Monday, June 30, 2014

#70Days Strategic Lesson Planning: Direct Instruction & Reciprocal Learning

Matching ideas from our first unit curriculum to strategic strategies as described by Silver, Harvey F., Richard W. Strong, and Matthew J. Perini. The strategic teacher selecting the right research-based strategy for every lesson. Alexandria, VA: Association for Supervision and Curriculum Development, 2007. Print.

Strategy 2:  Direct Instruction

Direct Instruction is a traditional method for teaching skills.  It has four basic steps:  modeling, directed practice (guided by questions), guided practice, and independent practice.  

Strategy 13: Reciprocal Learning
Student pairing strategy in which one student is the player while the other coaches and then students reverse the roles.

We are going to learn how to identify the domain and range of functions and write them using Set Notation and Interval Notation. I'll start with direct instruction using prepared Cornell Notes to guide our discussion and learning. Then, students will practice Set Notation as partners using the reciprocal learning strategy.



1.3 Lesson Plan Characteristics of Functions

Combination:  Semantic Feature Analysis; Direct Instruction; Reciprocal Learning
Warm-Up:  Algebra Out Loud Semantic Feature Analysis Task
See Handout:  In your table group, discuss the features of the four parent functions listed.  Decide as a group how to mark the chart.  Be prepared to share your responses and your reasoning.  Refer to your notes on parent functions if you need to. (Functions reviewed:  Square Root, Exponential, Logarithmic, and Rational)
Lesson:  Direct Instruction using Cornell Notes Handout
  • Guiding questions include:
    • What are independent and dependent variables?
    • What are continuous and discrete functions?
    • How do you determine the domain and range of a function?
      • Is your graph continuous or discrete?
      • Frame your function.
      • Look left to right.
      • Are there arrows on the function which would indicate the graph doesn’t end?
      • If you flattened the graph on the x-axis, what is the least value?  What is the greatest value?
      • Look bottom to top
      • Are there arrows on the function which would indicate the graph doesn’t end?
      • If you flattened the graph on the y-axis, what is the least value?  What is the greatest value?
  • Guided practice is prepared on the back of the Cornell Notes handout
Paired Practice
  • Reciprocal Learning Practice - Practice finding Domain and Range using the Reciprocal Learning Handout. When students finish the reciprocal activity, ask them to summarize how to find the domain and range in their notes.
  • Card Match – Give students a set of cards (graph, domain/range, description) to match. The card match I use is copyrighted - can't share it here.
Exit Ticket
Sketch a graph of a function that has the given Domain and Range:
Domain {-3 < x < 4} and Range {-2 <= y <= 2}.



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