identify contextual factors example 1.pdfcoe lesson plan: extended form lesson teacher: katelyn...
TRANSCRIPT
IdentifyContextualFactors
SchoolandCommunityDescription:
BillingsisthelargestcityintheStateofMontanaandiscurrentlyhometoalittle
over157,000peopleasof2015.Thecityishometotwenty-twopublicelementaryschools,
oneofwhich,BoulderElementary,islocatedinthewestcohortofschooldistricttwo.This
urbanschoolislocatedat220232ndStreetWestinBillings,Montana.Therearecurrentlya
littleover450students,with28teachersatBouldermakingateacherstudentratioof16:1.
Ofthe450students,235aremalemakingup52%ofstudentpopulationandtheother48%
arefemale,makingupabout217.Ofthetwenty-eightclassroomteachers,specialistsand
supportstaffpersonnel,thisschoolservicesgradesKindergartenthroughsixthgrade.
Asschooldistricttwowillundergoboundarychangesintheupcomingschoolyear,
BoulderisnotandwillnotbeclassifiedasTitle1.Currently,about15%ofthestudents
qualifyforFreelunchand5%qualifyforreducedlunchprices.Asawhole,34%ofschool
districttwo’sstudentsqualifyforfreelunchsoBoulderisonthelowerendofthat
spectrum.Thediversityscore,whichisthechancethattwostudentschosenatrandom
wouldbemembersofadifferentethnicgroup,isa.23atBoulderElementary.Students
cometogethertostarttheschooldayat8:15am.Firstthroughthirdgradestudentsare
dismissedat2:20whilefourththroughsixthgraderemaininclassuntil3:00.
ClassDescription:
Mrs.KerraOlsonisafirstgradeteacheratBoulderElementarySchoolandIhave
hadthepleasureofstudentteachinginherclassroomwithhertwenty-threestudents.
Kerrawroteagrantforherclassroomtohaveflexibleseatingsothereare5different
tables,allatdifferentheights,withdifferent‘tools’thatthestudentssiton.Theseatsrange
frompeanutballs,towobblestoolsandevenfloorseatcushions.Inthebackcornerofthe
classroom,Mrs.Olsonhasakidneytablethatisusedforsmallgroupreadingandmath
activities.ShealsohasasmalltableforherMimeo,computerandotherinstructional
materialslocatedinthemiddleendoftheclassroom.Kerra’sfirstgradeclassisalso1:1
withiPadsandshealsohas4GoogleChromeBooksalongthebackwindow.Behinda
dividingwall,lies22cubbiesforthestudentstokeeptheirbackpacksandcoats,aswellas
deskmaterialsandbookboxes.Mrs.Olson’sclassroomisoneofthesmallestinthebuilding
howeverduetothespaceflexibleseatinghassavedanditsDr.Suesstheme,theroomis
homeyandbrightprovidinganideallearningenvironmentsuitableformaximumlearning
totakeplace.
StudentDescription:
Ofthe23students,elevenarefemaleandtwelvearemales;allrangingfromagesix
toseven.Abouthalfofthestudentshavelatespringtosummerbirthdayssotheyare
consideredyoungsecondgraders.OneofthestudentsisNativeAmericanandanother
studentisfromtheChinesedecentandcomesfromabilingualhome.Theother21are
WhiteorCaucasianandallhavevaryingneeds.Oneofthestudentshasaseverespeech
impediment,severeADDandveryseverelearningdelays.Heispulledfor20minutesaday
forlearningsupport,and15minutesadayforspeech.AnotherstudentisontheAsperger
spectrumwithaminorspeechdelayaswell.Thisstudentgetspulledfor30minutesof
readingsupportandgoestoSTandOTonceaweekoutsideofschool.Threeotherstudents
arepulledforreadingsupportthroughoutthedaywithtwodifferentreadingintervention
specialists.Oneotherstudentseesthecounseloronceaweekforemotionalsupportand
alsosupportinhowtohandlesocialsituationsashestrugglesbeingakindfriend.
Accommodationsimplementedintotheclassroomincludethevarietyofseating
options.Eachmonth,thestudentswritetoMrs.Olsonandmyselftopetitionaseatwhere
theylearnbestaswellaspeopletheyareleastdistractedby.Somestudentschooseto
standinsteadofsitsotheyhavealittlemorefreedomtowigglearoundwhenneeded.We
alsohave2-3studentssitonacushionwhileatcarpettohelpwiththewigglestheyhave
andtemptationtomovearound.Eachstudentisgroupedinareadinggroupthatbestfits
theirimmediateneedswithdifferinglevelofinstruction.Abouthalfofthestudentsare
eitheratorbelowbenchmark,whiletheotherhalfisaboveafirstgradelevel.Thereare
about4studentswhoexcelandrequiremorechallengingworkthatcanbefoundingifted
andtalentedprograms.
Instructionhasbeenmodifiedtogivebothaudioandvisualdirectionsbecausea
majorityofthestudents’learningmodalitiesrequireeitheroneofthetwooracombination
ofbothforcompletesuccess.Directionsandstepsarewrittenontheboardforstudentsas
avisualinstructionplan.Mrs.OlsonandIfocusonsharingideasvocallytoencourage
activeinvolvementbyallofthestudents.Thestudents’confidence,problemsolvingskills,
andlevelsofindependencehasincreasedthroughoutthepastfewweeksofschool.The
firstfewweeks,therewasmuchdependenceontheteacherandlittlefreedomand
differentiation.Wehaveworkedwiththestudentstohelpgainmoreandmoredependence
withappropriate,assomestudentsneedmoreguidanceandsupportthanothers.
ClassbehaviorandmanagementarealsoimportantaspectsofMrs.Olson’sclass.We
havesetabasisofexpectationsrelationtoWholeBrainTeachingandhavealsointegrating
aprogramcalledPaxthatencouragesanequalamountofrespectgivenbythestudentsand
teachersequally.Wealldreamedtogetherofwhatthebestclassroomlookslike,each
studentcomingupwithuniqueideas.Eachoftheseideashaveplayedaroleinourideal
“Pax”classroom.Everystudentisassignedajobforthemonthandtheytaketheirjobsvery
seriously.Theserangefromrecesshelpers,tomessengerandiPadgenius.Wehave
encouragedallofthestudentstoparticipateequallytomakeourclassroomthebestitcan
be.Mrs.Olson’sclasscontainsavarietyofuniqueindividualsthatallrequiretimeand
attentioninalldifferentaspectsofeducation.
Pre-Assessment:
Thestudentshavebeenexposedtoadditionwithin10inKindergartenandacouple
timethroughoutthepast6weeksoffirstgrade.Someareextremelysuccessfulandare
readytoaddlargernumberswhileothersstillstrugglewithadditionwithin10.Each
studenthasbeenassessedusingtheFastBridgeAssessmentEarlyMathandaMathandhave
beenassignedintoamathgroupwithstudentsthathavesimilarneedsasthem.Aftera
briefopportunityforquestions,thestudentsusedtheiriPadstocompleteaMimioVoteand
individuallyansweredthequestions.Thesequestionsrangedfromvocabularytermsin
additiontoactuallyaddingtwonumberswithintwenty.Thestudentswerenotgivenany
helpfromtheteachersorfromtheirpeers,althoughIdidobservesomestudentslookingat
theirneighbors,whichcouldhaveskewedtheresults.Thesequestionshelpedus
determinethatmanycanapplytheconceptsofadditionwhengivenampletime.However,
weneedtospendtimefocusingonfluencyandprovidethestudentswillmultiplestrategies
tohelpdevelopfluency.(CCSS:1.OA.A1,CCSS:1.OA.C5&CCSS:1.OA.C.6)Afterviewing
theseresults,Ihavedevelopedaseriesoflessonsandactivitiestohelpthelowbecome
proficientaswellashelptheachieversgrow.Iwantthemtodeveloptheirnumbersense
andthefoundationalskillswithinaddition,notjustmemorizethealgorithms.
Pre&PostTest
1.Whatnumbersentencehasthesameaddendsinadifferentorderas4+2=6? a.5+1=6 b.6-0=6 c.2+4=6 d.3+3=62.Whatnumbersentencehasthesameaddendsinadifferentorderas2+7=9? a.7+2=9 b.4+5=9 c.6+3=9 d.1+8=93.Whatnumbersentencehasthesameaddendsinadifferentorderas0+3=3? a.2+1=3 b.4+5=9 c.6+3=9 d.0+3=34.Whatnumbersentencehasthesameaddendsinadifferentorderas6+2=8? a.4+4=8 b.2+6=8 c.5+3=8 d.1+7=85.Whatnumbersentencehasthesameaddendsinadifferentorderas9+1=10? a.5+5=10 b.8+2=10 c.1+9=10 d.6+4=106.Fivefrogsaresittingonalog.Twomorefrogssitonthelog.Howmanyfrogsaresittingonthelognow? a.ten(10) b.three(3) c.six(6) d.seven(7)7.3+()=6 a.3 b.2 c.9 d.5
8.Thereare7horsesinthebarn.Then1horsejoinsthem.Howmanyhorsesareinthebarnnow? a.6 b.8 c.7 d.49.()+4=10 a.8 b.14 c.6 d.4010.Threedolphinsareswimmingintheocean.Sixmoredolphinsswimovertojointhem.Howmanydolphinsareswimmingtogethernow? a.thirteen(13) b.three(3) c.twelve(12) d.nine(9) Pre-AssessmentScores
0
1
2
3
4
5
6
7
8
9
10
Que
stio
ns C
orr
ect
out
of
10
Student Name
Pretest Results
Correct 87%
Incorrect 13%
Question 2: What number sentence has the same
addends in a different order as 2+7=9?
Correct 70%
Incorrect 30%
Question 1: What number sentence has the same addends in a different
order 4+2=6?
Correct 70%
Incorrect 30%
Question 3: What number sentence has the same addends in a different
order as 0+3=3
Correct 74%
Incorrect 26%
Question 4: What number sentence has the same
addends in a different order as 6+2=8
Correct 78%
Incorrect 22%
Question 5: What number sentence has the same addends in a different
order as 9+1=10
Correct 74%
Incorrect 26%
Question 6: Five frongs are sitting on a log. Two more frongs sit on the log. How
many frogs are sitting on the log now?
Correct 56%
Incorrect 44%
Question 7: 3 + (?) = 6
Correct 91%
Incorrect 9%
Question 8: There are 7 horses in the barn. Then 1
horse joins them. How many horses are in the barn
now?
Correct 87%
Incorrect 13%
Question 9: (?) + 4 = 10
Correct 65%
Incorrect 35%
Question 10: Three dolphins are swimming in the ocean.
Six more dolphines swim over to join them. How
many dophins are swimming together?
COELessonPlan:ExtendedForm
LessonTeacher:KatelynHalter Date:Oct/5/2016
LessonGradeLevel:FirstGrade Timeframe:10:30to11:10
ContentArea: MathLesson2of5
GroupingStrategy:WholeGroup
PreparingforLessonDevelopment1. Whatdoesyourpre-assessmentobservationindicateaboutyourstudent’sneedsandcurrent
performanceandeducationalneeds?Thestudentshavebeenexposedtoadditionwithin10inKindergartenandacoupletimethroughoutthepast6weeksoffirstgrade.Someareextremelysuccessfulandarereadytoaddlargernumberswhileothersstillstrugglewithadditionwithin10.Afterabriefopportunityforquestions,thestudentsusedtheiriPadstocompleteaMimioVoteandindividuallyansweredthequestions.Thesequestionsrangedfromvocabularytermsinadditiontoactuallyaddingtwonumberswithintwenty.Thestudentswerenotgivenanyhelpfromtheteachersorfromtheirpeers,althoughIdidobservesomestudentslookingattheirneighborswhichcouldhaveskewedtheresults.Thesequestionshelpedusdeterminethatmanycanapplytheconceptsofadditionwhengivenampletime.However,weneedtospendtimefocusingonfluencyandprovidethestudentswillmultiplestrategiestohelpdevelopfluency.(CCSS:1.OA.A1,CCSS:1.OA.C5&CCSS:1.OA.C.6)Afterviewingtheresultsofourmimiovote,Ihavedevelopedaseriesoflessonsandactivitiestohelpthelowbecomeproficientaswellashelptheachieversgrow.Iwantthemtodeveloptheirnumbersenseandthefoundationalskillswithinaddition,notjustmemorizethealgorithms.
2. Howwillyoudesignthelessontomeettheneedsofalllearnersinyourclassroom?Eachstudenthasbeenpreviouslyassessedinmultipleformstodetermineeachoftheirparticlarneedswithinmath.Throughoutthislesson,thestudentswhoneedmoreofachallengewillgetacountingonworksheetwithhighernumbers.Eachstudenthasbeenstrategicallyplacedwithashoulderbuddyofequallingneeds.Thereareabout7or8kidsthatwillneeddirectattetnionduetotheirscoresonthepre-assessment.Thesestudentshavebeengivenaworksheetthatisattheirlevelgivingthemabetterchancetobesuccessful.
Thebulkofthislessonwillbewholegroupatcarpet.Thereare2studentswhohavecushionstositontohelpthemwiththeirwiggles.Wehavealsopairedstudentsupstrategicallytohelpthembesuccesfulandhavepeersupportwhenneeded.Asneeded,Iwillsay"findmewithyoureyes"or"1,2,3eyesonme,3,2,1,yourshareisdone"or"class,class"togettheirattention.Studentswillmakesuretheirbodiesareturnedtowardsmeandtheyaresittingcrisscrossontheirbottomssotheirfriendsbehindthemcansee.Offtasklearnerswillbegivenaverbalqueorataponthehead."HandsandEyes"willbeusedifmultiplelearnersareofftaskortogettheirattention.
LessonPlanDevelopment
LessonTitle:CountingonFall
CommonCoreand/orStateStandard:CCSS.1.0A.A.1:Useadditionandsubtractionwithin20tosolveworldproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheproblem.CCSS.1.OA.A.2:Solvewordproblemsthatcallforadditionofthreewholenumberswhosesumislessonthanorequalto20,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheproblem.CCSS.1.OA.C.5-Relatecountingtoadditionandsubtraction(e.g.,bycountingon2toadd2).CCSS.1.OA.B.3-Applypropertiesofoperationsasstrategiestoaddandsubtract.
LessonObjective:Thestudentswillbeabletousethecountingonstrategytodeterminethesumofmultiplenumbersentences.
AssessmentofLearning:Thestudentswillbeinformallyassessedthroughoutwholegroupteaching.Thestudentswillbeformallyassesseduponcompletionoftheworksheet.Thestudentswillreceiveacheckinthegradebookiftheyget17ormorecorrect.Studentswhoscorelowerthat17willbepulledduringmathgroupsforreteaching.Studentswillusethecountingonstrategywithanaccuracylevelof90%.CCSS.1.OA.C.5
LessonObjective:Thestudentswillbeabletodevelopstrategiestoaccuratelyansweraseries
ofstoryproblems.
AssessmentofLearning:Thiswillbeinformallyassessedverballythroughoutwholegroupteachingbyturningtheequationintoaverbalstoryproblem.Studentswillansweraseriesofstoryproblemswithanaccuracylevelof90%.CCSS.1.OA.A.2CCSS.1.OA.B.3
LessonObjective:Thestudentswillbeabletoidentifytheaddens,determinethecorrectsum,andwillbeabletoapplythecommunitivepropertyofaddition.
AssessmentofLearning:Thestudentswillbeinformallyassessedthroughoutparticipationinwholegroupteaching.Thestudentswillbeformallyassesseduponcompletionoftheworksheetbywritingthemissingaddendthatmatchesthepictureandfindingthecorrectsum.Thestudentswillreceiveacheckinthegradebookbygetting17ormorecorrect.Thestudentswillbeabletoidentifyaddends,determinethecorrectsumandapplythecommunicativepropertyofadditionwitha90%accuracy.*Thereisatotalof40pointspossibleontheworksheet.(20forthesum&20forcorrectlywritingtheaddendsonthelinebelowthepicture)CCSS.1.OA.B.3CCSS.1.OA.A.1
LessonObjective:
AssessmentofLearning:
LessonObjective:
AssessmentofLearning:
LessonObjective:
AssessmentofLearning:
LessonObjective:
AssessmentofLearning:
LessonObjective:
AssessmentofLearning:
LessonObjective:
AssessmentofLearning:
LessonObjective:
AssessmentofLearning:
Basedonthelessonobjectives,selectanappropriateteachingmodelMadelineHunter
IndianEducationForAll(IEFA) No Yes.Ifyes,pleasedescribe
LessonProcedures/Activities MaterialsClassroom
ManagementNeeds
AnticipatorySetTostartourlesson,allofthestudentswillbesittingattheirassignedcarpetspot.Iwillwriteanequationontheboardandaskthestudentstowhispertotheirshoulderbuddywhatthetwoaddendsare."Remember,addendisjustfancywordforthetwonumbersweaddtogethertomakethesum."Callonastudenttocomeuptotheboardandpointtotheaddends.Next,Iwillaskthestudentstowhispertotheirshoulderbuddywhatthesumis.(Displaycountingonstrategywhenwritingthesumontheboard;"6+2=okaysoIstartatthebiggernumberandcounton,7,8.Ohyeah,thesumis8).OncethestudentsarefinishedandhavetheirthumbsuptoshowmetheyarereadyIwillsay"shakeyourheadupanddownifyoutoldyourbuddy8""Let'slookatsomeequationsontheboardandfindtheaddendsandthesum."
WhiteBoardMarker
Aswesittogetheratcarpet,thestudentsknowtheirexpectationistoalwaysbeeyesonmeandtoraisetheirhandforpermissiontospeak.8minutes
TeacherInputIwillusewholebrainteachingandhavethestudentsmirrormyactions.
2-3minutes
T:"Mirror.Repeatafterme."Addendsare*repeat*2numbers*repeat*thatcometogether*repeat*tomakeasum*repeat*"Turnandteachyourneighborwhataddendsare."Getattentionusing"handsandeyes"CheckforUnderstandingEachstudentwillgetanindivdiualwhiteboard,markerandaneraser.Iwillwriteaseriesofequationsontheboardsuchas(6+2=8).Iwillthenaskthestudentstowriteontheirboardswhattheaddendsare."Whenyou'rereadyshowmeyourboardcarefullybyyourtummy".Next,Iwantyoutowritetheequationonyourboardandunderlinetheaddends."Now,Iamgoingtogiveyouthetwoaddends,andIwantyoutoseeifyoucanfindthesum.Onceyouthinkyouhavefoundit,carefullyholdyourboardupbyyourtummy.-4+2-3+2"Last,Iamgoingtowriteacoupleexamplesthatlookjustliketheworkyougettodoatyourdesktoday."-8+(Drawtwodots)=-9+(Drawtwodots)=
IndividualWhiteboardsMarkers
Remindthestudentsthatwe"takeawhiteboardandpassitdown.Takeamarkeranderaser,passitdownandnodoodling"Ifanystudentisstrugglingfollowingdirectionstheycanuseapieceofpaperandapencil.10minutes
GuidedPracticeThestudentswilbeindivdiuallydismissedfromcarpetwithanexitticketofidentifyingthesumand/ortheaddendofanequationIwriteontheboard.
Iwillstrategicallydismissthestudentsthatmightstrugglemorethantheotherswiththeirworksheetsotheywillhaveampletimetofinish.
IndependentPracticeThestudentswilleachbegivenacountingonworksheetthattheywillcompleteindepently.Thestudentshavenumberlinesontheirnametagsiftheyneedextraassistance.Mrs.Olsonandmyselfwillbewalkingaroundforaidif/whenneeded.
CountingonWS Theworksheetshavebeendevelopedpreviouslytofiteachindivdiualstudents'abilitiessotheycanbesuccessful.Theworksheetsalreadyhavetheirnamessotheywillbeinstructedtogototheirdeskandgetrighttowork.Until11:05-11:10(Timepermitting)
ClosureStudentswhofinishearlywillbeinstructedtoopenupSlateMathontheiriPadsandseeiftheycanfindanycountriesthatgiveusexamplesofcountingon.Studentswhodon'tfinishtheirworksheetpriorto11:10willfinishatquiettimeafterlunchorduringmathgroups.
iPads AllprevioussetexpectationsforiPadusewillbefollowedotherwisethestudentswilllooseiPadprivledgesfortherestoftheday.
EvidenceofLessonEffectiveness/StudentLearning:Thestudentswereengagedthroughoutwholegrouplessonandshowedparticularinterestinparticipating.Havingthestudentswriteontheboardtoshowtheirpeerstheirthinkinghelpedtheirinterestlevels.Byusingwholebrainteaching,thestudentswereabletonotonlylearnwhattwoaddendsdowhentheygotogetherbuttheywerealsoableto'teachme'andtheirpeers.Attheendofthelesson,thestudentsshowedparticulargrowthusingthecountingonstrategytocomeupwiththemissingaddendsandthesum.ReflectionandRecommendationsforNextTime:Therewassomedowntimeatthecarpetwhilestudentswerebeingdismissed.Althoughitwasjustafewminutes,nexttimeIwouldhaveaseriesofproblemsontheboardforthemtodiscusswiththeirshoulderbuddies.Also,thedifferentiatedworksheetsweretoodifficultfor
someofthestudentsresultingindiscouragedspirits.Inthefuture,Iwouldhavesomeeasieronestoswitchoutwiththestudentsifthisoccurred.Attachments,ifrequired.
AnalysisandAssessmentofData
Thepreandpostassessmentsincludedansweringaseriesofquestionsincludingcounting
ontofindthesum,findingthemissingaddendsandfindingthesumofstoryproblems.This
assessmentcoveredthe3objectivesthatarebasedonthecontentstandardsCCSS.1.OA.A.1,
1.OA.A.2,1.OA.C.5and1.OA.B.3.(CCSS.1.0A.A.1:Useadditionandsubtractionwithin20to
solveworldproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,
takingapart,andcomparing,withunknownsinallpositions,e.g.,byusingobjects,
drawings,andequationswithasymbolfortheunknownnumbertorepresentthe
problem.CCSS.1.OA.A.2:Solvewordproblemsthatcallforadditionofthreewholenumbers
whosesumislessonthanorequalto20,e.g.,byusingobjects,drawings,andequations
withasymbolfortheunknownnumbertorepresenttheproblem.CCSS.1.OA.C.5-Relate
countingtoadditionandsubtraction(e.g.,bycountingon2toadd2).CCSS.1.OA.B.3-Apply
propertiesofoperationsasstrategiestoaddandsubtract.)Thefollowingbargraphshows
theresultsforthepreandpostassessmentscoresforallindividuals,exceptforonestudent
whowasabsentforthepostassessment.
0
2
4
6
8
10
12
Students Name
Pre & Post Test Results
Correct 91%
Incorrect 9%
Question 1: What number sentence has the same
addends in a different order as 4+2=6?
Correct 100%
Incorrect 0%
Question 2: What number sentence has the same
addends in a different order as 2+7=9?
Correct 86%
Incorrect 14%
Question 3: What number sentence has the same
addends in a diffrent order as 0+3=3
Correct 86%
Incorrect 14%
Question 4: What number sentence has the same
addends in a different order as 6+2=8
Correct 91%
Incorrect 9%
Question 5: What number sentence has the same
addends in a different order as 9+1=10
Correct 95%
Incorrect 5%
Question 6: Five frogs are sitting on a log. Two more
frogs sit on the log. How many frogs are sitting on the log
now?
Correct 82%
Incorrect 18%
Question 7: 3+ (?)=6
Correct 95%
Incorrect 5%
Question 8: There are 7 horses in the bard. Then 1
horse joins them. How many horses are in the barn now?
Correct 82%
Incorrect 18%
Question 9: (?)+4=10
Correct 91%
Incorrect 9%
Question 10: Three dolphins are swimming in the ocean. Six
more dolphins swim over to join them. How many dolphins are swimming together now?
Pre-Test(Outof10points)
Post-Test(Outof10points)
AssessmentImprovement
Student1 7/10
10/10 3pointincreaseStudent2 6/10
10/10 4pointincreaseStudent3 4/10 Absent N/AStudent4 8/10 10/10 2pointincreaseStudent5 10/10 10/10 Student6 4/10 9/10 5pointincreaseStudent7 10/10 10/10 Student8 1/10 4/10 3pointincreaseStudent9 7/10 9/10 2pointincreaseStudent10 9/10 10/10 1pointincreaseStudent11 9/10 10/10 1pointincreaseStudent12 9/10 10/10 1pointincreaseStudent13 9/10 10/10 1pointincreaseStudent14 6/10 7/10 1pointincreaseStudent15 9/10 10/10 1pointincreaseStudent16 10/10 10/10 Student17 10/10 10/10 Student18 4/10 5/10 1pointincreaseStudent19 9/10 10/10 1pointincreaseStudent20 9/10 9/10 Student21 6/10 4/10 2pointdecreaseStudent22 8/10 10/10 2pointincreaseStudent23 10/10 10/10
Uponthecompletionofthepostassessment,onestudenthadadecreaseoftwopoints.22
ofthe23studentsincreasedfromthepretopostassessmentscore.WhenIapproachedthe
studentwhosescoredecreased,theyclaimedtohaveguessedonthepre-assessment
resultinginahigherthanunderstoodscore.Theaveragescoreonthepre-assessmentwas
7.5/10answersandtheaveragescoreonthepost-assessmentwas9/10.Takingallofthese
factorsintoconsideration,itisclearthatoverhalfofhestudentssignificantlyimproved
theirunderstandingofcountingon,identifyingaddends,andusingthecommutative
propertyofaddition.
Reflection
InsightsonEffectiveInstruction:
Basedonthefactthat22outof23studentsincreasedtheirscores,ortheirscoresstayed
thesamebecausetheygotthemallcorrectonthepre-test,Iwouldconsidertheinstruction
giventobesuccessful.Analyzingthepre-assessmentresultsshowedthatsomestudents
hadlittlepriorknowledgeoftheskillsbeingassessedwhilesomehadcomplete
understanding.Duetotheseresults,Idifferentiatedinstructionandassignmentstokeepall
students’interestlevelshighandinordertoinsurethatallstudentsgainedunderstanding,
notjustthelowerscoringstudents.Inaddition,Ihopedthatthevarietyandhands-on
methodsIusedwhileteachingtheselessonswouldhelpstudentsstayengagedthroughout.
Whole-brainteachingwasusedrepeatedlythroughouteachlessonsothatitbecame
secondnatureforstudents;“Twoaddends,gotogethertomakeasum”,whileusingeach
actionstoshowwhatisbeingsaid.ThisinsuredthateverylessonincludedIdo,wedo,you
do.
InsightsonEffectiveAssessment:
Initially,IhadmadeaKahoot!toassessthestudents’knowledgepriortoteaching.
However,itbecameobviousthatthiswasnotgoingtocreateeffectiveresultsduetothe
factthatitwasmoreofacompetitionbetweenstudentsonwhocouldguessthewrite
answerthefastest.Wewerealsoexperiencingstudentslookingattheirpeers’answers
beforeansweringtheirown.Afterobservingthis,IcreatedaMimioVote.Eachstudentwas
assignedaseatwithprivacyfolderssothatIcouldgetaccurateresults.Afterseeingthese
results,IwasabletoseewhereIneededtofocusmyinstructionandalsowhatstudentsI
couldusetohelpmereteachtheseconceptsandideastoourstudents.Itisreallyimportant
inourclassroomthatthestudentsrealizetheyareteacherstoo,itisnotjustadultsthatcan
teachstudents;studentscanteachstudentsandbejustaseffective.Afterourseriesof
lessons,somemoresuccessfulthanothers,Iwasseeinggrowthandcouldtellmystudents
werereadyforthepostassessment.Thiswastakeninthesameenvironmentasthepre
assessment,quietwithprivacyfolders.Overall,Ibelievetheassessmentsprovidedeffective
waystomeettheobjectsofthelessonandshowmewhereeachstudentneededtogrow.
ImplicationsforFutureTeaching:
Inthefuture,Iwouldcreatesomeanchorchartstohangaroundtheroomforstudentsto
discussandcompletewhentheyfinishtheirwork.Differentiatinginstructionwas
importantthroughoutthelessonsinthisunitbutitisimpossibletobepreparedforevery
turnofevents.Iwouldcreateextraassignmentsand/orworksheetsforstudentswho
mightbestrugglingwiththeoriginalassignmentsoIcanhelpthemfeelsuccessfulbefore
challengingthem.Iwouldalsohavethestudentscreatepeer-focusedassessmentsfortheir
shoulderbuddiesasanextensionuponcompletionofwork.Seeingtheproblemstheycome
upwithcanhelpmeseewhattheyarethinkingandwhattheydetermineas‘challenging’.
Thereisalsoonestudent,student21,whohassomecognitivedelaysandstrugglesinall
areasoflearning.Ibelieveifhehadmoreone-on-oneinstructionthroughouttheselessons,
hewouldbeabletogainsomewhatofanunderstandingofsomeofthemorebasicconcepts
withintheselessons.
EvidenceofImpactonStudentLearning:
Duetotheimprovementofscoresfromthepre-testtothepost-test,Ibelievethe
instructionwaseffectiveandstudentlearningtookplace.Inthefuture,Iwouldincorporate
someofthechangessuggestedandwouldexpecttoseebetterresults.Eachstudent,some
morethanothers,showedsignificantgrowthintheclassroom.Theengagementincreased
asthelessonsprogressedandthestudentswereexcitedtolearn.Thisshowedmethat
althoughitwaschallengingforsomeatfirst,thesequencethatthelessonstookplacein
waseffectiveandtherewasabalancebetweenconnectingtopriorknowledgeand
introducingnewconceptsandchallenges.Seeingthestudentsbesuccessfuland
understandingtheconceptsandvocabularytermsbeingusedwasextremelyrewarding
andshowedmethatlearningwastakingplaceandthestudentscouldfeelittoo.Toensure
theseconceptsarenotlostandthestudentscanbecomefluent,repetitionwaspresent.The
topicslearnedwillbebuiltuponthroughouttherestoftheyearandIbelievethestudents
gainedastrongfoundationtohelpthemcontinuetobesuccessful.