based on that standard, it can be easy to overlook certain standard elements or inadvertently bias towards a part of a standard while neglecting another. Thus, successfully unpacking a standard into concepts and skills is only just the beginning. The next step is...
CourseworkCurriculum DevelopmentDiversity, Equity, and Inclusion (DEI) in EducationITL526 Single Subject Integrated Design IMathematics EducationNational University
Getting to Know Your Standards
“To create a curriculum that supports diverse learners, it’s essential to start by thoroughly understanding the standards and frameworks. This process allows us to (1) define what students need to learn and achieve and (2) establish clear learning objectives that outline mastery. These frameworks also offer guidance for implementing diversity, equity, and inclusion. With a large number of standards, prioritizing, sequencing, and planning the curriculum can be challenging. However, a comprehensive examination of the standards will help you effectively plan your lessons.” Instructions Read Chapter 1 of A Teacher’s Guide to Standards Based Learning. Then, thoroughly read your content standards and...
Assessment and RubricsCourseworkITL522 Content Area LiteracyMathematics EducationNational UniversityTeaching Strategies
Enhancing Writing in Mathematics
CourseworkITL522 Content Area LiteracyLiteracy and ComprehensionMathematics EducationNational UniversityTeaching Strategies
Informational Text in Mathematics
Utilizing challenging pieces of text in our content area classrooms is a great way to support students in both their content area comprehension and their literacy growth. When accessing a piece of text in your class, how can you get students critically thinking, writing, listening, and speaking? How can you scaffold instruction so that each student (regardless of their literacy strengths and areas of need) can access the text and apply what they know? How can you connect a piece of text to the experiences, interests, and funds of knowledge that a student already brings into the classroom? Informational texts...
CourseworkEducational MethodsITL520 Academic Language & LiteracyLiteracy in Content AreasMathematics EducationNational UniversityPassionate Teaching Journey Blog
Formative Assessment and Content Literacy in Mathematics: Engaging with Multi-Step Equations
Formative assessments are a great way to check in with students to see how they are doing with new content they are learning. Formative assessments can be informal too! You can have a quick discussion with the class, you can listen to a group talking about a piece of text, you can give out a 3 question exit ticket, and much more! Formative assessments informs our teaching and lets us know if we need to re-teach, try something different, give a break, move onto the next piece of content, or something else! We can give formative assessments throughout a class...
Assessment StrategiesCourseworkInclusive Teaching PracticesITL520 Academic Language & LiteracyMathematics EducationNational University
Innovative Assessment Practices in High School Algebra
“If an assessment asks students to evaluate and create but our instruction asks only that they remember and comprehend, then we’ve taken a wrong direction” states Mike Fisher. Assessments should be frequent, varied and build upon the concepts (content) and skills (literacy) taught in the class. Some say, each assessment holds a privilege. Meaning, a multiple-choice assessments privileges one group of students in the class, while a video project privileges another group of students in the class. How can you assess your students equitably? How can you ensure no student or student groups have an “assessment privilege” over the others?...
CourseworkEducational StrategiesITL520 Academic Language & LiteracyMathematics EducationNational UniversityStudent Challenges
Learning Map Stage 1: Multi-Step Inequalities
Designing instructional experiences for students that are inclusive, engaging and effective take thoughtful planning, adjusting and reflecting on the part of the teacher. Over the course of your educational career, you will see different types of lesson design processes, templates and formats that have many types of criteria. Some of the criteria included on these templates might be: reading strategies, assessments, warm-ups, discussion prompts, differentiated writing tasks, language supports, real life connections, and the list goes on and on. What will remain true throughout, is the focus you will place on differentiating, empowering and setting each student up for content...
CourseworkEducational StrategiesITL608 Design and Process of TeachingMathematics EducationNational UniversityStudent-Centered Learning
Signature Assignment (Learning Map Stages One and Two)
We finished and submitted a Learning Map addressing Stages One and Two in this assignment. We used content from Assignments 1A, 1B, and 2A to complete this assignment. While we could integrate our previous work into this assignment, we were made aware that we would also be completing part two of Stage Two for the first time in this assignment. Stage One – Planning Your Instruction Identify your Lesson Standard(s) CA Content Standard(s) List the Standard(s) ELD Standard List English Learning Development Standard(s) Unpacking the Standard Before beginning this section, please navigate to this video that describes how to unpack...