The questions listed in the lesson are more for honors students on their own. For regular classes, the teacher will be probing the students more to help them to know the answers. The assignment overall could be just for honors students, depending on the level of the students. A non-honors class might do this assignment as a class. Whereas, honors students should be given this as mainly groupwork. We know that students have grasped the concept when they can interpret the constants a, b, and c in the formula h=a+b cos(ct) in terms of the physical situation, where h is the height of the person above the ground and t is the elapsed time. The ferris wheel is the real-world connection that students can relate to their lives. The questions are listed in the appropriate area in the lesson (T-2, T-4-T-7). All the questions are asked to guide the students to get to the goal. The misconceptions that may occur during the lesson are on T-3 of the attachment. Student Work Samples (Appendix G) Teachers will input student work samples Assessment Portfolio Evidence Teacher Rationale for Assessment Practices Assessment practices must create opportunities for students to connect and make sense of what they are learning. They are designed to give students an opportunity to use their skills and knowledge to demonstrate their understanding of issues and ideas. Multiple assessment strategies are needed to validate the multiple ways students learn. Results from assessments allow the teacher a chance to develop and implement a differentiated curriculum that is above standard. This will ensure students are engaged and motivated to meet the needs of the honors level course and prepare them for post-secondary education. Formative assessments are used on a daily basis throughout the semester. Summative assessments will come at the end of each unit, benchmarks and the Final Exam. Additional projects will be given that are more challenging than the standard projects in order to foster growth. Assessment Practices (See Grading Criteria in course syllabus Appendix D) Formative/ Summative Assessment- Formative assessments are used to improve instructional methods and gain student feedback. The results from assessments are used to modify and validate instruction. Summative assessments are used to evaluate the effectiveness of the course instruction at different times of the academic year, for example: Benchmarks, Unit Tests,
The questions listed in the lesson are more for honors students on their own. For regular classes, the teacher will be probing the students more to help them to know the answers. The assignment overall could be just for honors students, depending on the level of the students. A non-honors class might do this assignment as a class. Whereas, honors students should be given this as mainly groupwork. We know that students have grasped the concept when they can interpret the constants a, b, and c in the formula h=a+b cos(ct) in terms of the physical situation, where h is the height of the person above the ground and t is the elapsed time. The ferris wheel is the real-world connection that students can relate to their lives. The questions are listed in the appropriate area in the lesson (T-2, T-4-T-7). All the questions are asked to guide the students to get to the goal. The misconceptions that may occur during the lesson are on T-3 of the attachment. Student Work Samples (Appendix G) Teachers will input student work samples Assessment Portfolio Evidence Teacher Rationale for Assessment Practices Assessment practices must create opportunities for students to connect and make sense of what they are learning. They are designed to give students an opportunity to use their skills and knowledge to demonstrate their understanding of issues and ideas. Multiple assessment strategies are needed to validate the multiple ways students learn. Results from assessments allow the teacher a chance to develop and implement a differentiated curriculum that is above standard. This will ensure students are engaged and motivated to meet the needs of the honors level course and prepare them for post-secondary education. Formative assessments are used on a daily basis throughout the semester. Summative assessments will come at the end of each unit, benchmarks and the Final Exam. Additional projects will be given that are more challenging than the standard projects in order to foster growth. Assessment Practices (See Grading Criteria in course syllabus Appendix D) Formative/ Summative Assessment- Formative assessments are used to improve instructional methods and gain student feedback. The results from assessments are used to modify and validate instruction. Summative assessments are used to evaluate the effectiveness of the course instruction at different times of the academic year, for example: Benchmarks, Unit Tests,
Common%20Core%20Mathematics%20III%20Honors.docx