Mrs. Bobbie Proffitt - FRIT 7234 - IF&IL

I teach a small-group math class for students with a variety of learning disabilities, and I plan on using word problems and right triangle trigonometry in my mini lessons. When working with word problems that relate to the “real world,” students are given a picture of how a particular concept may be used. Most teachers teach the formula and then list numbers that students must plug in the formula. When a teacher gives the students a word problem, they are required to figure out which piece of information correlates with which part of the formula. Due to the complexity, this may involve me as a teacher spending more time to come up with problems that relate to each student’s life. I plan on using a few types of assessment. I will assign the students a project – to create their own word problem that involves solving using trigonometric ratios, which addresses Principle 1 ( Implementing Inquiry , n.d., p. 2). This assignment will also have a rubric to help guide them through this thin...

I feel that the goals that I listed at the beginning of the course still stand.   I have already learned so much in this course, but I know that I still have more to learn.   Aside from the technology goals listed in my first blog post, I would like to add a few more.   Not only do I want to learn more searching skills to better help my research, but I would like to be able to teach my students these helpful skills as well.   Because they are a part of the Google generation, I am not sure that they know any other way to search besides simply typing a question into the Google search bar and pressing the enter key.   Instead, I would like for them to comprehend that their search terms actually matter.   As Miller and Bartlett (2012) point out, “search skills are important: subtle differences in the semantic construction of search queries, including the ordering of Boolean operators, the use of synonyms, antonyms and abbreviates can return hugely different re...