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Faculty^ Teaching^ Tools^ Used^ Fall^2008 Department^ Semester^ Course^ Teaching
Rationale^ forImprovement Tool 1 Teaching^ Tool^1 Stragegy for^ Tool^1 Teaching^ Tool^2 Developmental Math^ Mathematics^ Fall^2008 DSPM^0700
A^ lecture^ format^ that^ uses personal^ PowerPoint^ lecturesTo^ address^ visual^ learning along^ with^ problem^ solving^ styles^ found^ prominent^ in boardwork.^ class.
Improve^ the^ PowerPoints^ to include^ problem^ solving^ in groups.^ This^ would^ definitely address^ the^ majority^ of^ thePosting^ lecture^ worksheets class^ shown^ as^ active^ learners from^ the^ survey.
and practice problems using the eLearn website.
Developmental Math^ Mathematics^ Fall^2008 DSPM^0850
Students^ were^ divided^ into groups.^ Each^ group^ was^ given a^ table^ to^ complete^ from^ a given^ equation^ involving exponents.^ Students^ worked^ Active^ Learners^ benefit^ from together^ to^ complete^ their^ group^ activities.^ Visual table^ then^ wrote^ their^ results^ Learners^ benefit^ from^ drawing on^ the^ board.^ By^ analyzing^ the^ graphs^ and^ tables.^ Verbal tables,^ the^ class^ discussed^ Learners^ benefit^ from^ working positive,^ negative,^ and^ zero^ in^ groups^ to^ hear^ classmates exponents.^ explanations.
Students^ were^ divided^ into: I will certainly use this groups^ of^ four.^ Each^ group activity again. All students was^ given^ several^ problems were participating and students were involved in the discussion while drawing conclusions on their own. I became the discussion leader and did not just lecture about all the material. Students quickly deducted the effect of negative exponents and zero as an exponent. to complete and present from Chapter 1. Each group worked and discussed their assigned problems. Each member of the group worked a problem on the board, explained the procedure and answered any questions. Presenters were allowed to use the white board or SmartBoard.
Developmental Math^ Mathematics^ Fall^2008
Time‐savings^ for^ studentsPosting class lecture notes on e‐ during^ class^ when^ note Learn with example problems 850 to be worked in class. Stress^ concepts^ less^ in^ written notes^ and^ use^ more^ class^ time for^ problem‐solving.^ Some lecture^ time^ seems^ to^ beCreating^ PowerPoint‐taking, wasted^ for^ written^ (rather^ than^ presentations^ of allowing greater concentration verbal)^ explanation^ of on problem solving processes. concepts. lectures^ which match the e‐Learn‐posted lecture guides
Faculty^ Teaching^ Tools^ Used^ Fall^2008 DevelopmentalDSPW Reading^ Humanities^ Fall^2008 0800/
A^ more^ active^ approach^ that lends^ itself^ to^ the^ student's ability^ to^ retain^ what^ he/sheStudents use a form of the AIM has^ read^ involves^ note^ taking strategy to summarize/outline or^ recording^ sections^ of sections of the text. material. I^ plan^ to^ incorporate^ more^ of this^ into^ my^ lessons^ as^ they teach^ students^ how^ best^ toStudents^ create^ flash^ cards retain^ information.
for weekly vocabulary terms. A^ Hand‐on^ Demonstration^ for Solving^ Simple^ Equations
Students^ were^ divided^ into groups^ of^ four.^ Each^ group was^ given^ a^ topic^ to^ discuss and^ present^ from^ Chapter I discovered this activity at a math conference and have used it for several years. It is fun and students actually see how if you reverse your steps you can get back to where you A^ Table^ Approach^ to^ Solving started. Percent^ Problems
3.^ I made of list of topics from^ the chapter as a review and divided the topics among the groups. Each group had (^10) minutes to discuss and then prepare a presentation for^ the
Developmental Math^ Mathematics^ Fall^2008 DSPM^0800
Students^ were^ divided^ into groups^ of^ four.^ Each^ group was^ given^ a^ table^ to^ complete from^ a^ given^ equation.^ Active^ Learners^ benefit^ from^ Students^ worked^ together^ to^ group^ activities.^ Visual complete^ their^ table^ and^ show^ Learners^ benefit^ from^ drawing their^ results^ on^ a^ large^ Post‐it.^ graphing.^ Verbal^ Learners^ The^ points^ they^ found^ were^ benefit^ from^ working^ in^ groups then^ plotted^ on^ a^ large^ Post‐it^ to^ hear^ classmates graph.^ Each^ groups^ graph^ and^ explanations.
I^ will^ certainly^ use^ this^ activity again.^ All^ students^ were participating^ and^ students were^ involved^ in^ the^ discussion while^ drawing^ conclusions^ on their^ own.^ I^ became^ the discussion^ leader^ and^ did^ not just^ lecture^ about^ all^ the material.
Faculty^ Teaching^ Tools^ Used^ Fall^2008 The trick is to make^ a^ table where percent are on^ one^ side and the numbers are^ on^ the other. A proportion^ can^ be made from the ratios^ and^ the problem can be solved^ that way. It works very well^ with percents greater than^ one hundred. There are no^ worries about decimals as long^ as^ the numbers and percents^ are^ kept on separate side of the^ table.
A^ paper^ letter^ x^ is^ folded, placed^ inside^ an^ envelope, folded^ again,^ placed^ inside^ a box.^ Students^ are^ asked^ to watch^ the^ process^ with^ out^ any instructions^ from^ the instructor.^ The^ students^ are then^ asked^ to^ state^ what^ steps are^ needed^ to^ get^ the^ x^ back.^ They^ must^ reverse^ each^ step. (Exercise^ can^ be^ repeated^ with different^ steps.) Students^ then^ apply^ the^ idea^ of reversing^ the^ symbolic^ steps from^ an^ equation.^ What^ would be^ needed^ to^ get^ the^ x^ by^ itself in^ the^ equation? Handy‐Dandy^ Function^ Tester^
Wagon^ Tongue^ Property Mathematics^ Mathematics^ Fall^2008 DSPM^0700
Students^ often^ confuse themselves^ on^ how^ to^ do^ a percent^ problem.^ They^ have trouble^ with^ decimal^ points^ I^ have^ used^ this^ activity^ for and^ if^ you^ are^ suppose^ to^ several^ years.^ It^ works^ very multiply^ or^ divide.^ well.
Faculty^ Teaching^ Tools^ Used^ Fall^2008 A short piece of string^ is^ kept^ in my textbook. When^ looking^ at a graph, it is easy to^ tell^ if^ it^ is^ a function or not if it passes^ the vertical line test. The^ string acts as the vertical line.^ You can use it on the overhead^ or the Smartboard. If a^ student^ is having trouble telling^ a function, you can flip^ the^ string to the student and they^ can discover for them selves.
Students^ are^ asked^ to^ visualize a^ wagon^ and^ the^ location^ of^ its tongue.^ If^ the^ algebra^ terms are^ considered^ to^ be^ the wagons^ and^ the^ connecting sign^ the^ tongue^ (a^ tongue^ is always^ in^ front^ of^ the^ wagon), student^ can^ combine^ the^ terms correctly. Wagon^ Tongue^ Property^
Handy‐Dandy^ Function^ Tester Students^ are^ asked^ to^ visualize a^ wagon^ and^ the^ location^ of^ its tongue.^ If^ the^ algebra^ terms are^ considered^ to^ be^ the wagons^ and^ the^ connecting sign^ the^ tongue^ (a^ tongue^ is always^ in^ front^ of^ the^ wagon), student^ can^ combine^ the^ terms correctly.
A^ short^ piece^ of^ string^ is^ kept^ in my^ textbook.^ When^ looking^ at a^ graph,^ it^ is^ easy^ to^ tell^ if^ it^ is^ a function^ or^ not^ if^ it^ passes^ the vertical^ line^ test.^ The^ string acts^ as^ the^ vertical^ line.^ You can^ use^ it^ on^ the^ overhead^ or the^ Smartboard.^ If^ a^ student^ is having^ trouble^ telling^ a function,^ you^ can^ flip^ the^ string to^ the^ student^ and^ they^ can discover^ for^ themselves. Students^ have DSPM 0800 a^ hard^ time^ in combining like^ terms^ when positive and negative^ signs^ areI^ have^ used^ this^ activity^ for included.^ several^ years^ and^ it^ works^ fine. Mathematics^ Mathematics^ Fall^2008 DSPM^0800 Mathematics^ Mathematics^ Fall^2008
Students^ are^ asked^ to^ identify functions^ several^ ways.^ The vertical^ line^ test^ is^ just^ oneIf^ you^ turn^ the^ string way.^ However,^ if^ you^ know^ it^ horizontal,^ you^ can^ also^ use is^ a^ function^ that^ way,^ then^ it^ the^ line^ to^ demonstrate^ a must^ be^ a^ function.
one‐ to‐one relationship.
Faculty^ Teaching^ Tools^ Used^ Fall^2008 Mathematics^ Mathematics^ Fall^2008
The^ students^ in^ this^ class PowerPoints I developed and presented PowerPoint lessons for every topic covered in the 850 course. were predominantly visual learners. My PowerPoints include color,Chapter^ Outlines^ pictures, diagrams, sketches, tables, and graphs, which^ is more appealing to students.^ I^ believe^ that^ students^ benefit My PowerPoint lessons also^ from^ the^ presentation^ style^ of present the material in a clear,^ PowerPoint,^ so^ I^ will^ continue concise, and organized^ to^ incorporate^ PowerPoint manner.^ lessons^ in^ the^ future.
Students^ are provided outlines for^ every chapter covered in^ the^ course. These outlines include^ student outcomes for every^ section^ in each chapter. Example problems are also^ listed^ under each outcome.
Faculty^ Teaching^ Tools^ Used^ Fall^2008 Developmental Math^ Mathematics^ Fall^2008 DSPM^0800
Students^ were^ divided^ into groups^ of^ four.^ Each^ group was^ given^ a^ table^ to^ complete from^ a^ given^ equation.^ Students^ worked^ together^ to complete^ their^ table^ and^ show their^ results^ on^ a^ large^ Post‐it.^ The^ points^ they^ found^ were then^ plotted^ on^ a^ large^ Post‐it graph.^ Each^ groups^ graph^ and table^ were^ displayed^ on^ the wall^ around^ the^ room.^ By analyzing^ the^ graphs,^ the^ class discussed^ positive,^ negative, zero,^ and^ undefined^ slopes, intercepts,^ finding^ slope^ from the^ graph^ and^ how^ it^ relates^ to the^ equation^ and^ how^ the^ y intercept^ relates^ to^ the equation.^ We^ also^ discussed the^ definition^ of^ a^ function^ and the^ Vertical^ Line^ Test^ toActive^ Learners^ benefit^ from determine^ if^ a^ graph^ is^ a^ group^ activities.^ Visual function.^ Each^ group^ drew^ any^ Learners^ benefit^ from^ drawing kind^ of^ graph^ they^ wanted^ on^ graphs.^ Verbal^ Learners their^ Post‐it^ and^ the^ class^ benefit^ from^ working^ in^ groups determined^ if^ the^ graph^ was^ a^ to^ hear^ classmates function.^ explanations.
Students^ were^ divided^ intoI will certainly use this activity groups^ of^ four.^ Each^ group again. All students were was^ given^ a^ handout participating and students explaining^ how^ to^ write were involved in the discussion equations^ of^ lines^ from^ given while drawing conclusions on information.^ Students^ were their own. I became the discussion leader and did not just lecture about all the material. to read the text and examples, discuss the concepts, then answer questions that followed.
Faculty^ Teaching^ Tools^ Used^ Fall^2008 Mathematics^ Mathematics^ Fall^2008 DSPM^0800
Power^ Points^ assist^ studentsUsed Power Points to convey through^ chunking^ and^ the material for class.
Used^ Lecture^ Guides This works great for me. I will continue to use this in my classes. The only problems use come with the use of the new of color. Mictrosoft. that students printed off e‐Learn. These are the problems^ that we will work with areas^ for^ the work. I include grids for graphs, fill in the blank^ areas^ to hellp them make connections, and boxes for steps in^ a process.
Developmental Writing^ Humanities^ Fall^2008 DSPW^0800
As^ a^ prewriting^ tool,^ students are^ required^ to^ complete clusters^ and^ outlines^ prior^ to beginning^ rough^ drafts^ for^ five paragraph^ essays.^ I^ provide^ an example^ outline^ for^ studentsPrewriting^ is^ required^ in to^ use^ as^ a^ guide.^ writing^ folders^ for^ all^ essays.
Students^ complete^ group activities^ related^ to^ peer editing^ and^ the^ completion This typically works well in the developmental courses. of activities related to specific areas of grammar including complete sentences/sentence fragments, run on sentences, comma splices, sentence types such as simple, compound, and complex, commas, and other pertinent grammatical information.
Faculty^ Teaching^ Tools^ Used^ Fall^2008 Developmental Reading^ Humanities^ Fall^2008 Dspr^0800
In^ discussing^ how^ people^ draw inferences^ from^ a^ variety^ of clues,^ I^ used^ a^ bi‐colored^ men's belt^ to^ illustrate^ the^ American political^ spectrum^ ‐^ the^ black portion^ of^ the^ belt representing^ Democrats^ and the^ brown^ portion representing^ Republicans. Beginning^ in^ the^ middle^ of^ the belt,^ I^ showed^ how^ the^ political left^ and^ right^ diverge^ from each^ other,^ only^ to^ meet^ again at^ the^ buckle,^ where^ there^ are again^ more^ similarities^ than differences^ in^ the^ behaviors^ of fringe^ believers.^ To^ make^ the exercise^ a^ game,^ I^ asked^ them to^ infer^ where^ my^ beliefs^ fell on^ the^ belt(who^ I^ voted^ for^ in the^ presedential^ election).^ To complete^ the^ game,^ I^ also guessed^ how^ each^ of^ them^ had^ The^ brown^ and^ black^ belt voted.^ About^ 64%^ of^ them made^ the^ correct^ inference, and^ I^ made^ the^ correct inference^ on^ about^ 76%^ of them.
was an apt visual aid for the Democrat and Repiblican parties. Also interest in theI'll^ see^ what^ inspiration, political process was very high^ otherwise^ known^ as in November 2008.^ desperation,^ brings.^ Two^ pairs^ of^ dice^ and
a^ pencil. PowerPoints^ I^ developed^ and^ The^ students^ in^ this^ class presented^ PowerPoint^ lessons
were^ I^ believe^ that^ students^ benefit^ Chapter^ Outlines^ predominantly visual learners.^ from^ the^ presentation^ style^ of
Students^ are provided outlines for^ every
Mathematics^ Mathematics^ Fall^2008 Fall^2008 Mathematics^ Mathematics
Real^ World^ Applications Students^ are^ exposed^ to Cooperative^ Learning^ Students^ The^ students^ in^ this^ class participate^ in^ group^ activities
were^ I^ believe^ that^ students^ benefit predominantly active learners.^ from^ cooperative^ learning,^ so^ I
Faculty^ Teaching^ Tools^ Used^ Fall^2008 Developmental Math^ Mathematics^ Fall^2008 DSPM^0850
Time‐savings^ for^ studentsPosting class lecture notes on e‐ during^ class^ when^ note‐taking, Learn with example problems allowing^ greater^ concentration to be worked in class. on^ problem^ solving^ processes. Stress^ concepts^ less^ in^ written notes^ and^ use^ more^ class^ time for^ problem‐solving.^ Some lecture^ time^ seems^ to^ beCreating^ PowerPoint wasted^ for^ written^ (rather^ than^ presentations^ of^ lectures verbal)^ explanation^ of concepts.
which match the e‐Learn‐posted lecture guides My^ Basic^ Writing^0800 students^ had^ to^ complete several^ prewriting^ steps^ before each^ and^ every^ one^ of^ their assignments^ excluding^ the^ first day^ writing^ sample. Step^ one:^ Brainstorm, freewrite,^ create^ a^ word^ map, or^ discuss^ ideas^ with^ another student^ to^ generate^ as^ many ideas^ as^ possible^ about^ the topic. Step^ 2:^ Create^ a^ working^ thesis statement^ on^ which^ the^ entire essay^ will^ focus.^ Since^ 77%^ of^ the^ students Step^ 3:^ Produce^ three^ topics that^ support^ the^ thesis.^ For each^ topic,^ think^ of^ at^ least three^ examples^ to^ prove^ that the^ topics^ support^ the^ thesis statement.
in^ Because^ the^ students^ varied^ in this class are sequential^ their^ techniques^ for^ generating learners, most of them need^ to^ ideas,^ (some^ students^ Before^ assigning^ a^ learn new ideas through linear^ generated^ ideas^ through steps. Also, as indicated in^ discussion^ with^ others),^ I^ did Dolores Perins article,^ not^ always^ require^ them^ to Repetition and the^ turn^ in^ a^ written^ copy^ of^ this Informational Writing of^ first^ step.^ However,^ I^ think
descriptive essay, I divided the^ students into five groups and^ assigned each group one sense:^ seeing, hearing, smelling, touching,^ or tasting. On index cards^ I^ had
Faculty^ Teaching^ Tools^ Used^ Fall^2008 Step 4: Complete an^ outline^ for a five‐paragraph essay^ using the information generated^ in steps 1 ‐3. Step 5: Write an essay^ using the outline as a guide.Consider^ making
this^ a^ small group activity rather^ than^ an individual activity.^ By^ using small groups, the^ number^ of problems per set^ can^ be increased.Consider asking that^ individual group presents problem^ set solutions to the class^ for discussion.Consider making this^ a^ small group activity rather^ than^ an individual activity.^ By^ using small groups, the^ number^ of problems per set^ can^ be increased.Consider asking that^ individual group presents problem^ set solutions to the class^ for discussion. Students,^ who For active learners instructor provides students with a take home set of problems that summarize the course material to be included on each learning unit. While this set of problems correct solutions worth some points of the total test score, the problem set serves as an additional reviewDSPM 0800 of the material covered in class
During^ exhibit a sequential learning style, can use these problem sets to help them learn by outlining material in a logical order and at the same time prepare for their test. test^ review^ session, students^ are^ divided^ into groups of^ two^ and^ asked^ to quiz each^ other^ about^ concepts for the upcoming^ test^ that^ they dont understand.^ If^ their partner^ cannot^ explain^ the concept,^ the^ students^ write^ the concept^ down^ and,^ as^ a^ part^ of the test^ review,^ the^ instructor explains^ the^ concept^ to^ the Developmental Math^ Mathematics^ Fall^2008
Students,^ who^ exhibit^ a sequential^ learning^ style,^ can use^ these^ problem^ sets^ to^ help them^ learn^ by^ outlining material^ in^ a^ logical^ order^ and at^ the^ same^ time^ prepare^ for their^ test.
Multiple^ sets^ of^ problems (handouts)^ complementing material^ covered^ during^ the class^ lecture^ are^ provided^ to each^ group^ of^2 students.^ These^ handouts^ serve^ as discussion^ prompts^ for^ each group^ and^ then^ once^ each group^ has^ developed^ solutions, as^ discussion^ prompts^ for^ the class. Developmental DSPW 0800 Students,^ fromthat^ many^ of^ the^ studentswritten^ the Fall 2002 issue^ of^ Journal^ began^ to^ skimp^ on^ this^ step, of Developmental^ Education,^ which^ caused^ them^ to^ have repeating the same^ steps^ and^ fewer^ ideas^ to^ discuss^ in^ their techniques over^ and^ over^ helps^ writings.^ Therefore,^ I^ will students in high^ level^ require^ that^ the^ students^ turn developmental classes^ hone^ in^ written^ drafts^ of^ all^ steps their writing skills.^ next^ time.
words^ like^ rain,^ smile, cookies,^ cotton^ candy,^ and baby. Each^ group^ had^ to^ draw a card and^ describe^ its^ word^ to the rest of^ the^ class^ using^ only the group's^ assigned^ sensory details. The^ other^ groups^ tried to guess^ the^ described^ word. Developmental Writing^ Humanities^ Fall^2008 Developmental Math^ Mathematics^ Fall^2008 DSPM^0800
For^ active^ learners^ instructor provides^ students^ with^ a^ take home^ set^ of^ problems^ that summarize^ the^ course^ material to^ be^ included^ on^ each^ learning unit.^ While^ this^ set^ of problems^ correct^ solutions worth^ some^ points^ of^ the^ total test^ score,^ the^ problem^ set serves^ as^ an^ additional^ review of^ the^ material^ covered^ in^ class
Faculty^ Teaching^ Tools^ Used^ Fall^2008 Behavioral^ andHumanities Social^ Sciences^ Fall^2008 DSPS^0800
To^ see^ if^ the^ students^ could apply^ the^ material^ they^ had learned^ in^ the^ classMini‐quiz/activity immediately lecture/discussion^ in^ a^ real following teaching a chapter or world^ situation^ and/or^ to chapter section I^ would^ like^ to^ have^ more discussion^ among^ the^ students during^ the^ lecture^ and^ more group^ activities.^ I^ feel^ that^ the students^ that^ learn^ well^ and fast^ with^ a^ lecture^ style,^ could test help^ the^ students^ that^ are knowledge gained in the lesson more^ active^ learners.^ A^ group^ oral^ presentation Developmental Writing^ Humanities^ Fall^2008 DSPW^800
Had^ student's^ work^ in^ groups of^4 and^ grade^ one^ another's essays.^ Each^ student^ grading three^ essays,^ so^ each^ essay^ had 3 grades.^ Students^ thenWriters^ refine^ their^ writing averaged^ the^ grade.^ Finally,^ skills^ by^ editing.^ It^ is^ easier we^ compared^ their^ grade^ to the^ one^ I^ assigned.
toIt^ was^ a^ group^ activity^ thatHad^ students^ look^ at edit someone else's essay than^ worked^ well.^ I^ will^ continue^ to their own.^ do^ the^ same.
various movie posters and determine the argument inherent^ in^ each.
Faculty^ Teaching^ Tools^ Used^ Fall^2008 Developmental Writing^ Humanities^ Fall^2008 DSPW^0800
Had^ student's^ work^ in^ groups of^4 and^ grade^ one^ another's essays.^ Each^ student^ grading three^ essays,^ so^ each^ essay^ had 3 grades.^ Students^ thenWriters^ refine^ their^ writing averaged^ the^ grade.^ Finally,^ skills^ by^ editing.^ It^ is^ easier we^ compared^ their^ grade^ to the^ one^ I^ assigned.
toIt^ was^ a^ group^ activity^ thatHad^ students^ look^ at edit someone else's essay than^ worked^ well.^ I^ will^ continue^ to their own.^ do^ the^ same.
various movie posters and determine the argument inherent^ in^ each.
Developmental Writing^ Humanities^ Fall^2008 DSPW^0800
Had^ student's^ work^ in^ groups of^4 and^ grade^ one^ another's essays.^ Each^ student^ grading three^ essays,^ so^ each^ essay^ had 3 grades.^ Students^ thenWriters^ refine^ their^ writing averaged^ the^ grade.^ Finally,^ skills^ by^ editing.^ It^ is^ easier we^ compared^ their^ grade^ to the^ one^ I^ assigned.
toIt^ was^ a^ group^ activity^ thatHad^ students^ look^ at edit someone else's essay than^ worked^ well.^ I^ will^ continue^ to their own.^ do^ the^ same.
various movie posters and determine the argument inherent^ in^ each.
Developmental Writing^ Humanities^ Fall^2008 DSPW^800
Had^ student's^ work^ in^ groups of^4 and^ grade^ one^ another's essays.^ Each^ student^ grading three^ essays,^ so^ each^ essay^ had 3 grades.^ Students^ thenWriters^ refine^ their^ writing averaged^ the^ grade.^ Finally,^ skills^ by^ editing.^ It^ is^ easier we^ compared^ their^ grade^ to the^ one^ I^ assigned.
toIt^ was^ a^ group^ activity^ thatHad^ students^ look^ at edit someone else's essay than^ worked^ well.^ I^ will^ continue^ to their own.^ do^ the^ same.
various movie posters and determine the argument inherent^ in^ each.
Faculty^ Teaching^ Tools^ Used^ Fall^2008 Humanities^ Humanities^ Fall^2008 DSPW^0700
To^ see^ if^ the^ students understood^ the^ conceptFollowing a mini‐lesson, an in‐ introduced^ in^ the^ mini‐lesson class short writing (1 paragraph and^ test^ if^ they^ were^ able in length) was assigned Have^ students^ share^ their writing^ by^ reading^ the paragraph^ outloud.^ I^ think^ the students^ could^ learn^ from^ the others^ in^ the^ class,^ and^ they could^ also^ help^ with^ difficult areas^ by^ suggesting^ revision.Students^ watched^ This^ would^ also^ help^ enforce the^ concept^ that^ writing^ takes to more^ than^ the^ one^ step^ of apply it in their writing getting^ thoughts^ on^ paper. Superbowl ads and had to write comparision/contrast^ and persuasive paragraphs^ about the ads.
Humanities^ Humanities^ Fall^2008 DSPW^0800
Pictures^ of^ places,^ people,^ and events^ were^ placed^ on^ the projector.^ Then^ the^ students had^ to^ describe,^ explain,^ or report^ what^ happened^ in^ aUsing^ a^ visual^ tool^ to^ connect newspaper^ style^ essay^ in^ class.^ to^ writing.
A^ focused^ short^ story^ wasReading the essays outloud to assigned.^ I^ assigned^ a^ short the class would have helped story^ from^ a^ list^ of^ topics^ with teaching the tone needed for this assignment. to pick from after finishing the chapter on narration.
Faculty^ Teaching^ Tools^ Used^ Fall^2008 Developmental Math^ Mathematics^ Fall^2008 DSPM^0700
I^ used^ a^ few^ "head^ problems" at^ the^ beginning^ of^ one^ class^ to motivate^ students^ and^ teach them^ a^ few^ math^ tricks^ they could^ use^ to^ impress^ others.^ I would^ read^ to^ them^ a^ series^ ofI^ wanted^ the^ students^ to^ math^ computations.^ They were^ to^ listen^ and^ do^ the^ work on^ their^ calculators.^ At^ the end,^ I^ could^ predict^ their answers^ (like^ telling^ them^ their birthdates).^ Afterwards,^ I^ gave them^ a^ printed^ copy^ of^ each activity^ they^ could^ try^ for themselves.
Each^ student^ chose see they could have fun with math and try to figure out the "magic" of predicting the answers. This activity also required them to listen carefully for directions andI will definitely use these "head practice using their calculators. problems" again in all my This activity was very good for classes. They were a big verbal learners. success. a^ piece^ of paper with a set of numbers^ to find the mean, median^ and mode. They then had^ to^ find the other person in the^ class who had the same set^ of answers and these 2 people would be paired to work^ on^ a graphing problem. After^ each pair had completed^ their problem, they picked^ a^ large graph on the wall and^ graphed their points with colored^ dots. After all graphs were completed, each pair^ explained their graph and answered questions from me and^ their fellow students.
