Case Study #2
Summary
On November 29th, in this class session, there is a Japanese teacher teaching an 8th grade geometry class. I came to this conclusion because the teacher used angles and shapes, commonly used in geometry practices. Dr. Roberts explained that it is an eighth-grade classroom. There is evidence that would lead to this as well. The students seem young, but very bright. Geometry is also a common eighth or freshman year class as well. There are approximately thirty-five students attending this class. It seems to be a private school system and exact location is unknown. It appears to be a private school because the young women and men are wearing uniforms.
Instructional Aspects
Mathematical goals and objectives.
The teacher’s goal was to inform students about the area of triangles between parallel lines. His objective could be “To know the area of triangles in between parallel lines and how to apply it in a real-life example” or also “To understand the area of a triangle in relation to parallel lines.” In the video, the teacher has the students practice problems involving specific types of triangles and area so we can conclude that his objectives are about the area within triangles.
Physical environment.
In this class, there are
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The focal activity was the question involving where to put the parallel lines to maximize the shape of the lawns. The question involved area and lines. This correlates well with his goals and objectives, since the goal is to learn area of a triangle. By practicing these types of problems, the students can learn and accomplish the goals and objectives the teacher chose.The problems went well with what the teacher was trying to teach. Most of the students engaged well during the classroom problems. Several students went up to the board and explained their answer. After the students presented, the whole class clapped, creating a positive and supporting
Lesson 1, finding the area of different shapes, differed greatly in classifications assigned to the task outlined in the study. Consistent with all other lesson plans in the classifications A and E located in the lower-level demands, the students’ were assigned a task that required memorization of the formula used for calculating the area of a rectangle (p. 49). Unlike the previous nine lessons, the students task of “finding different ways to find the area of different rectangular-based shapes” (p. 50) involved problem-solving skills.
Problem Solving Essay Shamyra Thompson Liberty University Summary of Author’s Position In the article “Never Say Anything a Kid Can Say”, the author Steven C. Reinhart shares how there are so many different and creative ways that teachers can teach Math in their classrooms. Reinhart also discussed in his article how he decided not to just teach Math the traditional way but tried using different teaching methods. For example, he tried using the Student-Centered, Problem Based Approach to see how it could be implemented in the classroom while teaching Math to his students. Reinhart found that the approach worked very well for his students and learned that the students enjoyed
I realise I should have praised and encouraged the children more. When Karen was giving me advice she stressed the importance of praise because encourages that child to continue the behaviour in future and also motivates others to join in, she said this was known as positive reinforcement. She explained to me that the children should not only be praised for giving the right answer but also for attempting to involve themselves and speaking out. She also described many other things out with floor book that children should be praised for. For example when they use good listening skills, share well with others and are kind.
The central focus and purpose of the content I will teach in this learning segment is to demonstrate to my students how the Constitutional Convention shaped America into what it is today. Another central focus of this content is to discuss how much freedom and responsibility citizens should have. b. Given the central focus, describe how the standards and learning objectives within your learning segment address ϒ facts and concepts Key terms: Articles of Confederation, Shay’s Rebellion, Consitutional Convention, 3/5 Compromise, Virgina Plan, New Jersey Plan, The Great Compromise, Federalists, Anti-Federalists, and The Consitution.
This creates a major cultural split between students and the teacher. It
However, I want to spread kindness not only during a particular class, but all around in general. Due to my kindness, I want the children to learn to be kind to everyone and I want to reflect my kindness in any way possible during or after class. 5. Describe what you learned overall from the situation and how you would use this knowledge to improve your performance in a future similar situation.
Furthermore, students need to participate actively in order to receive participation points. Be respectful to other student’s opinions and views, not everyone will have the same opinion on a subject that some students do. Show your teacher the proper attention while she is teaching, students miss out on useful information while doing other things during class. Secondly, do your work, assignments are all laid out for students in the syllabus and if you know you will not be able to show up to class work on the assignments ahead of time.
Often enough teachers come into the education field not knowing that what they teach will affect the students in the future. This article is about how these thirteen rules are taught as ‘tricks’ to make math easier for the students in elementary school. What teachers do not remember is these the ‘tricks’ will soon confuse the students as they expand their knowledge. These ‘tricks’ confuse the students because they expire without the students knowing. Not only does the article informs about the rules that expire, but also the mathematical language that soon expire.
I spoke of how much it hurt me when they were teased, and explained how much it lacked even common sense, still less the higher-order thinking skills our teacher was always talking about. I could not have my friends in the class during a business day, but I had the sense to tape my presentation which, almost for the first time, went well for
Part B Introduction The importance of Geometry Children need a wealth of practical and creative experiences in solving mathematical problems. Mathematics education is aimed at children being able to make connections between mathematics and daily activities; it is about acquiring basic skills, whilst forming an understanding of mathematical language and applying that language to practical situations. Mathematics also enables students to search for simple connections, patterns, structures and rules whilst describing and investigating strategies. Geometry is important as Booker, Bond, Sparrow and Swan (2010, p. 394) foresee as it allows children the prospect to engage in geometry through enquiring and investigation whilst enhancing mathematical thinking, this thinking encourages students to form connections with other key areas associated with mathematics and builds upon students abilities helping students reflect
The students were highly engaged. I could say that the concepts to be learn were explicitly linked to ELLs’ background experience and past learning. I listened to the teacher’s speech and voice projection, it was appropriate (not too slow, not too fast), and she emphasized the importance of being respectful/active listeners. She ensured that each students had sufficient time to respond to her questions, and clarify if a student seemed confused (regarding the objectives). As the students did the group work, Mrs. Carbone foster noticing.
Teamwork means that a group of people work with us to achieve a common goal, so selecting the team members is very important to help the team in achieving the goal of the team. Through my participation in this team learned a lot of teamwork and contributed to all my ideas that benefit the subject. It also contributed to explaining some of the ideas found in activities that were not clear in some students. The ideas also contributed to working as a team and benefiting the students in the team and then in daily life and work.
Through this activity, the teachers assure that the learners are able to participate fully in the curriculum. As the supports given by the teacher the learners allow them to transfer their skills and knowledge to
I participated in several school meetings. After working with students in small groups, I evaluated my mini lesson for student improvement. My students were able to work independently, collaboratively, and utilize feedback from other peers. This taught me to reflect on advantages and disadvantaged of the lessons
The students were productively engaged during the lesson plan and learning process. Furthermore, I know that the students were productively engaged based on the comments and questions that they said during the lesson. During the lesson the students were excited about the group work and reading materials. 3.Did I alter my instructional plan as I taught the lesson?