Standard+6

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**Standard 6**  ** Teachers communicate well. **

// The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. //


 * Evidence:** Video to Introduce Factoring Polynomials and Microsoft Excel Lesson.

Video to introduce Factoring Polynomials: @http://www.youtube.com/watch?v=TxRNcuW-6NE

Microsoft Excel Sheet for Students:

Student Example of Excel Graph:


 * Rationale:** A colleague and I developed a two day lesson to introduce Chapter 8: Factoring Polynomials in Algebra B. We wanted to start the chapter with a lesson that would spark their interest. I showed a video to get their curiosity peaked as to how to find the maximum height of the rocket and when it will land. The first day, the students needed to use a table and self-made graph to answer these questions. They have not been given any formal instructions as this point. On day two, the students worked on a similar problem but this time they were allowed to use Microsoft Excel to create their table and graph. The students haven’t worked with this program in this class yet so a step-by-step instruction sheet was developed. The directions show the importance of teachers’ written communication. Students used these directions to work on their own. This allowed me to monitor students’ progress and work one-on-one with the students. While seeing the students complete this assignment, I was impressed with how creative they got with their graphs. Many of them were able to figure out how to change the color and design of their graphs. The class finished by discussing how technology can make solving a problem easier as long as they understand what the problem is asking. Following this activity, the students will learn different algebraic ways to solve the factoring problems.

This introduction changes the curriculum to start with a real-world application to get the students hooked on the type of problems they will be working with. As a teacher, this lesson will now serve as a reference throughout the chapter. It builds on the students’ prior knowledge as we add more mathematical content.


 * KSD:**
 * 6.K.4 The teacher recognizes the importance of nonverbal, verbal and media communication techniques.**

The introduction of a short media clip is a way to spark interest in the rocket problem. Directions and explanations that are spoken are important but written directions can also be vital to understanding different concepts.


 * 6.S.3 The teacher knows how to ask questions and stimulate discussion for particular purposes (e.g. probing for learning understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question).**

The questions posed to the students begin a discussion as well as shows the students understanding.


 * 6.D.3 The teacher is a thoughtful and responsive listener.**

As the students start to work, my job is to listen to their ideas, encourage their thinking process, and point them in the right direction.