Algebra

Lesson Reflection
MIAA 350
John Green
Reflection: Lesson on Graphing Data and Making Inferences

During this lesson, the students appeared to be mid-way through a lesson involving
westward migration by covered wagon. The teacher began the class with a quick
check of who had completed their previous nights homework and who had not.
During this time, the students were instructed to get meter sticks and colored
markers out while another student gave each group a piece of presentation graph
paper (about 24 by 36 inches.

The teacher next set up the in-class activity by explaining that they were to turn to a
certain page in their textbook and read the problem. Once that was done, they were
to discuss the problem in their group to make sure they understood the questions to
be answered and the problem itself. She made a general who has a question about
this activity and then had each group summarize, in their own words what the
assignment was about.

She consciously reminded the students that they should listen to each group, just in
case they had a slightly different interpretation of the problem. She then checked for
understanding and answered a few direct or clarifying questions.

There was very little technology in use beyond meter sticks, markers, graph paper
and calculators. Very much old school, but adequate for the task to be solved.

The student continued to work in their groups solving the question from the text.
The problem essentially presented several migrating families and their daily water
consumption versus the amount of water that they had started with. This data was
graphed and the students were asked to answer based on what you can see on the
graph, and the remaining distance that was needed to travel, how likely was it that
each group would make it to their destination?

As the students were performing their task, the teacher was walking around the
class making sure that each student was engaged and participating in the group
effort. She was also offering guidance or answering questions as the students
tabulated their data and created graphs. At all times, the teacher was making sure
that the students were using proper academic vocabulary and were able to explain
their approaches to the problem.

After about 30 minutes of the students working in groups, it was time for their
presentations. The teacher asked for volunteer groups to come to the whiteboard
and present. As they were presenting, she was asking them to defend their methods
and conclusions. After the volunteer groups were exhausted, she used craft sticks to
randomly call on the next group to present.

During the presentations, she was careful to make sure that all of the members of
the groups participated and offered meaningful insights. If there were some student
who were reluctant or (in her opinion) not contributing enough, she would call on
that student with a question. She would challenge their conclusions to help promote
their critical thinking, and to support their conclusions.

While there is quite a difference between a third and ninth grader, there were
several techniques that she used that I either currently use or could adapt for use. I
especially liked the way that she challenged the student to defend their answer or to
share their thinking. Even at a third grade level, I can integrate these techniques.