{"id":314,"date":"2017-06-20T01:28:28","date_gmt":"2017-06-20T05:28:28","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt222-2017\/?p=314"},"modified":"2018-05-24T22:13:14","modified_gmt":"2018-05-25T02:13:14","slug":"mtv-strategies-burtis","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/edt222-2017\/2017\/06\/mtv-strategies-burtis\/","title":{"rendered":"MTV Strategies – Burtis"},"content":{"rendered":"

This blog is about starting, finishing, and the thinking involved in each. It contains two lessons plans utilizing MTV strategies. One is an introductory lesson for an Algebra 3 class, while the other is a review session for an Algebra 2 class. They can be adapted to many other Algebra topics. The two strategies I chose are Chalk Talk for the start and Generate-Sort-Convert-Elaborate: Concept Mapping for the finish.<\/strong><\/p>\n

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Lesson 1: Chalk Talk: Review of Functions (Algebra 3)<\/strong><\/p>\n

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Overview: <\/strong>Units 2 and 3 will include operations and extensions of functions that were originally introduced in Algebra 2. This lesson is designed to take 2 days to give the students the opportunity to tap into prior knowledge about what they remember and understand from Algebra 2 before tackling new processes with the functions. It will also serve as a pre-assessment to allow the teacher to adjust and adapt the subsequent review lessons to ensure that all students have the same base of knowledge before tackling the new concepts. Getting the students up and sharing is a bonus. This could possibly be done in one class period, depending on the length of the periods. I chose to do it in two periods to allow for more conversation and discussion. Day 1 will be done whole class, which is a slight adaptation, while Day 2 will be done as a station exercise, which is how Chalk Talk is normally presented.<\/p>\n

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Goal:<\/strong> To help the students recall the different functions studied in Algebra 2, as well as what their graphs look like, how to graph them, some of the specific properties of the different functions, and how they are related. \u00a0Note to teacher<\/em><\/strong>: deficiencies or confusion in any of these areas will inform my next few \u201creview\u201d lessons.<\/em><\/p>\n

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Standards:<\/strong> While there are multiple standards addressed in the original instruction of the various functions, no specific standards fit the review process.<\/p>\n

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Materials:<\/strong> Day 1 \u2013 A white board or chalk board and lots of dry erase markers or chalk\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Day 2 \u2013 Chart paper (4-6 pieces) and markers
\nDay 1: <\/strong>(This is a slight adaptation: While conventional strategy has Chalk Talk as a silent, stations activity, this will be whole class and involve a lot of discussion\u2026hopefully.<\/em>) In the middle of the white board will be the prompt: \u201cFUNCTIONS IN ALGEBRA\u201d. \u00a0Direct their attention to the white board and ask them \u201cWhat comes to mind when you think about FUNCTIONS as it relates to Algebra?<\/em>\u201d Remind them that they are to think back to the things they were taught in Algebra 1 and 2.<\/p>\n

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