Khan Academy is a great resource. Today’s lesson will come mostly from there.
http://www.khanacademy.org/video/functional-relationships-1?playlist=Algebra+I+Worked+Examples
A relation is defined as a set of ordered pairs. Many relations have a rule or formula showing the connection between the two components of the ordered pairs.
A relation is a function if each value of the independent variable leads to exactly one value of the dependent variable. This means that each value of x produces exactly one value of y.
http://www.khanacademy.org/video/testing-if-a-relationship-is-a-function?playlist=Algebra+I+Worked+Examples
http://www.khanacademy.org/video/domain-and-range-1?playlist=Algebra+I+Worked+Examples
http://www.khanacademy.org/video/domain-and-range-2?playlist=Algebra+I+Worked+Examples
http://www.khanacademy.org/video/domain-of-a-function?playlist=Algebra
When considering the domain and range of a relation to determine whether or not it’s a function, the Vertical Line Test can help. If every vertical line intersects the graph of a relation in no more than one point, then the graph is the graph of a function.
Another great tool that you have on your laptop is Grapher. We’re going to use it right now to use the Vertical Line Test to determine if a graph depicts a function.
Here are the Chapter 2 Student Text and Geometry Assignments
student-text-chapter-2.pdf
assignments-chapter-2.pdf
“Reflection sharpens our self-awareness and helps us become more attentive.” This observation was part of an Advent/Lenten devotion written by Becky Horst of Goshen College.
One of the social/emotional competencies is the learning to be self-aware.
One of the skills that we teach all of the time is attentiveness or do we assume that our students just should be paying attention? Working with traumatized adolescents has taught me that attentiveness is more than just paying attention. Attentiveness is a state that comes with being able to self-regulate, to be able to understand and be able to moderate your emotions, to be able to interpret the world around you as safe, when it is; and risky, when there is danger. For our students, they have to feel safe enough so that the hyper-vigilance can be put on hold for awhile. You have to feel safe enough to be able to focus on the thing at hand. Since many of our adolescents come from environments that have contributed to them developing a hypersensitivity to danger, in other words, they are in “flight or fight” mode all the time, a key component of treatment becomes providing an environment that will help them do some of the work described above.
As a teacher of students that have engaged in one or more negative behaviors that have put them at risk, it’s no wonder then, that we come to understand that our students have missed out on some key concepts, developing a hole in the fabric of their content knowledge. When students are not paying attention to learning, do we make an effort to determine what they are paying attention to? When we recognize that our students have a “hole” in learning, what do we do? What can we do?
We often put a bandaid on the situation by providing some learning activity to help put the student back on track and fill the “hole.” But how do we address the more overarching problem of helping a student that has experienced trauma at some point in their life?
What activities do you think promote the development of attentiveness?
You Can’t Compensate for Not Reading
I posted this comment for this article that talks about the significance of reading.
In working with court-involved young women ages 11 through 17, we find that all students that are identified as truant have significant reading and/or writing deficits. It’s a vicious cycle that they are trapped in–they go to school, don’t “get” what they are being taught, fall behind, can’t or won’t ask for help (that will be inadequate to solve the larger problem–their reading and/or writing deficit), so they stop going to school, they get in trouble (for not going to school and other things), they are ordered to go to school, and the whole cycle starts over again until they are “kicked out of school”. Since we are a residential school, we have purposed to develop a culture of reading and writing outside of the school day, whether it’s dialogue journals with counselors, reading for “pleasure” (30 minutes a night, every night), as well as staff and students sharing books and making recommendations about “good reads.” We find sometimes, students surprise themselves by awakening a reading and writing habit that they didn’t know they had.
Welcome to Humanities! This course uses literature and the language arts to learn about people and issues. This week we’re off to Africa!
You’re online work begins with learning more about African folktales, specifically working with proverbs.
After the classroom introduction you will be assigned to the group working on the geography project about Africa or the group working on literature. Later in the period and during the week you will be switching roles so that we can use our computer resources effectively.
For your first task, follow the instructions on the following website: African Proverb Activity.
Remember: Asking questions to clarify instructions is helpful when starting any project!
By popular request, we will be learning more about Asia this week. Before we talk about issues, let’s take a look at what is Asia and do some exploration. These three web sites will help you complete your first tasks.
Choose which region of Asia you would like to explore. Check in with your teacher before you start because spots are limited.
Task 1 Description: Summarize the information you discovered about the region that you have chosen using one of the following formats: paragraph, outline, bullet-list, bubble (semantic map). Choose the graphic organizer provided or develop one of your own.
Task 1 Assessment: A. Clarity of the information, organization (4 points); B. Completeness of information (4 points). (8 points possible)
Task 1 Web Resource: Natural History on the Net: Asia
Task 2 Description: Label all of the countries in your region of Asia on the map provided. Be neat.
Task 2 Assessment: A. Completeness (4 points); B. Neatness (4 points). (8 points possible)
Task 2 Web Resource: National Geographic Map Machine
Task 3 Description: Choose one or more countries from your region. You will be preparing travel brochures (separate brochures for each country). First, decide what criteria would be important for travelers to the country (countries) to know. Once your list of criteria is complete, review it with a teacher. You must have a minimum of six (6) criteria you are including in your travel brochure.
Task 3 Assessment: Choice of criteria for the travel brochure (4 points possible).
Task 3 Web Resource: National Geographic: Country Information
All learning is relational. Learning only happens when student and teacher are locked in that mutuality of relationship and caring. Dr. Payne has incorporated many of the questions public school educators and administrators have about building relationship not only with those resistant learners, but with their parents who are often also under-resourced. Her latest book provides strategies not only for teachers but administrators also. Creating a learning community where all the constituents are working toward making sure each child is understood and where applicable realistic interventions are compassionately utilized to help families succeed at education for all of the children in the community. I think this is a must-read especially if you have a resistant or reluctant learner in your classroom.