Differential Equations With Linear Algebra, Reaction Paper Example

What types of data informed the way you designed this lesson? (Please be as specific as possible.)

The type of data informed in designing this lesson was quantitative data. Quantitative data normally dwell on the numerical aspects of the variables presented. These were shown by the linear equations presented on the lesson plan. In addition, quantitative data normally engages the use of scale of measurements (Boelkins & Goldberg, 2009, p.120). This is used especially in the graph of savings in dollars against weeks; the standards of measurements are very important in any quantitative data since they draw the limits within which all the various variables extend. The quantitative data therefore is very relevant in ensuring that the students use all the variables correctly. The data presented herein is already processed ad provides the students with simple options when it comes to the making of deep analysis of the same.

What was successful and not successful about this lesson? How do you know?

Certain aspects of this lesson are clearly depicted to be successful, or instance, solving linear equations by graphical means. The teacher has clearly elaborated the procedure in the lesson plan hence making it simple for the students to make the final analysis of the same. The indicators of this success begin from the introduction, when the teacher presents a simple illustration of a story between the hare and the tortoise. The story is goes well with the topic and presents the basic fields that the students may be required to tackle in their work. In addition, the teacher has presented many illustrations to show the students how to find graphical solutions of these problems.

Also from the lesson plan, it is evident that the students were able to analyze the various types of linear equation systems from the graph. The lesson plan presents a variety of graphs that the students can look at and learn the various types of linear equations (Smith, 2010, p.130). These many illustrations can help the students capture and internalize the various salient concepts of the linear equations.

On the contrary, the application of these linear equations to real life situations was probably not explained and illustrated in a vivid way. This is because there are few illustrations about this and they are not very straightforward. Similarly, there are not so many notes pertaining to this topic hence making it very difficult for students to grasp the real ways of applying them.

Describe what your students learned from this lesson and how do you know?

From the lessons, the students learnt a number of things. Such include finding solution to problems involving linear equations. The various questions and examples presented could definitely allow the students to grasp the concepts of finding these solutions. The lessons were also carried out practically with students actively participating in the drawing and analysis of the graphical data (Cowan, 2009). This indicates a better chance of students understanding the work clearly.

What follow up was required for some or all of your students after reflecting on this lesson?

The follow up required here involved giving students homework on related topics and allowing them to seek help on areas; they find difficult (Danielson, 2008, p.120). The homework is intended to help them not forget the things they have learnt in class and to prove to the teacher that the students were actually learning and grasping the required concepts.

References

Boelkins, M. R., & Goldberg, J. L. (2009). Differential equations with linear algebra. Oxford: Oxford University Press.

Cowan, G. (2009). Statistical data analysis. Oxford [u.a.: Oxford Univ. Press [u.a.].

Danielson, C. (2008). The handbook for enhancing professional practice using the framework for teaching in your school. Alexandria, VA: Association for Supervision and Curriculum Development.

Smith, L. (2010). Linear algebra (4th ed.). New York: Springer.