Team+12

Team 12
Member Names: Stone Xiao Xia Zhao

Wednesday
Design Studio: Reflect on your content and pedagogy With your Partner reflect on the following questions: What content areas do you teach? What content strengths do you have? What content do you find difficult to teach? What do you consider your role to be as a teacher? What instructional methods do you use as a teacher? What are some of the persistent problems you encounter in your instruction? With your partner, identify possible areas of overlap.


 * Reflection Notes:**

Ans1.my major is maths Ans2.the explanation is continuous ,strict and scrupulous Ans3.most of the students have no interest Ans4.the teacher should be a learning assistant and a organizer Ans5.explain slowly or try another way Ans6.enhance and motivate the interest in learning maths

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

. I. What is the compelling question you would like your students to answer? Do you have any sub-questions to engage students? Suppose that you are a soccer player and now you wish to place the ball at a point P which is on the line through point C where C is on the line produced of the end line passing through the two erected posts A and B. PC is perpendicular to AB. Find the angle APB so that you will get the greatest possibility to score. And the sub-question is how to creat a mathematics modle to solve the problem. II. How are new literacies featured in your compelling question? As we know, almost every student love soccer especial boys and they want to be a famous player in future, so that they need to know how to gets a high marks that means to score many times. So I think it is a compelling question for the teenagers. III. How will you organize or group your students for the PBI? My design for this lesson is Step 1: Divide the students into four or five groups accordding the size of the class. Step 2: Go outside to the field to explain the whole question. Step 3: Ask each group discuss the topic and try to figure out the realistic design after watching a short video game which is related to the question. IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? The elementary formulae and principes of differentiation of inverse trignometric fuctions and the definition of trignometric functions including corresponding expressions and properties. The prior lessons are Differentiating inverse trigonometric functions. V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? Keep inquiring each group with related questions and give them the hint when necessary in order to help them creat the mathematical model. I will walk aroud among the groups to see and induct them to discuss and design. VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? When they have finished their design, I will cellect them to share their plans and the answers By offering the assistant equipment including internet or other facilities. ask them to hand in the reports VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). By calculation and exprence their designs to compare the different plans then let themselve to give the marks for each group, at last find the best, for the plans which are not the best, motivate them to find the reasons and typical faults in the procedure of designing then correct it. VIII. What technology tools will students use in creation and sharing of their PBI product? They can complete a report of the question and stick it to the internet.
 * Reflection Notes:**

PBI Lesson Plan
Step 1: Divide the students into four or five groups accordding the size of the class. Step 2: Go outside to the field to explain the whole question. Step 3: Ask each group discuss the topic and try to figure out the realistic design after watching a short video game which is related to the question.

PBI Compelling Question:
Suppose that you are a soccer player and now you wish to place the ball at a point P which is on the line through point C where C is on the line produced of the end line passing through the two erected posts A and B. PC is perpendicular to AB. Find the angle APB so that you will get the greatest possibility to score. And the sub-question is how to creat a mathematics modle to solve the problem.

===Content: As we know, almost every student love soccer especial boys and they want to be a famous player in future, so that they need to know how to gets a high marks that means to score many times. So I think it is a compelling question for the teenagers ===

Assessment:

 * ||  |||||| levels performance(scale) ||
 * 　 || 3 || 2 || 1 ||
 * understanding || completely get the correct meaning || partly get the correct meaning || mis-understand ||
 * create a model || get a correct figure || bugs in the figure || can't figure it out ||
 * find the method or expression || get a correct equation || get the wrong equation || <span style="font-family: 宋体;">can't figure it out ||
 * <span style="font-family: 宋体;">calculation || <span style="font-family: 宋体;">completely correct procedure || <span style="font-family: 宋体;">can't find the correct derivative || <span style="font-family: 宋体;">can't figure it out ||
 * <span style="font-family: 宋体;">the answer || <span style="font-family: 宋体;">get the equation x=the square root of ab || <span style="font-family: 宋体;">wrong answer || <span style="font-family: 宋体;">can't figure it out || ||  ||