Small Group D

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School

Grand Canyon University *

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Course

630

Subject

Mathematics

Date

Apr 3, 2024

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pdf

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2

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Amber Reynoso Dr. Porter ECE-630 January 31st 2024 Clinical Field Experience D: Small Group Math Instruction Part 1± Lesson Implementation This week was really busy with student teaching and picture day, so even though I was told to record instruction with a small group for the first half of the assignment—which is lesson implementation—I was unable to do it. But on Day 1, for morning work, I had really developed worksheets that allowed the children to practice writing numbers 0–20. This was a lesson I had taken from my benchmark exam. Giving them problems to solve by giving examples that use various items, representational techniques, and engagement strategies. Our worksheet directions for this morning were to circle the group with less, and the values had multiple ranges. They were to discover which group had less, then solve the problem. I gave the children manipulatives, led the model exercise this morning, and then I sent them to their seats to work on their own. Following this, Ms. Navarro and I had the following conversation. Part 2± Lesson Plan Revision "Amber, you did a great job asking clarifying questions and modeling. However, due to time constraints, I believe that the next time, I will ask a student to also serve as a model to assure clarity. In my experience, even if students claim to understand, you should still have them model to you what you just did in order to
get the lesson started and ensure they have understood the material before sending them off on their own. Going forward, it would be fantastic to have variations in the model, even if it is limited to a video or written translations for your English Language Learners. Giving feedback to students can and should be done by gathering their work and giving each exam their full attention. For individuals who require verbal assistance or reminders or who struggle with the worksheets, I would also provide in-person verbal feedback and demonstrations after this.” Personally, I concur with every piece of advice offered. Since I didn't think I had the finest opportunity or time window to teach the lesson, I tried to make sure I could explain things clearly and thoroughly, provide ample modeling, and get my students to their desks to start working as soon as possible. Other than the task sheet and verbal and physical models, I did not truly separate the material or provide several sources of guidance. Overall, I think I did a pretty decent job, but I will definitely use new techniques of representation the next time, such as video, student models, colorful paper/Objects (for engagement), etc.
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