Description of Teaching Methodologies
Start of the Semester:
A great start with the end in mind helps in a good planning and pacing throughout the semester.
I start with giving a clear description of the rules, policies, and outcomes of the course.
Explaining the syllabus, the assignments, due dates, methods of doing and giving them in etc makes my sessions flow appropriately during the semester.
Preparation:
Despite the Math Departmental Outline a part of my academic responsibility is preparing the grading policy, and other related policies. (Preparing the syllabus)
In daily bases:
I prepare the lecture notes, power point presentations, and handouts with a summary of the formulas and/or definitions, practice handouts, exit slips and make the copies prior to the
session.
Research about the topic for updates and discoveries related to the topic and use selections as reference websites for students as well.
Keeping notes as reflections to improve my teaching in the future.
Prepare exams in a high quality with clear, specified and complete escalated questions to insure an equal opportunity for each student to succeed.
Start of class:
I start my classes promptly with a clear agenda, and always check if everyone comes in on time.
I try to avoid any routinely repetition of lateness by speaking to the students individually.
I begin with two questions that are related to the last topic and/or include prerequisite concepts for the topic that will be taught on that session.
Usually one of the questions involves basic of the concept(s) taught and the other one a higher critical thinking level.
I make sure that everyone, including students that missed the previous class, once entering the class has something assigned to refresh, go deeper and connect previous topic with the
next one.
We share the solutions within the first 7-10 minutes.
Go over questions about the homework and any other questions that students may have.
New Material:
I start the lecture with something interesting that is related to the topic. Usually I prepare power point presentation involving questions and the materials that I will be teaching.Inverse functions. precalculus session 8 (2)
Sometimes I prepare questions that were hard for students to be answered especially in assessments and bold assignments. Bold Assignment Question 11.8 (1)Bold Assignment Question 11.8 (1)
I connect what I will be teaching by building on the students’ prior knowledge and strength so that the new concepts flow naturally by using discovery method.
My lecture is focused on precising the procedures, rules, theorems and conclusions and modeling clear solutions.
Session 10. Final presentation. lesson (3) (2)
Guided practice associated with specific instructions and scaffolding is another important phase of my teaching.
Students work individually and/or in pairs or groups of three to solve the problems assigned. I carefully group them regarding their capabilities, personalities and needs, so they
create strong decision making team.
Sharing as whole class is a great experience for finalizing the solutions, discussing ideas, drawing important conclusions, bringing different methods of solving the same problem etc.
End of class:
I use different ways of closings at the end of class.
Usually I do the summarizing concepts, formulas, theorems, and procedures.
Sometimes I give exit slip with some exercises from the topic, or a few topics.
I ask students to write a reflection about what they learned, what were the mistakes or misconceptions and what will they do to improve.
Self assessment makes the student aware of what is needed to be done and increases the self responsibility.
Professional Development:
Technology use:
Technology has improved my teaching skills, knowledge and ability to prepare my teaching materials for instance it has improved the learning as well.
I prepare most of the lessons in power points where I can expend the lecture information and illustrations, enrich the material with drawings, graphing, charts, tables diagrams or go to any website that I have the link copied in my presentation.
For example for transformations of the graph (Pre-calculus class) I have worked directly online in graphing ( https://www.desmos.com/calculator ; https://mathway.com/graph and other websites calculator so students have watched in the smart board how it works and apply in their calculators.
For geometry classes I have used https://www.engageny.org/resource/high-school-geometry . I have used this website for Research foundation at CUNY/Bridge the Gap program to prepare students for geometry regents’ exam as well as for Mat 1175
Worksheets:
My worksheets are designed for practice. In these worksheets I address practical skills related to the main concepts and specific theoretical highlights as well as higher level thinking problems.
Sometimes they include the main formulas that will be used to solve the problems, or modeling of one solved example as guidance, and carefully selected exercises and problems. I expect students persevering and questioning in order to solve everything. That is how I measure the progress, aim for mastering the concepts, and maintain precision and accuracy. (Worksheets examples link)
7-Assessments and exams:
I assess throughout all my teaching process by asking questions, evaluating and handling students’ questions, looking at the student’s solutions and explanations and giving a constructive feedback.
I use both informal and formal techniques to assess. Through written reflections, surveys, conferences, check for understanding, and exit slips to identify the gaps in comprehension and immediately concentrate on what students need.
Formative assessments such are quizzes, unit tests, and online learning modules are important to identify misconceptions analyze students’ responses so I can plan for instructions.
Summative assessments are important to evaluate students’ learning. Midterm and final exams, portfolios, research papers, projects and presentations are important parts for clear measurable evaluating of students’ performance. (Simple Tests link)
Student Engagement:
Teaching and learning is a married partnership that cannot be separated. While I am teaching I assess myself by making sure that I am speaking clear, I have an established voice level, I have eye contact made with everyone periodically to gather a quick reaction.
My experience and teaching skills allow me read students’ reaction and detect whether they understand what is being taught so I can quickly make the adjustments.
My message to my students is that they should feel free of making mistakes because that is how they learn by getting feedback from pairs, the instructor etc. I make it clear to them that everyone has strengths and weaknesses. That way students’ engagement is free of judgmental and becomes more natural and active.
Hands on activities, group work, peer and class discussions, presentations etc increase the students’ engagement and the effectiveness in learning process. (Real world problems presentations links etc)
10-Giving Constant Effective Feedback:
Giving detailed feedback to students based on clear rubric with précised criteria give the student the idea of what he/she is expected to do.
I highlight where the mistake is, the misconception, and I write the solution or at least part of it clarifying what was wrong.
I don’t miss giving them credit for what they did well and reward them for progressing well.
When many of the students have made mistakes in the same problem or they didn’t get to solve a certain problem usually I prepare a full clear solution in power point and send to them before next class so they can see it and have time to study and reflect.
The next class after the exam I clarify the main concepts where the major mistakes were in the test and give some extra work to follow up. (some scanned graded work sent to students link)
11-Simple exams:
“Bold Assignments” and good reviews serve as drill to reduce the test-taking anxiety.
I have seen as very helpful simples of take home exam with simples from the material that will be included in the test. (test simples with students work)
12- Conferences and interviews:
In my teaching experience especially in higher education level I have seen conferencing or interviewing as very effective way of icebreaking, knowing the student’s needs and concerns but moreover giving a clear opinion to the student about the performance, major gaps and ways to insure progress. -9-
Most of all by conferencing constantly the student knows where he/she stands what the grades are and what the student needs to improve.
I have seen the conferencing as the best way to make the students feel friendlier, and giving the message that we are partners in their progress.
13- Research Papers, Group Work and presentations:
My priority is to multiple the teaching and learning through sharing and teaching each other. For that reason I always apply the hands on activities, group work researching and presentation as a great opportunity for the students to give their contribution and hear from their peers. Giving a clear task that students need to solve in group always moves them to do their best. I have had experiences in giving them group work in solving systems in different ways in 1175 course, graphing the line and equation of the line in Skills 2 at ASA College, functions in College Math, at and Pre-calculus solving absolute value inequalities etc. The most productive research papers and presentations in last semester at CityPoly were the Mat 1175: Pythagorean Theorem, Mat 1375: Presentations from the last “Bold Assignments” mixed problems associated with research about topics. I have applied group work and presentations for solving real world math problems at College Focus Program.
14-Professional Development:
Technology use:
Technology has improved my teaching skills, knowledge and ability to prepare my teaching materials for instance it has improved the learning as well.
I prepare most of the lessons in power points where I can expend the lecture information and illustrations, enrich the material with drawings, graphing, charts, tables diagrams or go to any website that I have the link copied in my presentation.
For example for transformations of the graph (Pre-calculus class) I have worked directly online in graphing ( https://www.desmos.com/calculator ; https://mathway.com/graph and other websites calculator so students have watched in the smart board how it works and apply in their calculators.
For geometry classes I have used https://www.engageny.org/resource/high-school-geometry . I have used this website for Research foundation at CUNY/Bridge the Gap program to prepare students for geometry regents’ exam as well as for Mat 1175
-10-
CityTech course in the geometry part for enrichment. I have also used the http://regentsprep.org/ , http://www.nysedregents.org/regents_math.html as great resources to close the gaps from high school and insure progress.
15-Online interacting activities:
Using different types of websites to help students practice and master the concepts and skills has been one of my priorities for differentiating and reach out to every student.
Using engrade website as a site where I have set up the grading book and important documents. ( Since I am teaching the courses at HS the students don’t have CityTech email accounts so I cannot use blackboard or openlab even though I have set up the courses on both)
Constant announcements and communication through website.
Making assignments and grades accessible for every student.
Making power point presentation available for every student.
Seeking immediate feedback for graded papers by scanning and sending them through the website, providing solutions with explanations in power point or handwriting and sending it as attachment before the coming class etc.
Providing links for online tests or quizzes as well as helpful websites for specific topics.
Web assign used for assignments at ASA College.
16- Academic Support:
I have always provided the office hours as a great opportunity for students to get a closer attention and answer specific questions in accordance with their needs. Most of the time my students show up to ask questions about specific assignments, when they have missed a session, when the topic taught wasn’t digested properly, or when they have a coming exam. There is always something going on so they are always
Bold assignment #2 Question 11.10 (2)
Exit Ticket Inverse functions, precalculusInverse functions. precalculus session 8 (1)
Corrections_Test_1 Precalculus
Copy of Exit Ticket on Inverse functions -question 5 feedback (1)
