CSTP Growth and Development
Growth Goal:
By March of 2024 I will support my school wide initiative by having my math classes participate in the uncharted learning competencies. The competencies will include creative brainstorming, opportunity recognition, idea modeling, design thinking, agile process, pitching, reflection, stakeholder engagement, and rapid prototyping.
Reflection:
During the 2023-2024 school year, I had the privilege of being chosen as a lead teacher to pioneer and implement a new learning model at e3 Civic High School. This innovative approach incorporated learning competencies from Uncharted Learning, with a focus on design thinking practices. Importantly, the aim was to integrate these practices into core subject areas, extending beyond the existing design thinking course offered at e3.
My primary objective was to integrate these practices into my math courses, fostering student engagement and facilitating deeper learning experiences. Central to this endeavor was the translation of design thinking principles into actionable steps: engaging students, exploring concepts, explaining ideas, elaborating on understanding, and evaluating learning outcomes.
Several instructional strategies were employed to achieve these goals, including the implementation of dynamic activities such as "4 corners vocabulary," kinesthetic lessons encouraging movement and interaction, "swap and meet" discussions, and group presentations during our statistics unit. These activities challenged students to think creatively and critically, fostering an environment where they could not only interact with mathematical concepts but also apply their learning to real-world scenarios.
Two standout lessons exemplifying this approach included a project where students graphed linear equations based on chosen travel destinations, analyzing factors such as cost, travel time, and distance. Through this project, students gained insight into the practical applications of linear equations in decision-making processes related to travel.
Another impactful lesson involved exploring standard form through the analysis of snack costs, providing students with a tangible connection between mathematical concepts and everyday scenarios. By engaging in these activities, students were able to develop critical thinking skills and maintain a sense of curiosity about their mathematical learning.
In essence, these lessons were designed to foster real-world critical thinking, encouraging students to ask questions and approach problem-solving with a design thinking mindset. This approach not only enhanced student engagement but also empowered them to think creatively and remain curious about mathematics.
CSTP Self Assessment
What are your areas of strength?
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Based on my pre and post self assessment my areas of strength include standard two which is to create and maintain effective environments for student learning as well as standard four which is to plan instruction and design learning experiences for all students.
Where are your opportunities for continuous improvement?
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An opportunity for continuous improvement would be standard five in assessing students for learning.
What are you most proud of?
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I take great pride in my progress in planning instruction and cultivating environments that not only challenge my students to develop critical thinking skills but also provide a safe and comfortable space for learning. Additionally, I am proud of my ongoing development in understanding and implementing assessments. Throughout the year, I seized the opportunity to experiment with new assessment practices and technology, enabling me to reflect on how to improve my assessment methods and integrate them into my teaching and planning strategies. The more effectively I can analyze my students' progress and performance, the better equipped I am to comprehend their learning needs.
