Mod 3 – Flowcharts

Prerequisite Analysis of the Concept; Information Processing Analysis for Concepts(1)

Project description:  This project is for sophomore aged students who are studying Algebra I.   The students will be learning how to connect rules, tables and graphs through a hands-on experiment, technology, and assessment in both group and individual settings.  The learning will take place in 2 or 3 one hour sessions.

 Goal:  Learners will be able to distinguish the differences between linear, quadratic, exponential, and inverse graphs, tables and rules.

This kind of goal is an intellectual skill goal where learners have to make discriminations with concrete concepts.  Students should be able to see different kinds of graphs and know which category it is.  Students should be able to make the same kinds of declarations with tables and rules as well.

 Objectives:

  1. Learners will be able to distinguish between linear, quadratic, exponential, and inverse graphs.

  2. Learners will be able to distinguish between linear, quadratic, exponential, and inverse equations.

  3. Learners will be able to distinguish between linear, quadratic, exponential, and inverse tables.

  4. Learners will be able to find patterns within tables using addition and multiplication

  5. Learners will be able to find relationships between linear graphs, tables, and equations.

  6. Learners will be able to find relationships between exponential graphs, tables, and equations.

  7. Learners will be able to find relationships between quadratic graphs, tables, and equations.

  8. Learners will be able to find relationships between inverse graphs, tables, and equations.

  9. Learners will be able to distinguish between positive and negative formats of linear, quadratic, exponential and inverse graphs.

  10. Learners will be able to distinguish situations that can be modeled using linear, quadratic, exponential and inverse relationships.

Reflection:

This week took a lot of time and thinking to create flowcharts and how I wanted it all to flow together nicely.  Flowcharts use the opposite side of the brain that I try not to use very often so it took me quite a bit of time to figure everything out.

Through the process of goal setting, objects, and analysis, I was able to figure a few ideas out on what is important to the process of what I am teaching and what I can leave out.

I was originally going to use gliffy for my analysis, just to try a new program and compare it to Google draw.  However, after two or three start ups, and having to start over so many times, I decided to go with Google draw, just because I understood it already and wouldn’t have one more program to learn while creating flowcharts, which aren’t my forte.  I’m actually quite pleased with how well Google draw works and all the options I have, not too many options, but enough to allow some flexibility and creativity.

I learned new methods of thinking as I thought about my goals, and what I really want to accomplish through this project.  It was nice to see what other people came up with and to compare what I did verses what they did.  Mainly very similar ideas, just with different topics in mind.  One can also see the difference in types of goals that are being set between students and how the analysis differ depending on the goals.

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