I Ll Take Kumon Summary

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

There are many factors that can influence a child and young person’s development, particularly in relation to their background. The formative years can be termed as crucial in regards to development and any major setback can create many problems for the future.

This section focuses on the standard, “Children demonstrate strategies for reasoning and problem solving” (Early Childhood Iowa, 2012, p. 99). Through this standard, a child will: show interest in and find a variety of solutions to questions, tasks, or problems; recognize and solve problems through active exploration, including trial and error, and through interactions and discussions with peers and adults; share ideas or make suggestions of how to solve a problem presented by another person. Adults must support these benchmarks by providing opportunities for each child to try new ways of using materials, creating a safe environment with developmentally appropriate materials that offer an appropriate amount of stimulation and choice for each child to explore and play with, allowing each child time to process experiences and information, talking through problems with children to model problem-solving, holding class meetings to discuss issues that may occur and have the children brainstorm solutions, and choosing appropriate materials that promote creativity, self-expression, number, and emerging literacy skills (Early Childhood Iowa,

Many parents are busy in United States, and they do not have much time to teach their kid to become a successful person. Amy McCready is a great parent who has had a good experience, and she wants to share her experience with other parents: “One of the hardest places to let our kids fail is at school, and yet it’s one of the most important places for them to take charge of their own success. When students learn how to manage their own academics, they’ll set themselves up well for the future, but letting kids “sink or swim” can be terrifying — for parents! But don’t worry: even while handing over the reins, you can bolster your child’s efforts by offering the right kind of support” (McCready). I believe the best way is to let the kid fail and take some responsibility for themselves. In chapter six “Marita’s Bargain” from Outliers by Malcolm Gladwell, he talked about a girl who struggled with her education. Marita is a twelve-year-old, and she has experienced failure in school. She decided to choose KIPP rather than her childhood, something that only happens once in a lifetime. KIPP is stand for Knowledge Is Power Program, and it is a school to help prepare students for success in life and college. Gladwell explained that, “KIPP is an organization that succeeds by taking the idea of cultural legacies seriously and giving a chance to

Problem Solving, Numeracy and Reasoning: Helping to expand their knowledge of problem solving using stories, games, role play, singing and games. Making the child feel easy talking about and understanding the language of reasoning and problem solving.

Yanni is a 9th grade student who has difficulty keeping up with classmates of the same age in a developmentally appropriate learning environment. Yanni has extreme difficulty with comprehending what he reads. Since he doesn 't monitor his comprehension when he reads, he doesn 't recognize when he is "getting it" and when he is not. He works at a much slower pace than other students and requires extra time to complete certain tasks; he never forgets to do his homework and has no difficulty with planning. Yanni has a hard time remembering information - memorizing is very difficult for him. This leads to poor recall of facts, as well. Yanni prefers math to ELA. However, he continues to need encouragement in math. He often gets confused in math and cannot communicate his thinking. His basic math facts are not yet in

The second is Communication between the Home and School. In order to help families create settings within the home to support their children as students we, the teachers, can provide suitable materials which give information and assistances on how the parents can help at home. Through pamphlets, e-mails, and phone calls teachers can inspire and encourage parents to converse and work with their child. Through our involvement with the families, parents become more aware of their child’s school platform, they interact on a more positive level with their children they are more skilled to reinforce the teacher's objectives in order to achieve better schoolwork. When we give parents information to become more knowledgeable partners with the school, their child sees that their parents and teachers are communicating with one another about their schoolwork, which allows them to become more aware of their parents involvement and abilities. This will open up the opportunity for the child and parents to talk openly about the child’s schoolwork and the decisions the child makes at school.

This program is appropriate in a diverse, 4th grade general education classroom. The modules are made up of “Topics” and “Lessons” that are aligned to Common Core State Standards (CCSS). Each module provides the foundational standards needed for the lessons (i.e. CCSS from the previous grade), as well as the focus grade level standards. The first module introduces concepts which are then spiraled within the next module’s focus. While the modules are thematic and based on each mathematics domain (base ten numbers, geometry, fractions, data, algebraic thinking), some standards are seen across topics and lessons. Each lesson has allocated time to four major components: fluency practice, concept development, application problems, and student debrief.

The New England Board of Higher Education (n.d.) describes fourteen institutions that have implemented blended programming supporting developmental math. These schools have diverse programs based on their assorted student enrollments, staff, and interventions deemed essential; all incorporated a blending of instruction through utilization of the Khan Academy and their community/technical college. The models include a variety of instructional formats, including flipped classrooms, self-paced study, and traditional instructor-led developmental math courses. These blended courses specifically target college preparatory learning skills with particular courses created for adults returning to school, developmental math, intensive summer two-week college preparation programs, self-paced learning, traditional semester learning, high school/college partnerships, merging with established program

This article states that KIPP Academy has longer school days so students can stay focused longer, it has protocols to reach its demands on (SSLANT). KIPP is an experimental school founded by Teachers to help students succeed. Gladwell interviewed KIPP’s Staff and Students, also used charts and statistics to gather information. The low income families are meant to read and react to this article on how KIPP Academy in The Bronx can give your child the knowledge and inspiration to succeed in school. This article illuminates the topic of education and student success using KIPP Academy. Similar to dweck’s article both share ways on how to get students encouraged to succeed in school. Students can learn even more and stay up or above their grade

I will implement this into my future class by assessing my class and creating individual educational plans for each student. By doing this I will be able to create modifications based on the developmental stages of each student. I will also be able to engage my students by teaching according to their learning style. I will also provide the necessary resources and tools for the success of each child’s development and academic success.

Many students at the elementary level perform poorly in mathematics because when they complete kindergarten; they acquire inadequate knowledge of basic mathematics. Due to lack of enough skills and concepts, these students continue to experience this problem even in upper elementary school (Duncan et al, 2007).By the fourth grade, these students performance becomes very poor such that they are not expected to improve when they get to the next grade. The major program to improve student’s achievement in mathematics is the introduction of more intense professional development in teacher-led instruction, providing examples, and teaching problem-solving strategies for all

The children construct their knowledge – knowledge is not transferred but is personally constructed the learning meditated. The knowledge is not transferring from one mind to another mind, but it is personally constructed in child mind. Teachers were taught something in the class; child would analyze and remembers about it, critically, creatively, and systematically. The child would likes to improve the skill help of the teacher, parents, adults, and peers. The society is help to improve the child knowledge, when child is walking through the street it interactions with the others, and get information’s. The cognitive development is not direct result of activity but it is indirect. Cognitive development in child it is very important. Cognitive development child learns from society as well as interaction between each other, introduce the new tools among them and in group, with the support of group child will increase his knowledge. The cognitive development is important role in child life from knowledge child gets information about either bad or

The lack of adopted curriculum also means that most, if not all, teachers are supplementing both materials and instructional routines. These students need to pass the state-mandated Smarter Balanced Assessment (SBA) which requires completion of a problem-solving performance task. Students need to know which operation(s) to use (addition, subtraction, multiplication, and/or division) and how to apply them appropriately. This problem has

One of the most important things to remember when dealing with children is that no one is alike, they learn at their own pace and on their own time. Some of the different teaching techniques that can be used to help strengthen children’s