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FEATURED ITEMS

This lesson is designed to help students approximate definite integrals using Left, Right, and Midpoint Riemann sums as well as the Trapezoidal r...

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90 Minutes

Assessment for AP Calculus on Derivatives Unit. After the mid-unit quiz, students study implicit differentiation and related rates. These are i...

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This file contains two forms of a multiple choice assessment on exponential and logarithmic functions which was written for Algebra 2. It includ...

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50 Minutes

Two forms (A and B) of a 12 question quiz for calculus over derivatives. Includes basic differentiation using power, product/quotient rules, and...

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This activity is designed to give students practice on using the rational root theorem, synthetic division, the quadratic formula, as well as und...

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55 Minutes

Two calculus assessments (form A and form B) over exponential and logarithmic functions. 22 questions, 16 multiple choice or matching and 6 cons...

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50 Minutes

This multiple choice quiz is over the fundamental theorem of calculus, finding general and particular solutions to differential equations, Reiman...

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30 Minutes

Through this activity students will determine critical numbers of functions, locate relative extrema and points of inflection, and utilize the fi...

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This activity is intended to help students bridge the gap between the graphing of rational functions encountered in Algebra 2 and the level of an...

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30 Minutes

This is an analytic introduction to functions defined by integrals in calculus. Graphing and class discussion of the accumulation represented by...

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TEACHING EXPERIENCE

I've been teaching mathematics for 20+ years. I currently teach Algebra 2 and Calculus, but I have taught Algebra I, Geometry, Math Analysis and Trigonometry (PreCalc) throughout my career.

MY TEACHING STYLE

I try to incorporate practices supported by cognitive science, specifically cognitive load theory. Most of my activities are designed to promote student engagement during guided instruction. I believe that guided instruction is often misunderstood and characterized as purely lecture. Actively engaging students in concept attainment throughout each lesson is my goal. An article of personal interest is Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Evidence in support of guided instruction is explained in the context of human cognitive architecture, expertâ€“novice differences, and cognitive load.

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

B.S. Classical Applied Mathematics, 7-12 Certification in Mathematics, MEd w/ 30 additional hours, Adjunct Certification in Mathematics.

ADDITIONAL BIOGRAPHICAL INFORMATION

I have two children and one grandchild. Prior to teaching, I worked as a research assistant on a project designed to familiarize high school mathematics teachers with applications of mathematics. I worked briefly as a mathematics instruction specialist until I decided to go back to the classroom. I enjoyed working with teachers emensely but really missed working with students on a daily basis. I've participated in a wide variety of PD throughout my career, but I cannot say enough in support of the Professional Learning Community (PLC) model. Our district's PLCs engage in content rich lesson development throughout the year. I love working with colleagues to develop lessons and identify best practices.

GRADES

6^{th}, 7^{th}, 8^{th}, 9^{th}, 10^{th}, 11^{th}, 12^{th}, Higher Education, Staff

SUBJECTS

Math, Algebra, Calculus, Geometry, Graphing, PreCalculus, Other (Math), Mathematics, Math Test Prep, Algebra 2