Analysis Of Teaching Situation : Procedure

The participating students were observed for a period of two days. It took place during reading class. The observation had to be during the beginning of class until

Teacher conducts group conference with the finished group to clarify and extend their learning. As teacher ask questions that provides with evidence of students’ understanding and explore their way of thinking. Teacher asks various questions to each students such as What obstacles did you overcome to resolve this task? what the hardest fraction you encountered? What strategy did you use? How your strategy relates to your classmates’

As this is happening the teacher will write on the board what the students discovered. The students will also fill out this information on their thinking log on the first page.

During each of the presentations, the teacher will assign three students (that are not presenting) to ask at least one question. Additional questions can be initiated by other

During a given day in Mrs. Bakers classroom, student enter and exit the room quite frequently. Students come and go from their classroom to Mrs. Bakers room back to their classroom; some students do this twice a day. During the school day, Mrs. Baker taught ten students. When students arrive, they are greeted and then told what they were to do for that day. On the day of observation, tests were administered for assessment and records. All ten students did

| Students will tell how addition and subtraction can be applied to solving an equation?

So what did William T. Tess do after he failed his science class in first quarter? He spoke to his teacher, Robert Rhert, if he could improve his grade by retaking the test. Mr. Rhert told William that he can’t make up the quarter test, but if he did well in the second quarter, his grade can change for the semester. Mr. Rhert also stated that he has an afterschool program that William can attend for school assistance. William decided why not and attended every afterschool session and pass the semester with a

This week I was observed during a particularly challenging math lesson. My lesson was elapsed time. My hope was to successfully try Sherry Parish’s, Number Talks method that Sabine Smead at Boulder County School for Integrated Studies, had introduced and modeled for us the week before at Friday Seminar.

Dee asked the students how the Pythagorean Theorem related to area. Students caught on to this pretty rapidly by responding that in some situations they may need to find a missing side of the triangle before being able to find area. After completing the warm-up, Dee projected the answers to the homework on the board and asked if there needed to be clarification on any of the problems. For the introduction of the current day’s lesson, Dee projected the powerpoint presentation on the board. This included the lesson essential question. She asked the students to recall what they had learned the previous day and related it to what they were to be learning today. During the lesson Dee stressed to the students that titles, like the Segment Addition Postulate, had high importance. Students took notes on a notes packet while following along with the lesson. Dee walked through examples with the students in using the Segment Addition Postulate. She also stressed that, “part + part = whole.” Students then worked with Dee, “we do,” in order to solve additional examples. After this, students were told to practice the remaining examples in the notes packet either on their own or with a

Retell: Today’s class gave students to reflect on a recent field trip they had at the Eric Harvey ranch, the students were given the opportunity to learn about Eric Harvey and his family. Mrs. Danckuck had organized an activity with the class which allowed them to reflect on the field trip and their personal experience. The activity she created consisted of four posters around the classroom with different headings like; “What fascinated you most?,” “What questions do you have?,” “What did you accomplish?” And “What are you unsure of ?” Each student was given different coloured post-it’s and was give 10 minutes per poster to ananamousls add their thoughts on sticky notes. After each student had the opportunity to put post-its on every poster

Activity: TTW discuss with students pass lessons of multiplication facts and the way to solve them. TTW will write on the little white board a multiplication fact: 2x3 that means 2 groups of 3, 3+3, she will draw figures that show the groups and array.

This Wave consisted of a total of 38 agents and was divided into two classes of 19 students each, one in the morning and one in the afternoon. Both classes followed the same agenda and the Language trainers ensured that all activities held were similar if not the same, this helps reduce knowledge gaps between both classes.

The teacher prepared a lesson to do an assessment to the children about addition. This lesson was to show on the smart board different numbers with dots for counting. All children had the opportunity to participate in this activity, in which the teacher was able to observe and document what they know and what are some of their needs to help them. The teacher asked the children question such as Do you know which number represents these points? Can you represent it in the form of an addition? The child represented and wrote the addition 0 + 2 = 2.

At the end of the lesson, I felt my lesson did give the visual understanding of the concepts and ideas pertaining the presentation and analysis of data using tally charts and bar graphs enabling the students to improve their mastery of the concepts learned. However, in the future, I would scaffold a mini-lesson for the students that had trouble with understanding the question based on the data, especially considering that some of the students were not able to differentiate if the word problem necessitated addition or subtraction. I also feel it would also be effective to guide using demonstrations and help them in rephrasing the current challenges and concepts. By doing so will help them prepare to do so in future so when problems such as this arise they are prepared. This strategy can help them retain the concepts and approaches to solve such problems and have a better understanding of the concepts taught currently and apply them in the

Furthermore, as I read the assigned articles and viewed videos, I realized that my teachers obviously, followed Piaget’s, Vygotsky. Dewey, and Bruner constructivist view because they used the theory of assimilation and accommodation, e.g., the learning of a new experience and changing of a person’s worldview. I also discovered after deep reflection on this week’s assignment, how much of an impact my teachers had on my teaching style. Before retiring, I taught based on what my students needed. Therefore, much of my teaching mixed the theories of, Constructivism, Social Constructivism and Cognitive-Behavioral depending on the student.