Learning Models

LEARNING MODELS OVERVIEW
I use a variety of learning models in order to adapt instruction to the individual and group needs of my students. I research for appropriate strategies and resources that stimulate cognitive processes such as critical thinking, creativity, synthesis, analysis, memorization, and problem solving. Many resources incorporate media and technology that students find both engaging and relevant. I evaluate the resources for quality, accuracy, and effectiveness by seeking the feedback of my co-teachers and department head.

​Activity-based, discovery-based, and interdisciplinary learning models are regularly incorporated in my instructional strategies. Within each learning model, students communicate their understanding through speaking, writing, designing, diagraming, and using technology. Students self-differentiate their learning output by their preferred communication style. However, I also encourage students to practice their weaker communication skills by requiring certain communication forms to be present in all assignments.
​
Please scroll down or click on the table of contents below to learn more about my activity-based learning, discovery-based learning, and interdisciplinary learning models.

TABLE OF CONTENTS
Activity-based Learning
Discovery-based Learning
Interdisciplinary Learning

Activity-based Learning
In activity-based learning, students work with their desk partners or in small groups to complete an activity aligned to the daily objective. Activity-based learning allows students to work at their own pace, and practice group work skills such as listening, communication, delegation, organization, and presentation. I act as a facilitator and circulate the classroom to work with small groups. The activities give students space to self-learn and use their creativity and critical thinking skills to problem solve independently. 

The images below depict two activities that engage students in multiple methods of learning and communication. The framework for both activities were found through Pearson's Algebra II Common Core curriculum. I then adapted each activity to fit the culture and needs of my students.  From student feedback, I have found that students enjoy activities such as games, experiments, creative writing, skits, songs, and dance, so I create activities that incorporate their interests. 

In thumbnails #1-2 below, students played a probability board game with their partner. First, students solved thirty probability problems in which they needed to first assess for mutual exclusivity. Then, students competed with their desk partner in a board game that used the answers to the probability problems as board game squares. This was a fun activity for students to express their mastery of mutual exclusive and not mutual exclusive probability.

In thumbnails #3-5 below, students first read a fable about a function family. Students then create their own rational function transformations, graph the transformations, and write a function fable expressing how the functions are related to each other. Student volunteers also communicated their fable through whole-class sharing. While some students chose completely fictional characters, others chose to base their function fable on names and characteristics of their family and friends. This was a creative and cultural activity for students to express their mastery of rational function transformations.

Discovery-based Learning
In discovery-based learning, students work with their desk partners or in small groups to discover how to master the daily objective. Discovery learning is inquiry-based, and uses students' prior knowledge to construct new concepts and relationships. Students manipulate objects, read articles, record data, and perform experiments in order to answer guided questions. I act as a coach to train students in higher order questioning and thinking skills. Discovery-based learning also gives me and my co-teacher the space to provide additional supports to students in small groups. Since students come to discover key concepts on their own, they develop a sense of ownership, and are more likely to retain knowledge.

The images below show how I incorporate Eureka curriculum into my instructional strategies. Eureka is a Common Core aligned curriculum that is well-reputed amongst my colleagues for its rigor, real-world applications, and discovery-based learning model. To introduce my students to the properties of logarithms, I used discovery learning questions and simulations provided by Eureka. I did not explicitly teach my students my students the properties of logarithms. I knew my students would be able used their prior knowledge of converting logarithmic terms to base 10 notation to discover patterns and make conclusions. As a result, students developed a sense of self-accomplishment, as they discovered the rules for adding and subtracting logarithms by noting patterns in a table.

The daily exit ticket data was above an 80% for this objective, demonstrating that this teaching model was effective. I continued to use discovery-based learning to teach students about other properties of logarithms.

Interdisciplinary Learning
In interdisciplinary learning, students engage in questions and activities that incorporate skills beyond Algebra II concepts. Interdisciplinary learning is essential for career readiness because nearly  all careers require interdisciplinary skills. In addition, interdisciplinary learning makes Algebra II more relevant for students, as I instruct them in real-world applications in the sciences, data analytics, sports, arts, and business. I embed interdisciplinary learning in almost every lesson through guided notes, classwork, activities, and assessments. 

In the images below, students engage in comparing the quadratic models of rocket launches. I came to the idea of a rocket word problem through a grade-level meeting with my students' Physics teacher. She informed me that students recently created and launched their own rockets using soda bottles, so I wanted to draw a connection between their Physics and Algebra II classes.

​In the example, I directly taught students how to calculate and apply the initial height and vertex to the rocket problem. In the You Try, students engaged in scaffolded questions to find out which rocket flew longer, and made conclusions about domain and range. While I or a student volunteer models note-taking on the front board, I also encourage students to make additional notes of points relevant to them. Therefore, the notes shown below are both detailed and diverse.