7th Grade Footprints Project

I may be asked to mount children’s work onto a display board so that these can be seen by the children and adults, where space is limited though I will ensure that the children’s work is rotated on a regular basis to display the effort of everyone in the class. I may also be asked to create a display on a table showing the children’s work from a selection of books.

I teach in an eighth grade classroom that is set in a Jr-Sr. High school. It is located in the Jr. High hallway, near the rear of our high school. I have thirty-two student desks situated in rows and two small tables at the front of my room used for paper pick up. I painted my room a turquoise beach blue and it is decorated with various beach themed paraphernalia. I also have many inspirational quote posters up around my room, hoping to engage my students into deeper thinking. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Many computer applications suited for 1:1 schools are used in our building. We begin our day at 7:40am with a zero period for professional development and meetings. The students have seven, forty-five minute periods beginning at 8:20am and continuing until 3:15pm. My classes include four “regular” English classes, one “Honors” class, an Essential Skills class that rotates every week with two other teachers, and a prep period. My duties throughout the year consist of sponsoring the Jr. High Student Council as well as parking lot duty for two weeks during second semester. We adhere closely to the Indiana State Standards and use the ISTEP and NWEA mandated assessments. We, as teachers, are given free rein to teach how we see fit; however, we were asked to submit curriculum mapping outlining the content/topics, key terms, sources/resources, assessments

The math concepts taught in this lesson are teaching the students how to use certain math formulas, and practice addition and multiplication. It is beneficial for students to know what tools to use for capturing and displaying information that is important to them (Davis, 2011). The science concepts taught in this

My eighth grade classroom is set in a Jr-Sr. High school and is located in the Jr. High hallway, in the rear of the high school. I have thirty-two student desks situated in rows and two small tables at the front of my room used for paper pick up. My desk and computer are in the back corner of the room. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Google Classroom is used daily as well as many other applications suited for 1:1 schools. I also have a projector hanging from the ceiling and two large white boards located on the front and side walls of my classroom. The class that I will be focusing on in this paper is made up of 26 students, 15 boys and 11 girls. One student with learning disabilities, another is an ELL student. This class meets for 55 minutes.

The teacher will place 3 problems on the overhead projector that are similar to the ones solved before. The students will work in groups of 4 to solve the problems together. They will use pencils, paper, and counters for the task. As the students work, the teacher will circulate around the classroom to help out if a group is completely “stuck” and to observe what the students are doing well and where they are struggling. Once each group has a solution, the class will discuss what each group came up with and how the answer was found.

As another work week approaches, many teachers struggle with how they are going to accommodate to many of their student’s needs within the classroom; however, with adequate planning and the amazing ability of technology today I will succeed. As my third graders scurry into the classroom they immediately feel the atmosphere with laughing and a sense of innocence. On the outside they all look like a normal 8 year old who loves recess and intriguing science projects; however, their learning ability is vastly different which is where different learning resources come in to play.

If I could redo my project, what I would do differently is get more evidence of the projects. With it being such a sensitive topic I couldn’t really take pictures of what the kids said. I also had a bad quality camera which made it difficult to take good pictures so I wish I would have found a better camera.

This is one unit in a yearlong 6th grade math course. In this unit, the students will learn about expressions and equations. Students will learn how letters stand for numbers, and be able to read, write, and evaluate expressions in which these letters take the place of numbers. In this unit, students will learn how to identify parts of an expression using various new terms. They will learn to solve both one- and two-step equations. Students will be able to distinguish between dependent and independent variables. They will be able to identify the dependent and independent variables of equations and in turn, be able to graph them. Various activities to be completed inside and outside of the classroom will be used to show

I was expecting for the student to have a few difficulties solving the harder fraction problems. Angel, however, was having a very difficult time answering addition problems. He continuously solved addition and subtraction problems different ways. There were moments he added numbers starting from the left and other times he started at the right. In the end, Angel almost never got a question correct and when he did, his explanation showed that he did not understand the problem correctly.

My project involved helping the children in the park to better their skills in Baseball. Many of the children that went to the park had no basic knowledge of playing baseball, so it was my job to help the professional trainers in teaching them the skills required to play the sport well. The original proposal included that I had to maintain the field in playable conditions, but I went ahead and added dirt as well as passed a rake to remove holes in the infield of the baseball diamond. I also had to help the smaller children in batting practice by simply pitching them ten balls each, but I took it a step further by telling them in which way to position their arms and how to better their hitting techniques.

The magnet board and dots allow the students to interpret problems as the total number of objects in different groups; for example, 5x7 is interpreted as 5 groups of 7 objects each. The math fact table, supplied to Peter, will help build connection between prior learning that is essential for the lesson; furthermore, repetition of concepts over the course of the day will be supplied to the student. For example, the skills practiced will be extended into the other courses throughout the day (i.e. english, science, etc.) ]

YOU NEED TO ADD A NICE INTRO PARAGRAPH…MAYBE PIC 3 WORDS TO DESCRIBE YOUR THOUGHTS ON THE PROJECT, IT WAS EXCITING, TO BE INVOLVED IN PLANNING THE ACTIVITES FOR THE KIDS, …. CARING ENVIRONMENT WITH EVERYONE HELPING EACH OTHER, AND IT WAS SO NICE TO BE SHARING OUR TIME, TALENTS AND HEARTS WITH THE KIDS.…

As I was showing the PowerPoint, I had the students think, pair and share with the person next to them. Once the students had time to discuss with the person next to them, I would have each group share with the entire group. For example, as I was showing real life examples that related to the constitution, I would have the students think, pair and share then give me reasons as to what was wrong in the images. This kept the students actively engaged and actively thinking throughout the entire lesson. During the activity, the students were required to write their own constitution, but worked together as a group to create the constitution. All of the students were actively writing and contributing to group discussions as to what they would add to their constitution. I noticed that after a while, many groups discovered that the school-wide expectations/rules aligned with a constitution. The students then determined that the school rules had a purpose to keep students safe by having specific expectations for them. This showed me that they did understand the objective and the purpose of a

The lesson I recorded was for a math support class for twelve students. In this lesson, I am reviewing with the meaning of slope, how to find slope, and where it is written in a linear equation. The students were then able to practice individually with a card sort for different points.

In Video A, Christie Kawalsky (Australian Institute for Teaching and School Leadership [AITSL] (n. d. a)) is the teacher of a Year 3/4 class. In Kawalsky’s class, students are focusing and developing skills based on strand ACMNA058 of the Australian Curriculum (Australian Curriculum and Assessment Reporting Authority [ACARA]. (n.d.b)). The content descriptor for ACMNA058 states that students can “model and represent unit fractions including 1/2, 1/3, 1/4, 1/5 and their multiples to a complete whole” [ACARA, n.d. b). This content descriptor is being met, as evident in Video A because Kawalsky presents concrete-based examples of chocolate bars to her class as a visual cue to determine multiples of a whole. The chocolate bar photocopy is a flexible resource that can become segmented into an array of unit fractions. This reflects the elaboration of ACMNA058 as students are actively folding and cutting out illustrations of fractions to represent halves, thirds, quarters and fifths (ACARA, n.d. b.). Students are also fortunate to meet the elaboration outcome of comparing the number of