Domain D: Impact on Student Learning

Dimension10. Impact on Student Learning

Heading toward the end of my student teaching, I have learned that the component of the most
powerful principle of learning occurred when students conceptualized what they were learning.
For this reason, I built a sequence of lessons regarding angle relationships formed in a transversal
cuts by two parallel line. First, I started with exploring each angle where a transversal is cut by
two parallel lines. Students were asked to discover angle relationships based on what they
measured the angles to be using protractors and their prior knowledge of supplementary angles,
vertical angels and so on. Then, I followed this up with algebraic computational problems so
that they could feel comfortable and understand the conceptual relationships. Furthermore,
students were asked to apply real-life applications with angle relationships such that parking lots,
school fences, and street maps which they are most familiar with would serve to conceptualize
their understanding. The last sequence of this lesson culminated in the combining of all gathered
information to prove and justify their conclusion regarding the angle relationships formed when
a transversal cuts two parallel lines.
Moreover, I was able to utilize students conceptualization by doing hands on activity and recall
of their prior knowledge. For example, students homework showed that I constructed formal
assessment (homework) to contain students deep understanding of the mathematics taught in
class in order to draw a diagram of a map and identify which streets are parallel lines and which
street appeared to be a transversal. Then I assessed the students ability to demonstrate and prove
angle relationships formed in a transversal cut by two parallel lines based on what he/she chose
form information of given and prove. This substantiated the assessment that I provided and

demonstrated that the from of a well-constructed test containing both traditional as well as openended response type items in which students projected an in-depth understanding of the
mathematics taught was possible.
I have been teaching 10th grade Geometry class in my student teaching. Fortunately, I have been
working with different teachers for the same subject so that I was able to incorporate different
strategies to teach as well as different types of assessment into my own class. Frankly, in the
beginning of student teaching, I was challenged due to the fact I was dealing with students at
different levels of learning, as well as, limited in the time frame I had to engage with different
teachers. I also found myself having to think outside the box in order to motivate students who
had a pessimistic attitude towards learning geometric proofs. Nevertheless, in the end, I was able
to utilize the techniques and theories I had learned from my courses, especially, Axiomatic
Geometry where I learned about the beauty of geometry and how to teach Geometry to High
School Students. Consequently, I would say that now I am a more experienced and professional
teacher, who, on top of this, has learned how to communicate with other colleagues and how to
work with different teachers in the same classroom.
Furthermore, I have learned to get the most from differentiation in lesson plans, instruction plans,
and assessments in order to reach all individual students learning.
In the past couple of weeks, students have approached me to express their satisfaction with how
they are beginning to grasp some of the mathematical concepts they had previously struggled
with. They explained that what seemed to be making the difference was that I presented them
with mathematical concepts in new and exciting ways. They said that the fact that I used
analogies and humor in my teaching approached helped the lower their effective filters and
thereby lowering their level of stress concerning the math so that they could assimilate the

lessons they were being taught. They also expressed to me that they appreciated the fact that I
was readily disposed to help them with any challenges or questions they had concerning concepts
they found hard to understand. One particular student told me that even though he has an IEP he
felt that I understood him and that I was able to provide him with strong support because I
believed in his ability to learn and grow. He said he had not felt this way very often about a
teacher. Moreover, I was surprised when some students pointed out to me that they liked the way
I was so organized. They said I was always well prepared when I came to class, this made them
feel more comfortable because they knew I was ready to present to the topics of the day in a
orderly and timely manner. I say I was surprised because I really didnt anticipate that all this
time I had been teaching, students were actually noticing the level of organization I had
incorporated into my lesson plans. Nowadays, it is not uncommon for me to hear students telling
me how much they miss me if I for some reason do not come to their class, usually because I
have been asked to cover some other class. I must admit, this really makes my day and
contributes greatly to the joy I have experienced during this teaching experience. Consequently,
as an artifact for this dimension 10, I am including some of the hand written comments students
have made concerning how they feel about my teaching style and me.