I observed Laua Kapeller’s fourth grade class at Blackhurst elementary on November 18, 2016. The concept of the day was to refresh the students on perimeter and area of objects for the subject of math. The methods Ms. Kapeller used to teach the students was by power point and wooden block that were one-inch-wide and one inch in height. She explained the directions to the class first before handing out the blocks. She separated the class into partners and later on in the activity the partners had to form a group by joining other partners because of the amount of blocks the activity called for. The students also provided feedback when Ms. Kapeller would ask the class what the answers were to the problem they were working out with the blocks as well as thumb ups and downs to check for understanding. After the blocks, she used classroom objects as example of area and perimeter and she had the students find small rectangular …show more content…
Kapeller used both verbal and written instructions to instruct the students what to do with the cubes so if a student preferred one of the two instructional styles they could rely on one or both. She also paired up the students so that if they felt like they were not understanding they had a partner to help in understanding. She also told the students that if they still were not understanding they could ask for her individual help. She used multiple activities to address each learning style. She used the block activity and the activity where students find their own objects and measure them to find their area. First, Ms. Kapeller modeled the activity and put the equation to find the area on the board. After a few round, she took the equation off of the board and did the activity again and the students had memorized the formula when she asked the class as a whole. She repeated her instruction several times so if some verbal student leaners needed to hear it again they could and she also had a power point available for the visual
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.
Then I went to the main lesson which I did on the white board and I started with simple two step problems and got up to the four step problems with the parentheses so they could see me do it. After I was done, I had each student come up a couple of time to check their understanding of it, to me they seem to get it really well. I sent them home with homework to post assess them on the following Wednesday when I came back, I was surprised when they turned in the homework on how well they
Instructional Plan Engage, Connect, and Launch: Engage: Say, “I know everyone here knows what a square and a rectangle are, but do you know the difference? These are two more 2 dimensional shapes that we’re going to talk about today.” Connect: Say, “Today we’re going to look at squares and rectangles and find out what is different between them because they both look like boxes, right? In fact, I’m sure everyone has received gifts that came in a square and a rectangle shaped box.”
I picked to watch a child at a football practice. The child that was observed is approximately an 8 year old male that is African-American. Additionally, his height is approximately 3ft 5 inches and his weight is around sixty pounds. The hair color of this child was black and his eye color appeared to be brown. He was wearing a white jersey with blue sleeves and a helmet that was similar to the San Diego Chargers.
Then I build on that knowledge by working with the class on document A (see instructional material 1.1) then let the class work on the rest of the documents in pairs. Through this method student are shown the material, and the work is modeled for them giving students a better understanding of how to read the documents (Bruner). Allowing students to work in pairs allows for peer learning allowing students to work together, and for students who are accelerated in the class to help those who are struggling with the material (Dewey). This also me to walk around the room, and help groups who are struggling allowing for easier monitoring of progress towards the learning target. Lesson 2 starts by comparing, and contrasting FDR’s handling of Japanese Americans, and how Trump wants to handle immigrants (see instructional material 2.1).
Students were able to explain their thinking to the rest of the class while working through it. Another way students demonstrated their understanding was through sharing with one another their work. They were able to not only identify the answer, but how they got the answer to each other. The final way was through their assessment at the end. Idid not only look at their answers, but I also analyzed how they got each answer.
Math Tools Part One: Tools Explore several hands-on and virtual tools you could use in an elementary mathematics lesson and select four of each to evaluate in the following prompts. A. Evaluate four hands-on tools that elementary-age students can use to explore mathematical concepts, including the following for each tool: • one use of the tool to explore mathematical concepts • one specific benefit of using the tool to explore mathematical concepts • one specific challenge of using the tool to explore mathematical concepts Tool 1: Dice Dice should be implemented in the classroom. This manipulative is excellent for comparing numbers, making numbers, addition, and subtraction. This is a fun and engaging way to keep students attention.
Overall, the fundamental approaches shown in the video can provide educators with valuable data which can guide instructional procedures in the classroom. One approach shown in the video is station teaching. In this strategy students are divided into small groups and placed into stations. By using groups teachers can focus on different aspects of the curriculum, which builds upon previously learned material. In addition, station teaching breaks the traditional cycle of large group instruction and allows students to receive individualized attention.
The main topic that I thought was interesting is the mathematical language that they use in the experiment. In using the correct mathematical language the three students Ashley, Olivia, and Tyler were all able to show the problem they were being asked by drawing it out. They had a hard time with explaining it verbally. Giving the students the ability to have the freedom to draw the picture on their own gives them the ability to have a better understanding of the problem. I also agree with Cwikla when she tells about the precurricular understanding.
-b). Kelly differentiates class activities to suit each’s learner's level and use scaffold to prompt and assist those students who are struggling. Kelly uses routine teaching within her classroom which involves tuning in, explicit teaching, development activities and reflection after each lesson. The lesson conducted by Kelly suits the proficiency strand of reasoning as Kelly asks students to explore the different strategies and process they used to break down their mathematical equations. At the beginning of the lesson, Kelly uses dice, and the students must do their nine times tables with each roll, the students had a limit of 20 seconds to answer.
The classroom library is categorized into different genres and each section has a picture to represent the genre. For example, the container with the books about colors and shapes has a picture of a paint pallet with colors and a picture of a triangle and a square. The lessons are also organized in a manner that maximizes learning. When children need more intense individualized help, Ms. Vincent teaches them one-on-one, while the rest of the class is occupied with educational computer games. Additionally, when assistants are in the room Ms. Vincent utilizes their help to maximize her time teaching and being able to provide one-on-one feedback.
I = Ideas Chapter 3 discussed how to meet the literacy needs of diverse learners. Linguistic diversity, cultural diversity, and cognitive and academic diversity were all discussed in the chapter and I have viewed each of them in multiple classroom settings. I observed a kindergarten bilingual classroom where instruction was taught in English and Spanish. A second-grade classroom that I observed consisted of diverse students from different cultural backgrounds and the teacher worked to make these students feel welcomed and also incorporated awareness of other cultures into her lessons. Also in a second-grade classroom that I observed the students were diverse cognitively and academically and the teacher worked to ensure the students were accommodated
I will observe students in the Leo Goodwin Sr. Residence Hall study rooms. I will be reviewing student 's work habits, workflow, computer usage, student 's uses of paper, and time spent on activities in testing for evidence that supports my claim of digitally literate students having an academic advantage over digitally illiterate students. My role as the researcher is to gain full comprehension of different student 's work habits on and off the computer. I want to understand the practices of digitally literate students through analysis of their work, studies, and eventually results (grade point average) versus those who prefer to use paper. My role should be to evaluate the efficiency of students working in the study room and observe the methodologies incorporated into their study routines.
Each lesson was different and had different instructions, but the material was the same. On the first day that I observed the students had to complete a short worksheet. Half of the piece of paper was a short story called, “Sam the Snowmen”, and the other half was questions the child had to complete about the story. The teacher made them read the story three times, and to keep track of that number, the students filled in a star after each time they read it.
A case study published in School Science and Mathematics argued that the use of manipulative tools can take away from the student's ability to form an internal understanding of the concept (Puchner L.,Taylor A., O'Donnell B., and Fick K., 2008). Students can become to dependent on manipulative tools. They can loose their ability focus on the lesson relying solely on the manipulative tool to show them the answer. Some educators believe an additional drawback is that the use of manipulative tools is a waste of time or secondary to the important work of learning the assigned lesson and will inadvertently encourage their students to use these tools for play, and as a result no learning will occur (Golafshani,