Very Effective
Why the lesson was effective, and why you would recommend it for that topic
In this lesson, the tutor employed multiple representations during the study. Ideally, each student has a diverse approach to learning. The lesson is effective as it presented because it is brief and covers essential basics of logarithmic expressions.
In the video, the tutor used graphical representation to show the transformation of the exponential function graphical illustrations done by plotting data in graphs. For example, a graph of function is plotted in order to illustrate effects of negatives values in an exponential. As demonstrated by the tutor, the graphical representation captures all aspects of exponential functions, both negative and positive (Henry, 2020).
Again, the tutor used algebraic or numerical illustrations that logs are exponents. The secret thing with logs is getting down into algebraic representation. This assists in converting exponential and logarithmic functions (Henry, 2020). Thus, learners got help in memorizing algebraic patterns, as illustrated in the calculator. For instance, the tutor demonstrated that could be written as
) The tutor explained various issues about the issues of logarithms. For example, why
In the lesson, there was an appropriate use of technology in solving various problems on logs. For instance, the tutor explained how calculators could be used solving logarithmic expressions . In most cases, students find it more comfortable dealing better with technological tools when it comes to comprehending quantitative concepts. As illustrated by the tutor, students get it easier to use calculators to solve various problems. As outlined by the tutor, logarithm makes exclusive use of such devices in assisting learners in comprehending technical concepts.
In the video, the teacher provided multiple examples starting from the more manageable task to complex ones. There was doing and undoing various exercises which were presented. Doing an undoing always is an excellent characteristic of mind when it comes to emphasizing a concept. In most cases, they use such an approach; learners commence anticipating the new operations or funky functions. In this video, students learned how to exponentiate; many of them start guessing ways which can be used to un-exponentiate.
I like the approach through which the inverse of function has been represented in this video. The notion, which has been employed, is similar in equations, graphs, and even tables. The values of x’s and y’s keep switching places (Ball & Stacey, 2015). It is relatively more straightforward for the learners to figure out tables and graphs used by the tutor. However, the algebra approach is trick though the tutor has over-emphasized all the methods. I would recommend the lesson for the topic due to the materials used for illustrations like graphs and tables, as students find it easier to relate to such plans. Again, the lesson takes only 33 minutes but meeting the objective.
Needs Improvement
The lesson is about exponential growth. In the class, the tutor assumes that students are having a basic comprehension of exponents and functions. However, the lesson is ineffective as per the approach the tutor has taken. The teacher used a Q &A teaching approach. From the beginning of the class, the tutor has a question about exponential growth offers solutions to the problems presented to illustrate exponential growth (Stadler, Fischer & Greiff, 2019). The teacher seems to be covering new concepts though the results become disjointed instruction. This can confuse the learners because the lesson was never presented succinctly and clearly, but the tutor popped up with questions and answers to such questions. The other motive as to why this lesson was ineffective is that Q & A practice paced the lesson. The tutor had to explain many things concerning formulas used in calculating the questions posted during the lesson. An effective lesson takes a few minutes and up to the point of what needs to be covered. However, in this video, the lesson appears to longer, taking one hour and nine minutes. This has been brought by the Q&A method in which the teacher might have planned to take a few minutes for the lesson, but due to elaborate explanations of the formulas, the teacher ends up consuming much time.
To improve the lesson,. I would be cautious in my timing. I will use time in support of my direct instruction. I would use 90% of the duration will be used in making things clearer (Caglayan, 2014). Again, I will raise stakes by offering learners time to figure out all the items themselves. This would assist in solving situations where they already have some skills.
For the set of examples provided in the lesson, I would remove some models as they confuse the flow of the topic. For instance, the study of compound interest while the subject is actually on the exponential growth is misleading.
References
Ball, L., & Stacey, K. (2015). Teaching strategies for developing judicious technology use. Technology-supported mathematics learning environments, 3-15.
Caglayan, G. (2014). Static Versus Dynamic Disposition: The Role of GeoGebra in Representing Polynomial-Rational Inequalities and Exponential-Logarithmic Functions. Computers in the Schools, 31(4), 339-370.
Henry, S.(2020) Video via Hightail. Retrieved from: https://spaces.hightail.com/receive/9MU2BKw0YQ/fi-d17a07ed-16d4-4b51-900e-40f2baa3281c/fv-2bd2eb16-9be8-46c3-8905-64dc187e895e/Needs%20Imporvement%20-%20Exponential%20Growth.mp4
Stadler, M., Fischer, F., & Greiff, S. (2019). Taking a closer look: An exploratory analysis of successful and unsuccessful strategy use in complex problems—frontiers in psychology, 10, 777.
