FEAPS 1d. Selects appropriate formative assessments to monitor learning; 1e. Use diagnostic student data to plan lessons; INTRODUCTION
For this lesson, students were learning how to round to the nearest ten on a vertical number line. From conversations I have had with my CT, rounding can be difficult for students who have a poor number sense. I went into this lesson know students may struggle with finding the halfway point between two numbers as well as knowing when to round up to the next ten or round down to the the ten they were already in. This lesson as well wanted students to rotate through math stations where they would be taking different measurements of items and then rounding their answers to the nearest ten. REFLECTION The whole group of this lesson went surprisingly well. My students, for the most part, were able to tell me the halfway point between two numbers. Once we discussed that if a number is at or above the halfway point, we round up to the next ten, rounding came pretty easy to them. I formally assessed them during this lesson using their personal white board responses and they did pretty well with their responses. One thing I would change about this lesson is having more of a conversation of what math group rotations look like and possible creating an anchor chart for students to reference the expectations of what they should be doing. A lot of students were arguing over materials, playing with materials, and were off task. I had to constantly remind students to share and stay on task, and even though we had a brief discussion beforehand, I assumed that my students knew how to act suring math rotations. ANALYSIS I think the students were able to take away and learn what was expected of them. The majority of my students were able to successfully complete the exit ticket with little to know errors. I think the vertical number line helps students see visually when to round up or down and I feel like this visual representation was a good tool to use during the lesson. Multiple groups in this lesson struggled with working together. I think the behavior and management of this lesson set back the full potential of learning that could have taken place during the math rotations. If students were able to use materials responsibly and not argue, I feel like they would have gotten more out of the lesson. In the future, I plan on making an anchor chart of expectations and having students sign it like a contract, so that they can be held accountable and also students can have a visual reference of what is expected of them.
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FEAPS 1d. Selects appropriate formative assessments to monitor learning; 3c. Identify gaps in students' subject matter knowledge; 3d. Modify instruction to respond to preconceptions or misconceptions; 4b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery ![]() INTRODUCTION My first CT Observation of the semester was during math. This year we have a new math curriculum, called Eureka. With any new curriculum, it takes time for the teacher to get used to the content and layout as well as the delivery of the content. This is especially true for new teachers, like me! I like Eureka in some ways because it is laid out step-by-step for me, down to what questions to ask and what to say. I also like how it goes through the same routine every day; my students know what to expect. On the other hand, I do not like how inflexible it is when it comes to delivery. It makes it a litte hard to make lessons your own. Regardless, I still tried to make this lesson my own because it makes it easier for me to teach when I have some hand in creating the lesson. For this particular lesson, students were decomposing arrays to make arrays and it was an introduction into the distributive property. The lesson wanted students to draw the array and number bonds, but I made pumpkin themed arrays and number bonds for them to put in their personal white boards for us to work with during the lesson. It added my own little personal touch to the lesson, while keeping the content and delivery essentially the same. REFLECTION If I were going to teach this lesson over again, I would talk to them about what number bonds are. I went into this lesson thinking they knew what a number bond was, but that was not the case. Some students were unfamiliar with number bonds and how to break apart numbers and I was unprepared to answer those questions and misconceptions. Number bonds were a topic that they should have covered in second grade and it was apparent to me that there were some gaps in learning in my students. One of my higher students pointed out to me that he felt like this lesson was pointless because he knew his multiplication facts already and this strategy did not really help him. That comment threw me off a little bit because I thought this would be helpful for all of my students, but he evidently felt like he did not need the extra help or strategy. Like I have mentioned in my inquiry findings, my class is very split when it comes to content understanding. He is one of my higher level students and this lesson was not challenging enough for him. ANALYSIS I do not feel that the students toom away what was expected from them in this lesson. During the lesson, students were able to work step-by-step with me to draw arrays and break down number bonds, but when grading their exit tickets (formative assessment) only seven out of the twenty-two students got the correct answer. This shows me that this topic is an area that we should focus on more because my students did not clearly understand the content. While assessing students during the lesson, I was sure that they understood, but when it came to them doing it on their own, they struggled. I think in a future lesson, I would assess them a little more during the lesson to make sure they fully understood. I feel like I guided them toward the right answer during the lesson and did not really give them the opportunity to struggle. I think also, after having them work on their individual workbook pages, we should debrief and address misconceptions that they had during their work and discuss them before handing out the exit tickets. This will address their misconceptions before assessing them and may help with their responses. |
AuthorDanyelle Estill Archives
April 2018
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