Series Engaging Students with "Productive Struggle": Deepening Understanding of Transformations

Understanding Transformations

Common Issues with Transformations

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Deepening Understanding of Transformations

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Deepening Understanding of Transformations

Lesson Objective: Assess understanding of transformations

Grade 9-12 / Math / Geometry

9 MIN

Math.HSG.CO.A.5 | Math.HSG.CO.A.4

Discussion
Supporting Materials

Thought starters

What does the post assessment reveal about student growth?
How does Ms. Mekita use the post assessment to inform her instruction?
Why does Ms. Mekita decide to give students an opportunity to work in pairs again?

5 Comments

Patrcia Mesch Jun 12, 2016 10:46pm

Great job.

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larry butler Jan 30, 2016 5:26pm

Great feedback on formative assessments.

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Omar Gonzalez Nov 4, 2015 10:53am

First time on TcH and loving it. Alamo Middle 7th Grade Texas History.

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Katherine Cano Aug 5, 2015 5:21pm

I like this idea of having a very structured formative assessment stuck toward the end of the unit to help drive away the misconceptions and errors the students still have. Usually I think of formative assessment as my whiteboard guided practice. I also like that the "lesson" was different than a regular lesson with notes and whiteboards. Too often I find myself just "telling them again" when I am seeing problems. Creating a productive struggle within my classroom is something I am looking forward to attempting this year. Although I teach 8th grade and this video is from a 10th grade classroom, I seem to be teaching the EXACT same standard. I am hoping that a formative assessment similar to this will help my students gain the same huge growth before giving the end of the module test (when it's already too late!). To top off this wonderful lesson, the teacher went back a second time to fine tune their lack of ability to generalize transformations! I think that was amazing.

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Jen Abrams May 7, 2015 9:47am

This lesson provided valuable feedback on formative assessments, collaborative work, and also questioning techniques. The instruction was data driven based on not only pre-assessments but also on teacher observation on student grouping. The teacher did not only put the students with their partner based on post assessment scores but rather the ways the partners worked together in a collaborative nature to problem solve. It is essential that when students are grouped for collaborative work that they are able to work well with the other person so that it does not hinder their learning. It was very interesting to me that the student actually felt that they were learning more with their partner than even by working one-on-one with their teacher. What Mrs. Mekita stated at the end of the video was very poignant, when she steps back the learning does not decrease but rather increases. The overall lesson also was very beneficial in allowing students to derive the rules for transformations rather than just giving them the rule and having them take it at face value. I really struggle with teaching transformations so this is a lesson that I will definitely try in the future. -Jen Abrams

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