C728-----------------------------------------------
-------------------------------------------------------- Western Governor University
C728 Task2: Secondary Disciplinary Literacy
A.---Describe-how-inquiry-based-teaching-methods-can-affect-student-learning-in-your-
discipline.
In-inquiry-based-teaching-methods-are-guided-by-teachers,-and-they-are-student-
centered.--They-are-questions-given-by-teachers-to-students-to-get-them-engaged-in-the-topic.--
“The-aim-is-that-students-will-engage-in-authentic,-intellectual-work-so-that-their-products-will-
have-value-within-schools-as-well-as-outside-of-school-in-their-everyday-lives.”(Spires-et-al.,-
2014)-When-a-student-is-engaged-in-the-topic,-his-learning-will-not-be-like-work-but-more-like-
fun.--My-discipline-is-Mathematics.-When-I-teach-any-lessons,-I-will-focus-only-on-solving-
specific-problems,-and-I-will-encourage-my-students-to-think-deeper.-By-doing-this,-I-will-show-
my-students-how-we-can-use-them-in-real-life.--When-my-students-see-how-they-can-use-things-
that-we-do-in-class,-they-will-be-engaged-more-in-the-lessons.--I-do-not-believe-in-lecturing-the-
whole-time-in-class-because-the-students-lose-focus-and-interest-in-the-materials-I-am-giving-
them.
I-live-in-Michigan,-and-my-discipline-is-secondary-Mathematics.-The-writing-for-my-
students-is-to-do-a-math-journal.-I-would-like-my-students-to-write-down-what-they-have-been-
learning-every-day-in-their-journals.-The-topic-that-my-students-will-be-studying-is-ratios-and-
proportional-relationships.-Ratios-are-things-that-I-believe-my-students-will-have-to-know-for-
, many-years-to-come.-A-lot-of-students-forget-ratios-when-they-are-done-with-them.-Ratios-are-
things-that-students-should-be-able-to-do-even-outside-of-the-school-setting.-One-of-the-common-
core-standards-of-math-in-the-7th-grade-in-Michigan-is-that-students-should-understand-ratios-
and-proportional-relationships.-Students-should-be-able-to-analyze-proportional-relationships-
and-use-them-to-solve-real-world-and-mathematical-problems.-
The-activity-that-I-would-want-my-students-to-do-would-be-to-write-a-math-journal.-
Students-will-start-writing-the-math-journal-before-we-start-the-lesson-on-ratios-and-proportional-
relationships.--They-will-have-a-journal-organizer-on-the-first-page.-This-first-page-will-be-like-a-
table-of-contents.-Students-can-know-precisely-where-to-look-for-things-when-they-are-stuck-
with-any-work.-Students-will-fill-out-this-table-as-we-move-along-the-lesson-on-ratios-and-
proportional-relationships.--On-the-first-page-of-the-math-journal,-students-will-be-writing-what-
they-already-know.-As-we-move-along-with-the-lesson,-students-will-be-filling-out-their-journal-
page-by-page-with-notes.-Not-only-will-students-fill-their-journals-with-notes,-but-they-will-also-
include-questions-and-predictions-about-the-topic.-They-will-also-write-procedures-on-how-to-
solve-particular-problems.-By-the-end-of-the-journal,-students-will-then-write-their-conclusions,-
reflections,-and-they-will-write-the-new-things-they-learned-from-the-lesson.-They-will-also-have-
a-page-for-writing-down-questions-that-they-might-still-have-about-the-lesson.-Then-students-
will-be-doing-some-scaffolding-by-going-around-the-class-to-get-some-answers-to-the-questions-
they-have-written.--While-my-students-are-walking-around-the-classroom,-I-will-walk-around-
and-make-sure-the-students-are-getting-the-correct-answers-to-their-questions.--This-is-a-good-
way-of-incorporating-cooperative-learning-into-my-lesson-because-it-is-a-peer-to-peer-reciprocal-
teaching,-socialization,-and-sharing-of-thoughts.-Students-must-write-the-answers-to-their-
questions-down-in-their-math-journals.-If-students-can’t-answer-their-questions,-they-refer-to-
-------------------------------------------------------- Western Governor University
C728 Task2: Secondary Disciplinary Literacy
A.---Describe-how-inquiry-based-teaching-methods-can-affect-student-learning-in-your-
discipline.
In-inquiry-based-teaching-methods-are-guided-by-teachers,-and-they-are-student-
centered.--They-are-questions-given-by-teachers-to-students-to-get-them-engaged-in-the-topic.--
“The-aim-is-that-students-will-engage-in-authentic,-intellectual-work-so-that-their-products-will-
have-value-within-schools-as-well-as-outside-of-school-in-their-everyday-lives.”(Spires-et-al.,-
2014)-When-a-student-is-engaged-in-the-topic,-his-learning-will-not-be-like-work-but-more-like-
fun.--My-discipline-is-Mathematics.-When-I-teach-any-lessons,-I-will-focus-only-on-solving-
specific-problems,-and-I-will-encourage-my-students-to-think-deeper.-By-doing-this,-I-will-show-
my-students-how-we-can-use-them-in-real-life.--When-my-students-see-how-they-can-use-things-
that-we-do-in-class,-they-will-be-engaged-more-in-the-lessons.--I-do-not-believe-in-lecturing-the-
whole-time-in-class-because-the-students-lose-focus-and-interest-in-the-materials-I-am-giving-
them.
I-live-in-Michigan,-and-my-discipline-is-secondary-Mathematics.-The-writing-for-my-
students-is-to-do-a-math-journal.-I-would-like-my-students-to-write-down-what-they-have-been-
learning-every-day-in-their-journals.-The-topic-that-my-students-will-be-studying-is-ratios-and-
proportional-relationships.-Ratios-are-things-that-I-believe-my-students-will-have-to-know-for-
, many-years-to-come.-A-lot-of-students-forget-ratios-when-they-are-done-with-them.-Ratios-are-
things-that-students-should-be-able-to-do-even-outside-of-the-school-setting.-One-of-the-common-
core-standards-of-math-in-the-7th-grade-in-Michigan-is-that-students-should-understand-ratios-
and-proportional-relationships.-Students-should-be-able-to-analyze-proportional-relationships-
and-use-them-to-solve-real-world-and-mathematical-problems.-
The-activity-that-I-would-want-my-students-to-do-would-be-to-write-a-math-journal.-
Students-will-start-writing-the-math-journal-before-we-start-the-lesson-on-ratios-and-proportional-
relationships.--They-will-have-a-journal-organizer-on-the-first-page.-This-first-page-will-be-like-a-
table-of-contents.-Students-can-know-precisely-where-to-look-for-things-when-they-are-stuck-
with-any-work.-Students-will-fill-out-this-table-as-we-move-along-the-lesson-on-ratios-and-
proportional-relationships.--On-the-first-page-of-the-math-journal,-students-will-be-writing-what-
they-already-know.-As-we-move-along-with-the-lesson,-students-will-be-filling-out-their-journal-
page-by-page-with-notes.-Not-only-will-students-fill-their-journals-with-notes,-but-they-will-also-
include-questions-and-predictions-about-the-topic.-They-will-also-write-procedures-on-how-to-
solve-particular-problems.-By-the-end-of-the-journal,-students-will-then-write-their-conclusions,-
reflections,-and-they-will-write-the-new-things-they-learned-from-the-lesson.-They-will-also-have-
a-page-for-writing-down-questions-that-they-might-still-have-about-the-lesson.-Then-students-
will-be-doing-some-scaffolding-by-going-around-the-class-to-get-some-answers-to-the-questions-
they-have-written.--While-my-students-are-walking-around-the-classroom,-I-will-walk-around-
and-make-sure-the-students-are-getting-the-correct-answers-to-their-questions.--This-is-a-good-
way-of-incorporating-cooperative-learning-into-my-lesson-because-it-is-a-peer-to-peer-reciprocal-
teaching,-socialization,-and-sharing-of-thoughts.-Students-must-write-the-answers-to-their-
questions-down-in-their-math-journals.-If-students-can’t-answer-their-questions,-they-refer-to-
