Planning Instruction

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Planning Instruction

• By Mindy Engle and Nicole Merkle

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Purpose for Day 1

• To have students begin to be able to visualize a
  two-dimensional drawing of a three-dimensional
  shape. In addition, the activities will focus on
  trying to help students develop visual imagery.

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How the Puprose is Addressed

• She uses manipulative to address her purpose.
• One example is the way the teacher used the
  two-dimensional drawing on the overhead and then
  asked the students to build the three-dimensional
  shape with their blocks.

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Teacher Commentary

• It is very important not to script the lesson
  because it hinders math talk that should take
  place in the classroom.
• She asks more open-ended questions, asking the
  students if they disagree with other students
  answers or if they have a different answer from
  their classmates.

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Purpose for Day 2

• To help students develop the concept of filling
  a box.
• It is hoped that the students will be able to
  build on the knowledge developed in he previous
  two days to be able to make some generalizations
  about the way to determine the total number of
  cubes necessary to fill the box.

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Teacher Commentary

• In planning her lessons, it is important to tell
  the children in the beginning of the lesson what
  the purpose of the activity is.
• For herself, she lists the activities and
  manipulative that she will be using and makes an
  outline of what she thinks will happen during the
  activity.

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Teacher Commentary Continued

• The teacher also makes a list of questions that
  are the main ideas of the lesson and if they are
  not address during the activity, she brings them
  up and discusses them at the end of the activity.
  

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Purpose of Day 3

• To have the students experiment with the impact
  of dimension size on volume.
• While it will no be presented in such
  sophisticated terms, students will be conducting
  investigation s into the result of changing the
  dimensions with the goal of trying to find a
  maximum volume.

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Teacher Commentary

• Although the lesson did not go as she planned,
  the teacher worked with the ideas presented by
  the students to address a different but relevant
  topic on spatial visualization.

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Anticipated Responses

• She was prepared and knew that she would receive
  multiple answers for some questions.
• She also adapted the lesson based on the answers
  of the students in the previous lesson.

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Example

• For example, for day two the teacher had more
  activities for the students, but because they
  demonstrated the skills on day one, she removed
  them from her lesson.

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Pat Thompson

• It is important to make connections to the
  children and relate the activities and purpose to
  prior knowledge.
• The lesson has to be meaningful, or else the
  lessons become a ritual instead of a procedure.
• By relating the activities to the children, the
  ideas become more relevant and important