Big Hairy Audacious Goal
In the nine-weeks cycle, learners will develop deeper, more internalized mathematical patterns and logical reasoning by actively participating in specific and intentionally designed modules that facilitate connection building between prior knowledge, current topics, and other subject areas. Patterns and reasoning expand on connection building and bring mathematics from the traditional classroom expectations of rote memorization and regurgitation of facts and procedures to a constructivist viewpoint that most aspects of life rely on.
Learning Goals |
Learning Activities |
Assessment Activities |
Foundational Knowledge Learners will identify the key attributes of quadratic, square root, cubic, and cube root functions. Learners will algebraically solve quadratic, square root, cubic, and cube root equations and check for reasonableness of solutions. |
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Application Learners will apply connections between key attributes and algebraic solving to justify their answers. Learners will effectively communicate their processes to approaching problems and questions. Learners will explore connections between functions, equations, and other content areas. |
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Integration Learners will connect past learning with current learning, comparing and contrasting topics. Learners will identify the relationship between math and 21st century skills and desired characteristics. |
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Human Dimension Learners will engage in their learning with collaborative groups. Learners will communicate their learning and perspective in individual reflection. |
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Caring Learners will identify how collaborative learning enriches their lives and the lives of their peers. Learners will support each other by addressing misconceptions and celebrating collective growth. |
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Learning How to Learn Learners will identify personalized growth goals in math topics and/or 21st century skills. Learners will analyze past learning experiences with current ones for individual reflection on how structure impacts learning. |
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References
Dee Fink, L. (2003a). A self-directed guide to designing courses for significant learning designing courses for significant learning.
https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
Dee Fink, L. (2003b). Creating significant learning experiences: an integrated approach to designing college courses. Jossey-Bass.
Dee Fink, L. (2013). Creating significant learning experiences the key to quality in educational programs. https://media.wiley.com/product_data/excerpt/51/11181242/1118124251-7.pdf
https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
Dee Fink, L. (2003b). Creating significant learning experiences: an integrated approach to designing college courses. Jossey-Bass.
Dee Fink, L. (2013). Creating significant learning experiences the key to quality in educational programs. https://media.wiley.com/product_data/excerpt/51/11181242/1118124251-7.pdf