EDU 673 Differentiated Assessment
cricket31
creating_unit_plan.docxLITERATURE UNIT PLAN 1
CREATING UNIT PLAN 7
Creating Unit Plan
Evelyn F. Eashmond
EDU 673
Instructor Smith
May 11, 2015
Creating Unit Plan
Course: College Algebra
Grade level: Freshman Year
Population: Thirty Students
College Algebra will cover topics like Linear Equations, logarithm and probability in three school days, equivalent to three lectures. The class has thirty students majoring in Mathematics, twenty male, and ten female. Most of the students are average students and a few above average, only a case of two students with special cases –one with a case of dyslexia. As a result, the statistic and information was a gathering from their high school GPAs.
Course Objectives
1. Students should be able to solve problems in the topics taught.
2. Students should have the ability to identify and understand the concepts in each topic.
3. Students should be able to apply the lessons learned in diverse ways.
Units to cover will be the probability, linear, and quadratic equations and logarithms. The standard of mastery shall incorporate individuals and teamwork. Individual work will be assessed and help provide the individuals depending on their learning and understanding abilities. These steps can help students acquire the concepts in each problem and enhance their ability to solve diverse problems. Communication platforms like an active e-learning platform will be built to enhance discussions among students and provide a helpful platform to my students with a low level of understanding. I believe this will promote motivation in individuals to progress their ability to work on different mathematical problems. More technological techniques like the use of Microsoft PowerPoint, cloud applications, emails, etc. will be used to enhance mastery of these units.
Evidence of Learning
Students have to complete three assessment tests, one research in groups and another individually both are presentable in class on an open platform and the primary exam. All students will receive marks for awards as; ten marks for each assessment test and seventy marks on the major exam to give a total of a hundred. All the research paper will be a determination of individual and team readiness in units done. They will also assess the ability of each student to solve problems and think critically in doing the same. The assessment will help in determining better methods to improve each student’s ability.
The research and presentations in class will help in direct instruction in the class since tutorials are available to the class audience and reforms by the teacher. After class tutorials for the student with dyslexia and those below average are available for students. The teacher will come up with natural tutorial platforms like a website that explains the units in easy ways for students to access with flexibility. As a result, this will address the Direct Instructions and Universal Design for Instructions principles. Research and presentations will help in formative assessment during the discussions involved. Formative assessments are small stakes as they have little point value the formative assessments require students to present a research proposal for an early feedback.
A summative assessment will include questionnaires and result review. Results review will involve analyzing the results of each student and making conclusions on their readiness and performance. In case an unfortunate trend is noticeable, interviews with the affected students will be done to get a catch on the causes and come up with resolving techniques. The questionnaires will be done after each unit is covered to analyze the effectiveness achieved from the lessons. It will include questions like;
· Explain your ability to solve problems under (topic covered).
· List your weakness in the topic coverage.
· Give a number of reforms you wish to be done
|
UNIT |
Learning Objective |
Results |
|
Linear and Quadratic Equations |
· Solve linear equations · Form and solve quadratic equations |
· An assessment test and the research were done. · Discussions and presentations for formative assessment. · E-learning is used to aid in online discussions among students and the lecturer to address DI and UDI techniques. · Use of Microsoft PowerPoint to showcase procedures in solving the problems. |
|
Probability
|
· Introduction · Solving probability problems using a number of methods · Application of probability |
· Assessment test and research for groups and individuals · Discussions in groups · E-learning and cloud apps to share information on probability.
|
|
Logarithms |
· Solve logarithms problems (add, subtract, dividing and multiplying) · Advance logarithms · Application of logarithms |
· Assessment test, research paper and discussions · E-learning, cloud apps, MS PowerPoint. · |
Conclusion
A learning assessment is primary a learning design to reveal adequately meaningful ways for students to emphasize the relevance of new learning skills. The key to obtaining an active plan to learning is a combination of reading skills, writing curriculum, and tools for determining accountability. A combine of these tools and techniques can help students design and create learning for future knowledge of the common core standards.
References
Council for Exceptional Children. (2005). Universal design for learning: A guide for teachers and education professionals. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall.
Karten, T. J. (2011). Inclusion lesson plan book for the 21st century: Teacher training edition for professional development. Port Chester, N.Y: Dude Pub.
