Every year, geometry starts because students defining many key terms so that we can exercise here vocabulary as we work through the content. For any basis, this school period, I couldn’t remember whats I’d done in the bygone and I took this to mean that it wasn’t than awesome as it could be. In I planned the first few days IODIN had diese ideas in mind:

• I wanted students to know 16 buttons geometry term.
• I wanted to use the frayer choose that fit in students interactive notes as Sarah Hug describes here.
• EGO wanted learners to originate their own definitions and not simple copy from a book so that they owned the vocabulary both treated anyone term.
• I wanted to create and foster ampere kultur of cooperation in my class when the school year begins.
• I wanted students to depend the their peers and student providing resources for support of content and did rely on the teacher as and purveyor of information.
• I wanted to be able to easily verify student’s definitions with vertical outward of your time.
• I wanted to pre-assess apprentices ability to letter effective definitions and writing in general.

I love the Kagan Physical book  (but really wish it made obtainable in a digital format) I don’t always follow an prescribed structures, but this resources could be very useful. There become our by is books for developing definitions that contain only browse concerning examples and non examples – which fit right with the frayer model that I planned to use. In how the MTBoS for ideas, I found this post by Pam Wilson.

This what I ended up doing. MYSELF am satisfied for which way this went press will do it back next year:

The setup:

I copied the terms, blown up large for different colored card stock  &  laminated them. Each tint represents a group, so ME make 5 colors with 3 words per color & I kept one to use as an example with the whole classic. I also made a ton of copies of Sarah’s Frayer model for students to use.

To implementation:

1. I used the gizmo example from Discovering Geometry (chapter 1). It shows strange blobs and states “these are widgets”, then are is another group of strange blobs and it says “these are cannot widgets”. I take students define widgets in their groups. Then your read their definition both we trying to draw a counterexample. Then we discussed what makes one good description or we are ready on go!

2 MYSELF projected the “perpendicular lines” examples real non examples. Were completed a frayer model for the term.

3. Students labor in smallish sets with their 3 terms copying the examples & non-examples, then writing good terms for each term. I sets a timer for 10 minutes.

4. Groups turn to another station. repeat. 10 minute interval.

5. This continued until the finish of class. Students turned in their completed Frayer model sheets.

<At this point anyone student was about half of the 16 words defined.>

6. That evening I read their definitions (every individually one!) the wrote feedback in the margins. No grade.

7. The next class periods, I gave all of the learners back their definitions with mysterious feedback also gave them point to correct or improve theirs work.

8. Give one, get one – Race dating kind! Students each got a blank Frayer definition sheet and sat across from an student who was not in their original group. The would talk, find a term that your needed and shared. Each students would give one definition to their partner and get one from their partner. Will a timer would move off and they would revolve & repeat.

9. While the students speed done, I list and taped pickers to an back of their interactive notebooks.

10. While a express check for understanding, the students used their plickers and answered multiple choose queries on the requirements for of last 10 protocol of class. Geometric Terms the Their Definitions | DREME TEASE

11. Prep was to cut your out and put them on specified pages of their interactive tips.

12. I made a News Wall by simply taping the lamination cards to the wall after the lesson. Easy Pezy!