#### Transcript Session 2

Trigonometric Functions Session #2 Learning Goals • Identify common misunderstandings that students have about trigonometric functions • Build awareness of Trig CLIPS • Make connections between CLIPS, the misunderstandings, and the big ideas of trig • Practice posing questions based on the big ideas • Build content knowledge of trig Minds On: Connect and Practice (session 1) • In pairs, choose a specific expectation from the trigonometric functions strand from any Grade 11 or 12 course • Rewrite the expectation as a learning goal to support the development of one big idea • Create a question that would help students to meet the learning goal. • Record expectation, learning goal and question on chart paper Minds On: Peer Review • Join another set of pairs and exchange your learning goals and questions, and provide feedback for editing. • Use the popsicle stick prompts during the peer review. Minds On: Reflection • Gallery walk learning goal questions developed • Group share Minds On: Think/Pair/Share Think: – On your own brainstorm potential misconceptions/struggles/partial understandings of trigonometric functions that students have • Pair: – With a partner compare, contrast, summarize your list • Share: – In table groups, collate and post Action! • A tour of CLIPS: Periodic & Sine Functions and Their Transformations Action! (continued) • With a partner, select one of the CLIPS from Tour of CLIPS, there are 7, we want to explore each of them and no more than two pairs may select the same CLIP • Use Tour of CLIPS to investigate how the CLIP connects to a potential misconception/struggle/partial understanding and the Big Ideas for Trig Action! (continued) • Questions to consider for your CLIP – How does the CLIP address a common misunderstanding that students have? – How does the CLIP help students to develop understanding of the big idea? – What kind of question(s) can be posed to see if students have developed the understanding of this big idea OR what scaffolding questions can be created to help support students? Action! (continued) • In pairs, select one activity from your CLIP to share with the whole group • In your presentation (few minutes) highlight your response to one or more of the questions posed during the investigation • Use your template to make notes on the CLIPS that you didn’t investigate Action! (continued) • Questions to consider for the presentations of your CLIP – How does the CLIP address a common misunderstanding that students have? – How does the CLIP help students to develop understanding of the big idea? – What kind of question(s) can be posed to see if students have developed the understanding of this big idea OR what scaffolding questions can be created to help support students? Consolidate Debrief (continued) Going Deeper – What kind of question(s) can be posed to see if students have developed the understanding of this big idea OR what scaffolding questions can be created to help support students? • Few examples chosen from the Mathematical Processes Booklet: – Reasoning & Proving: How can we show …? – Reflecting: What do you notice about…? – Connecting: What are the connections between…? Consolidate Debrief (continued) Going Deeper • Turn and Talk Share question(s) with another pair Consolidate Debrief (continued) • Demonstration of screen captures on the Interactive White Board Learning Goals • Identify common misunderstandings that students have about trigonometric functions • Build awareness of Trig CLIPS • Make connections between CLIPS, the misunderstandings, and the big ideas of trig • Practice posing questions based on the big ideas • Build content knowledge of trig Consolidate Debrief (continued) BLM 1.4, Trigonometric Functions Session – Reflection Template Use this template to record your reflections related to your new learning, potential shifts in practice, and implications for student learning. Trigonometric Functions Focus Activity CLIPS Parallel Task: Walking the Periodic Curve Radian Wheel Visualizing Graphs: Using the IWB Spotlight Open Task: World Climate The Big Ideas of Trigonometric Functions The Mathematical Processes (problem solving, reasoning, reflecting, selecting tools and computational strategies, representing, connecting, communicating) Establishing Math Talk Learning Communities Assessment for / as / of Learning Further Consolidation • Based on today’s session, complete your Trigonometric Functions journal, focusing on the prompts that are most meaningful to you. – Given what I have learned today, what ideas are challenging my belief about teaching trigonometric functions? Why? – What new learning do I believe has helped me shift my practice? – The new ideas that I am prepared to implement upon my return to the classroom / board are… Session Two: The End