Kristen's Portfolio Page
Needs Assessment:
Instructional Problem
In many cases, high school geometry curriculum is taught as a series of isolated concepts with minimal connections between the topics. In reality, the topics included in the NYS geometry curriculum are interconnected and are built upon a few fundamental geometrical topics. This mini-course is designed to instruct and inspire educators to explore some of the core concepts in Euclidean geometry and see the connections to other topics taught in the Common Core geometry curriculum.
Intended Setting
This course, focused on Making Connections in the Geometry Classroom, is to be followed online through the professional development WIKI: KNILT. It is comprised of various scholarly articles, research based studies, links to other geometry resources, and sample activities using dynamic geometry software to create lessons.
Participants
This course is designed for high school geometry teachers adhering to the new geometry Common Core standards. These are educators who are working under a new Annual Professional Performance Review. They have classes that have a range of 1-30 students, working with them from 40-90 minutes per day.
Goals
Teachers will be able to examine a course flow for geometrical topics that cultivates a deep understanding with students. By allowing students to build mathematical ideas off of base topics such as the undefined geometry terms (points, lines, and planes), isometric transformations, properties of triangles, and geometric proof.
Educators will be exposed to researched based proof that geometry taught as in a whole, connected series of cumulative ideas is and effective way to engage students in a deep understanding of the material. They will also have a chance to view activities and concepts that can be used in lesson planning that is aligned to the Common Core Geometry standards.
Supporting Details
A researched based article that documents two teachers during a workshop with 30 students, using a dynamic software program, using fundamental geometrical concepts to build other mathematical truths. Upon completion of the workshop, students were given a questionnaire to determine.
Abdullah, A., & Zakaria, E. (2011). Students' Perceptions Towards the Van Hiele's Phases of Learning Geometry Using Geometer's Sketchpad Software. Australian Journal Of Basic & Applied Sciences, 5(7), 787-792.
More supporting details will be added as resources are found during research.
Performance Objectives
By the end of this course:
Situation
Participants will be able to understand the purpose and process of teaching geometry in an integrated, holistic way, through the examination of research based articles, educational resources, and lesson plans.
Learned Capability
Participants be able to identify and classify concepts in geometry that are connected. They will be able to create a lesson plan that demonstrates the knowledge of connection between fundamental geometrical concepts and applies them in an authentic fashion.
Content (Object)
Participants will be able to review basic geometrical topics that serve as the foundation for other mathematical ideas. Using the undefined terms, point, line, plane, teachers will know how to apply these topics to other areas of the high school geometry curriculum founded in the Common Core standards.
Action
Participants will be able to create and potentially utilize (in their own classroom) a lesson plan that demonstrates their mastery of the topics covered. They will produce a lesson plan that presents a geometry lesson that is founded on prior knowledge and basic geometrical concepts.
Tools and Constraints
Educators that take this course will have access to scholarly articles, sample lesson plans, and access to online resources. Geometry software described in the course is not available through this wiki course.
Task Analysis
Course Objective
The participant will understand the effectiveness of teaching geometrical concepts in a integrated, hollistic fashion, in order to promote a deep understanding in their students. Participants will be able to identify connections between advanced geometry concepts with foundations of the discipline. Participants will be able to create three lessons that connect fundamental geometrical concepts, points, lines, planes, circles, dilation, and isometric transformations to other geometrical concepts.