Standard+3

=**Marian University EDT 678 **=

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Standard 3
 The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
 * Teachers understand that children learn differently. **


 * Evidence 1: ** Solve systems of equations by substitution and elimination PowerPoint


 * Rationale 1: ** This lesson was developed for the EDT 674 class, Learning with Technology: Effective Strategies. It is intended for a high school Advanced Algebra class. Solving systems of three equations is a long difficult process. I observed it is a topic the students struggle with every year. I noticed that they seemed to get caught up in the details of solving and forget the big picture of what and why they were solving. I created this PowerPoint as an introduction to the two main types of solving. I showed the students the PowerPoint and made it color coded so a complex process could be more easily followed. During the PowerPoint I had the students just watch and listen. I wanted them to get the big picture; the overview of the process before diving into the details. I could then refer back to the PowerPoint and link it to the process when we went through it together. I did not do any official data collection to see if the students did better with this “new” approach, but I felt as a teacher it went much smoother. The students seemed less frustrated by the process and they seemed to understand it better than in years past.

I felt creating this PowerPoint was important for my development as a teacher for two main reasons. First, it gave me a taste of how to implement another type of instruction into my classroom. I think the students enjoyed looking at something other than just me doing problems on the board. Having some multimedia incorporated into instruction is a novelty in itself. I also felt this lesson was important because it gave me another way to help the visual learners. Being able to color code the problem and its complex steps gave the students a visual representation to help them see the flow of the problem and refer back to it.

// 3.K.1 The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students’ strengths as the basis for growth. // With the development of this PowerPoint lesson it gave the students the opportunity to see the big picture of the lesson before delving into the complex details. It also gave the visual learner a way to visualize what they were going to do. Once the students were introduced to the process they we did an example together to help the kinesthetic learner. The students were then given a problem to try on their own on whiteboards to work through the process themselves. The whiteboards were good for erasing any mistakes and for me to easily be able to identify and assist any struggling students.
 * KSD: **

// 3.S.2 The teacher use teaching approaches that are sensitive to the multiple experiences of learners and that address different learning and performance modes. // This lesson identifies and addresses many learning styles. Also having multiple activities in the lesson; PowerPoint, direct instruction and Whiteboarding helps keep the students’ attention and interest level higher.

// 3.D.1 The teacher believes that all children can learn at high levels and persists in helping all children achieve // // success. // Learning to solve a systems of 3 equations is a difficult concept. There are a lot of steps involved and the students need to keep their work neat and organized. This is a task that is difficult for even the above average math student. Presenting this process in an well organized matter helps teach some of the students that important component of the process as well.