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DI in the Math Classroom

DI in the Math Classroom. Bell-Ringer or Exit Slip. Choose One to Complete. List the steps you would take to graph the equation y = ax 2 + bx + c. Draw the graph of y = 2x 2 + 4x – 6, and label the important pieces of the graph. Create your own quadratic equation and graph.

beverly-baldwin
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DI in the Math Classroom

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  1. DI in the Math Classroom

  2. Bell-Ringer or Exit Slip Choose One to Complete • List the steps you would take to graph the equation y = ax2 + bx + c. • Draw the graph of y = 2x2 + 4x – 6, and label the important pieces of the graph. • Create your own quadratic equation and graph. (One idea of formative assessment)

  3. Choice-Driven Quiz (or daily assignment)

  4. Sternberg Project (used in place of traditional mid-chapter quiz)

  5. Think-Tac-ToeChoose 3 tasks (either diagonally or horizontally) to complete. Mark the three you choose with X’s or O’s. You may use the bottom of this page or the back to complete your work.

  6. Self-Selected Groups (Choices) (Used to introduce graphing inequalities in two variables)

  7. Project (Menu-Like)

  8. Parallel Lines Menu

  9. Parallel Lines Menu, Continued

  10. Student Work Samples • Rap Song • Power Point • Skit/Presentation • Jeopardy Game • Posters, Etc…

  11. Research Shows That… Choices vs. Required  In process, product  No student voice  Groups, resources, environment  Restricted resources Relevant vs. Irrelevant  Meaningful  impersonal  Connected to learner  out of context  Deep understanding  only to pass a test Engaging vs. Passive  Emotional, energetic  low interaction  Hands on, learner input  lecture, seatwork Equals Increased Intrinsic Increased Motivation Apathy and Resentment

  12. Wrap-Up • Questions? • Ideas?

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