Team+16

Team 16
Member Names: Yao Yu Tian Yu

Wednesday
Design Studio: Reflect on your content and pedagogy With your Partner reflect on the following questions:

What content areas do you teach? Yao teaches AP Calculus BC and Tian teaches Math and English.

What content strengths do you have? Tian has pedagogical knowledge of math. Yao's strength is integrating calculus content with the pedagogical process.

What content do you find difficult to teach? We both think it is ALGEBRA!

What do you consider your role to be as a teacher? Tian is a helper. Yao is a communicator and organizer, sometimes a standup comedian.

What instructional methods do you use as a teacher? <span style="font-family: Arial,Helvetica,sans-serif;">Game, group discussion, questioning and prediction, video, movie, cartoon, singing and music, story telling about math.

<span style="font-family: Arial,Helvetica,sans-serif;">What are some of the persistent problems you encounter in your instruction? <span style="font-family: Arial,Helvetica,sans-serif;">How to motivate students, how to create equal opportunities to all classroom students, how to choose appropriate multimedia to enhance the syllabus.

<span style="font-family: Arial,Helvetica,sans-serif;">With your partner, identify possible areas of overlap. <span style="font-family: Arial,Helvetica,sans-serif;">Math education, English, educational theories, educational psychology, technology, cross cultural classroom communication and management,linguistics.

<span style="font-family: Arial,Helvetica,sans-serif;">Reflection Notes: <span style="font-family: Arial,Helvetica,sans-serif;">Teachers who are good at pedagogical knowledge should try to integrate content and technological knowledge in their teaching process, especially in the algebra teaching. AP calculus BC requires the teacher to encourage more technological activities in addition to possessing rich content and pedagogical knowledge.

<span style="font-family: Arial,Helvetica,sans-serif;">Thursday
<span style="font-family: Arial,Helvetica,sans-serif;">Guiding Questions <span style="font-family: Arial,Helvetica,sans-serif;">I. What is the compelling question you would like your students to answer? Do you have any sub-questions to engage students? <span style="font-family: Arial,Helvetica,sans-serif;">II. How are new literacies featured in your compelling question? <span style="font-family: Arial,Helvetica,sans-serif;">III. How will you organize or group your students for the PBI? <span style="font-family: Arial,Helvetica,sans-serif;">IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? <span style="font-family: Arial,Helvetica,sans-serif;">V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? <span style="font-family: Arial,Helvetica,sans-serif;">VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? <span style="font-family: Arial,Helvetica,sans-serif;">VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). <span style="font-family: Arial,Helvetica,sans-serif;">VIII. What technology tools will students use in creation and sharing of their PBI product?

<span style="font-family: Arial,Helvetica,sans-serif;">Reflection Notes:

<span style="font-family: Arial,Helvetica,sans-serif;">PBI Compelling Question:
<span style="font-family: Arial,Helvetica,sans-serif;">How to create a family of linear functions based on their properties?

<span style="font-family: Arial,Helvetica,sans-serif;">Content:
<span style="font-family: Arial,Helvetica,sans-serif;">slope/gradient, 0/undefined slope, intercept, origin, axis, plane, quadrant, coordinates, intersection, perpendicular/parallel <span style="font-family: Arial,Helvetica,sans-serif;">linear function equation:y=kx+b

<span style="font-family: Arial,Helvetica,sans-serif;">Learning Outcomes for this PBI:
<span style="font-family: Arial,Helvetica,sans-serif;">1. Students will be able to plan and collaborate well before, during and after the class.

<span style="font-family: Arial,Helvetica,sans-serif;">2. Students will be able to can compare different linear functions and descibe the similarities and differences in English.

<span style="font-family: Arial,Helvetica,sans-serif;">3. Students will be able to analyze the correct structure of a linear function.

<span style="font-family: Arial,Helvetica,sans-serif;">4. Students will be able to remember and use the English words in linear functions.

<span style="font-family: Arial,Helvetica,sans-serif;">5. Students will be able to use graphing calculators, posters, multimedia, etc. to represent their unique linear family and play their own movie of the linear family.

<span style="font-family: Arial,Helvetica,sans-serif;">6. The students will be able to show their work by posing creative compelling questions, creative technologies including smartboard, flip cameras, or other tools.

<span style="font-family: Arial,Helvetica,sans-serif;">Method:
<span style="font-family: Arial,Helvetica,sans-serif;">Before class Blackboard/Smartboard: Provide the English vocabulary students need. <span style="font-family: Arial,Helvetica,sans-serif;">10-15 minutes Multimedia: The Simpsons, so the students will be motivated to start their group project, and be clear about the instructions. <span style="font-family: Arial,Helvetica,sans-serif;">10-15 minutes Content knowledge: Show the students a powerpoint of linear function knowledge frame. Students can research and study linear functions using textbooks, internet, dictionary in groups. <span style="font-family: Arial,Helvetica,sans-serif;">10-15 minutes Using camera and other applets: Students are divided into several groups, and they will have a better visualized picture of linear functions and linear family. <span style="font-family: Arial,Helvetica,sans-serif;">20-30 minutes Group presentation: Students can use technological tools, drama, or anything they want to present their projects in groups.

<span style="font-family: Arial,Helvetica,sans-serif;">Assessment:
<span style="font-family: Arial,Helvetica,sans-serif;">Deliver a rubric at the beginning of the class, based on presentation quality, knowledge of linear function.


 * <span style="font-family: Arial,Helvetica,sans-serif;">CRITERIA || <span style="font-family: Arial,Helvetica,sans-serif;">LEVEL 4 || <span style="font-family: Arial,Helvetica,sans-serif;">LEVEL 3 || <span style="font-family: Arial,Helvetica,sans-serif;">LEVEL 2 || <span style="font-family: Arial,Helvetica,sans-serif;">LEVEL 1 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Working with Others || <span style="font-family: Arial,Helvetica,sans-serif;">Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson. || <span style="font-family: Arial,Helvetica,sans-serif;">Student was an engaged partner but had trouble listening to others and/or working cooperatively. || <span style="font-family: Arial,Helvetica,sans-serif;">Student cooperated with others, but needed prompting to stay on-task. || <span style="font-family: Arial,Helvetica,sans-serif;">Student did not work effectively with others. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Strategy/Procedures || <span style="font-family: Arial,Helvetica,sans-serif;">Typically, students used an efficient and effective strategy/tools to solve the problem(s). || <span style="font-family: Arial,Helvetica,sans-serif;">Typically, students used an effective strategy/tools to solve the problem(s). || <span style="font-family: Arial,Helvetica,sans-serif;">Sometimes students used an effective strategy/tools to solve problems, but does not do it consistently. || <span style="font-family: Arial,Helvetica,sans-serif;">Students rarely used an effective strategy/tools to solve problems. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Mathematical Concepts || <span style="font-family: Arial,Helvetica,sans-serif;">Explanation showed complete understanding of the mathematical concepts used to solve the problem(s). || <span style="font-family: Arial,Helvetica,sans-serif;">Explanation showed substantial understanding of the mathematical concepts used to solve the problem(s). || <span style="font-family: Arial,Helvetica,sans-serif;">Explanation showed some understanding of the mathematical concepts needed to solve the problem(s). || <span style="font-family: Arial,Helvetica,sans-serif;">Explanation showed very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Characters || <span style="font-family: Arial,Helvetica,sans-serif;">The main characters(the linear function family) were named and clearly described (through words,images,videos and/or actions). The audience knows and can describe what the characters look like and how they typically behave. || <span style="font-family: Arial,Helvetica,sans-serif;">The main characters(the linear function family) were named and described (through words,images,videos and/or actions). The audience has a fairly good idea of what the characters look like. || <span style="font-family: Arial,Helvetica,sans-serif;">The main characters(the linear function family) were named. The audience knows very little about the main characters. || <span style="font-family: Arial,Helvetica,sans-serif;">It is hard to tell who the main characters(the linear function family) were. ||

<span style="font-family: Arial,Helvetica,sans-serif;">Technology Tools Used:
<span style="font-family: Arial,Helvetica,sans-serif;">Smartboard, Camera, Multimedia,Internet, applets.