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## Imagineit Phase 3

**Identify desired results**

Our key goal is to enable the students to make the connections between the curriculum being taught and the real world. In addition, the students will be able to re-purpose old ideas in order to create new uses. The students will be able to interpret information and apply it in various situations. In addition, they will be able to understand the various formula’s and apply them in various circumstances. Furthermore, the students will need to be able to justify their answers.

The ability to understand the various elements within a formula and their orientation is critical to understanding its application in geometry. Students will be able to justify answers based in the understanding of the questions being asked. Students must have a working knowledge of algebra concepts. These concepts will be enforced throughout the year.

The ultimate goal is for the students to be able to not only apply a formula to a situation but also to understand it’s in inner workings. Therefore, it is necessary for the students to be able to apply the learned skills in real world situations and be able to articulate or justify their solutions.

**Determine acceptable evidence (performances of understanding)**

The students will have both formative and summative assessments in order to determine understanding. The summative assessment will consist on MARS tasks, Problems of the Month, and FAL’s that will ensure both scaffolding of the assessments and checking for understanding. In addition, the students will have end of the semester culminating projects that will enable the students to apply learned topics to a real world problem.

The projects will go beyond the curriculum taught to create a situation for the students to practice their problem solving skills. In addition, classroom observations and teacher journals of “ah ha” moments will be documented. Informal quizzing will be utilized to check for understanding during the process.

The students will be working on mini projects during the various units. However, the end of the semester will have a culminating project with will include many of the aspects of the mini projects. The students will be learning new concepts and their applications to real world experiences. The students will be practicing repurposing of items based on the mathematical requirements of the various units. For example, the students will be given a basic task such as designing their room based on a given set of dimensions (an “L” shaped room). The student must place listed shapes in their room and make everything flow correctly. The students must determine both their placement and use. This will demonstrate their understanding of area of shapes.

**Plan learning experience and instruction**

The students will be able to apply the learned skills in real world experiences. Each unit will include mini projects, formative, and summative assessments. The project portion will be used to assess the application of the learned skills in various contexts and create a situation to support student’s problem solving skills.

**Context**: This will be used in a small instructional setting of diverse learners. The students will be learning geometry and will range in level from sophomores to seniors. The only constraints will be based on the ability levels of the students and the Wall-to-Wall IB constraints. The students must complete a set curriculum prescribed by the principal. There will be access to a smart board for the students. This will assist in the visualization of many concepts being presented. In addition, there is access to chrome carts for the students.**Content**: The course sequence for the students is as follows: algebra, geometry, algebra II/trigonometry. The students will be learning geometry. The students will have a basic knowledge of algebra and had an introduction to geometry the previous year. The students will be able to apply the learned concepts in real world situations. In addition, they will be able to problem solve and determine the various mathematical concepts most appropriate for the given situation. Furthermore, they will be able to justify their use. The main struggle with the students is learning to problem solve. The students have been trained to apply formula’s without understanding its use outside of a “plug and chug” situation. Therefore, getting the students to shift their thinking and understanding will be a challenge.**Pedagogy**: There will be two different pedagogies to achieve the class goal. The students will complete group projects. Work will need to create high performance teams. Therefore, team building activities will need to be completed in order to assist in establishing high performance teams to complete the various required tasks. Furthermore, service learning activities will be completed too. This will assist with the problem solving skills in the real world. The students will be given the problem and required to solve it based on the given constraints. In both situations, the students will be guiding their learning and creating problem solvers for the future.**Technology**: There are many types of technology that is suited for my problem. The projects can be created electronically or manually. The technology can be as simple as tools to as elaborate as software programs or electronic assembly. In the beginning of the year, the students will be using more of a paper and pencil or basic construction items. As the year progresses, the students will begin using computer software applications, electronic parts, and construction projects.

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