Tile+my+Bathroom+Lesson+Plan

Tile my Bathroom Lesson Plan

Class: Algebra II

Topic: Area and Problem-based Learning

Teacher: Ms. Hill

The student will be able to calculate area by using the information provided for the shower wall.
 * Objectives**

The student will be able to create a work proposal by researching materials needed and writing a plan to complete the tiling job.

The student will be able to apply the problem-solving process by following a six step process.

The student will be able to design a presentation by using a technology based presentation tool.

The student will be able to assess presentations by completing a score and comment card for each groups presentation.

Keynote slideshow posing the problem. Each team is completing to be hired as my contractor.
 * Anticipatory Set**

Introduce the 6 step problem-solving process. Step 1. Step 2. Step 3. Step 4. Step 5. Step 6.
 * Identify and Select the Problem**
 * Analyze the Problem**
 * Generate Potential Solutions**
 * Select and Plan the Solution**
 * Implement the Solution**
 * Evaluate the Solution**

As a class we will brainstorm what problems need to be solved to complete the tiling project (problem-solving step 1). The brainstorming will start in groups of 4 students. Each group has a paper and they write all the ideas they have about what they need to know to tile a shower wall. After 5 minutes the paper rotates to the next group. For another 5 minutes groups will add on to the new paper, adding new ideas to solve the problem. Papers rotate until every group has written on every paper. These group papers will then be compiled on a list on the SmartBoard for groups to reference throughout the project. Examples: area of shower, choosing tiles, cost of tiles, other materials, tools, time to complete tiling
 * Guided Practice**

Students will work in groups to investigate the problems the class brainstormed (problem-solving step 2) and possibly come up with new problems they need to solve. Students will then research solutions to the problems using home improvement websites, how to videos and tutorials, books, or experts (problem-solving step 3). During independent group work time the teacher will circulate the each group to answer questions and to ask questions to guide inquiry and encourage deep thinking by having students explain why they need to answer the problems and why they solved it they way they did.
 * Independent Practice**

The class will reconvene and selected groups will share their progress so far. Groups will be selected by the teacher. At least one group will have a very clear understanding of what problems need to be solved and how to solve them. One group will be on track but have questions on how to complete one part or another. And one group may have many problems to solve without clear understanding of how to solve them. All students can learn from these groups successes or failures. Through these preliminary presentations, off track students can gain insight to a direction to solve the problems, and students who are on track may find a problem they have not thought of. Although groups are presenting, this is a time for students to ask questions, think aloud, and talk through their understanding.
 * Check for Understanding**

Students will continue in their groups to solve the problems identified earlier during brainstorming and anything they learned from the preliminary presentations.
 * Independent Practice**

Class will come together one more time to brainstorm what information needs to be included in the work proposal. This brainstorming session will be a whole class session where the class may make a mind map or a numbered list of items that need to be included. Examples: area of space, cost of tiles, cost of all other materials, labor costs, timeline till completion
 * Guided Practice**

Students will continue in groups to create their plan of action to complete the tiling job (problem-solving step 4). Students will create a work proposal to win the tiling job contract. Groups will complete work proposal by creating a presentation.
 * Independent Practice**

Students will share their proposals with the class through a presentation (problem-solving step 5). Students will also act as homeowners helping me choose which group gave the most complete, accurate, and interesting presentation (problem-solving step 6).
 * Closure**

media type="file" key="tile my bathroom.mov" width="300" height="300" Intro slideshow, computers connected to internet, Wikispace, presentation tools (PowerPoint, Vuvox, Prezi, Keynote), SmartBoard
 * Materials**

5 days Day 1: Intro to problem, class brainstorming, group work time to generate possible solutions Day 2: Informal presentations of progress so far, groups create work proposal Day 3: Groups finalize proposals and presentations Day 4: Presentation day Day 5: Presentation day
 * Duration**

//What are the observed behaviors and reported experiences of 11th grade Algebra II students when implementing problem-based learning?// Throughout this PBL, I think my three specific questions are clearly addressed. Using a double-entry journal will allow me to note specific observation I make during brainstorming and group work sessions. Also, wiki posts and presentations will allow me time to assess students’ written communication. Pre and post surveys will give me insight to students’ motivation and understanding for solving math problems.
 * Teacher Notes: Research Info**
 * General Question:**
 * Specific Questions:**
 * What are the effects of problem-based learning on students' ability to think for themselves?
 * What are the effects of problem-based learning on students' understanding math's purpose?
 * What are the effects of problem-based learning on students' written communication skills?