Reflection Paper On Math Content Lesson

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

When you walk into Amy Zache’s warm and inviting first grade classroom at Beiger Elementary School, you are greeted by twenty three of the most beautiful smiling faces. These thirteen boys and ten girls have a passion for learning that is clearly fueled by the positive energy of Mrs. Zache. Although all of the students are Caucasian, with the exception of one Caucasian and African American boy, she does an excellent job of integrating other cultures into her lessons. Along with worrying about the integration of different cultures, Mrs. Zache must worry about how to make accommodations for the four students with speech IEP’s, one student with a sever cognitive disorder who has an IEP, four boys on ADHD medication, and multiple other students

The classroom learning environment provides a teacher-centered classroom. The lesson was whole group instruction led by the teacher. Students were allowed very little time to collaborate with their peers. Students worked independently in their journals after reading the novel together with the class. Directions were clearly stated and distractions in the classroom were brought to a minimum as the lesson began. The teacher circulated through the classroom making sure students were not bothering others while working on the task. Assignments and goals were clearly written on the board but never addressed.

This literature synthesis focuses on mathematical problem solving and English language learners. In the United States public schools, the student population of ELLs is over five million students in grades Kindergarten through twelfth grade (Orosco, Swanson, O’Connor & Lussier 2011). Many different factors apply to the challenges English language learners have in an English proficient classroom. Educators have made misconceptions that mathematics is a culturally fair-minded subject because it is numbers and symbols. This indicating that no matter the students’ background knowledge or linguistic abilities, students with a diverse cultural background should have the capability to solve mathematical problems (Brown, Cady & Taylor

This also supports the notion of Universal Design of Learning, that all learners’ needs should be addressed by integrating flexible educational materials, instructional plans, and assessments (CAST, 2011). In consistent with UDL principles (CAST, 2011), multiple methods for teachers to present learning materials, multiple options for students to show their learning outcomes, as well as various ways for engagement were taken into account when designing this instructional plan. Subsequently, an inclusive and student-centred learning environment is fostered (CAST, 2011). This instructional plan was designed in accordance with these theories to not only help Louis to enhance his literacy skills, but also to benefit all students within the classroom. It is essential for the teacher to encourage students to work collaboratively, to promote peer coaching, and to foster a positive attitude towards learning (eg. to not being afraid of making mistakes). Group activities, such as Think, Pair and Share or peer teaching, provide Louis with opportunities to receive feedback from his peers (Rosenshine, 2012). Collaborative learning also enriches the learning experience as it increases the accountabilities in students, including Louis, of their

This week at seabourn elementary I went to Mrs. Kirkland s class and i asked her about her ELL students and how she scaffolds her lesson to help accommodate the students. She told me that she scaffolds her lesson by putting the students in groups. Mrs.kirkland also does this by better explaining the lessons to the ELL students. The last way she does this is by showing the students picture vocabulary so the ELL the students can see what the words actually mean. After the teacher explained all this she told me an example n a way she could help and she told what she would do is give them a part of the notes so they can fill in the keynotes

For this journal, while taking notes I chose to focus on Competency 007 from Domain III, which states that “the teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts.” While observing Ms. Burke’s third grade class on 13 October 2015, I noticed that while going through the solutions to word problems on fractions with the class on the document reader, Ms. Burkes asked the students to look for their “Focus Words.” She emphasized that they should circle words like not, remaining, out of, total and each etc. She also reminded students not to be tricked by questions which mentioned the word “not,” because that could mislead

There are many different types of attachments that I have observed in the Magnolia classroom. Some are attachments to the children’s personal belongings and others are attachments to people, such as the teachers. Growing out of these attachments is good for the children’s social-emotional development.

The first stragtey to discuss is her use of effective groupings arrangements. For instance, students are part of a whole group lesson, small group, cooperative activity, and partner work. First, Ms. Sullivan starts the lesson with the whole group seated on the carpet. This is when she introduces both the content and language objectives, discusses the target vocabulary, and explicitly reviews the lesson targets using visuals and modeling. Next, students work in partner groups using a “think, pair, share” strategy. To illustrate, students work together in partner work to discuss how they solve problems. At the end of the lesson, students also work collaboratively in a small group to complete a graphic organizer to reflect on what they learned. These grouping strategies are supported by Lev Vygotsky’s Constructivism theory. According to Vygotsky, discourse and interaction are channels for learning

This lesson is designed for a small group of three first-grade, classified English language-learning (ELL) students. The students are ages six- through eight-years-old and are in a first grade classroom. They spend 90% of their time in the regular classroom, and the other 10% outside of the classroom receiving instruction from the ESOL teacher. All three of these students are female, two of which are Latino and the other of Arabic descent. Only one of the Latino girls was born outside of the United States, and the other two students were U.S. born. They attend Andrew Jackson Elementary School in South Philadelphia. The two Latino students have gone to Jackson from the time they were in Kindergarten, while the Arabic student entered Jackson this year after the school year had already begun. All three of these children are below grade level in all content areas, especially literacy. In terms of this lesson, math is the content area being addressed. The concepts of less than, greater than, and equal to will be taught. Prior to this lesson, the students have learned how to count and label their numbers 0 through 100. They have worked briefly with number lines and understand the cardinality of numbers.

For my second lesson, I taught a math lesson on multiplying decimals with zeros in the product. I wanted students to be able to show that they could multiply with decimals in the product and I wanted them to be able to explain how they know where to add the decimal point in the answer. This lesson was part of the unit over decimals. Students will learn to add them, subtract, multiply, divide, and then take a test for the unit. I decided to teach this lesson because this is what my teacher had planned for the day and needed me to teach to keep her on track for the test. Honestly, I was excited to teach a math lesson because it was a great refresher for me.

Going into my math lesson, I was nervous. Not about the material because I love the subject at hand but, I didn’t really know the students in the way that I would’ve wanted to know them. I would’ve felt more comfortable if I had worked with them all in math before this less. I knew their mathematics levels because I have seen the worksheets that they have worked on in the previous classes. I knew what two of them struggled in before teaching this lesson. What I was nervous about was the fact that, I didn’t know how they would act towards my teaching. I also was scared that my material would be too tough for my students. When I first was getting ready for my lesson, I picked out a topic that we have been working on during class. Then I started to look at the different standards. Once I looked more into the topic at hand, I decided that I needed to make this lesson as enjoyable as I could, especially if this was my first of many lessons with these particular students. I decided to bring in some activities that I personally enjoyed when I was younger. With space that we had in the smaller classroom, I decided to bring in manipulates into the mix with the portable whiteboards. I tend to use a more kinesthetic and visual approach to my teaching because this is the best way I have learned in the past. I also have noticed that Heather and Dakota need that extra visual in order for a concept to stick with them. I know this because when I have worked with those two before this

During field, I am in a third grade classroom at Primos Elementary School in Upper Darby, PA. To maintain confidentiality as I write about my field experience, I will be using pseudo-names for the teacher and children mentioned. My field teacher is Mrs. Williams, and her classroom is home to about eighteen to twenty diverse third grades in terms of socioeconomic status, race, and ethnicity. When I am in the classroom, I am fortunate to see the children’s unpacking routine as they enter the classroom which consist of removing necessary materials from their backpacks, taking down their chairs from their desks, and for some students, eating breakfast which they paid for through the school. After the students’ finish unpacking, Mrs. Williams tries to implement a form of morning meeting, although she cannot always do so depending on the behaviors of her students. Typically, however, she finds just enough time to go over news and announcements with her class. After morning meeting, the students have math instruction from 9:15 am until 10:25 am. After math, her students go to their specials class, and then off to lunch. In this paper, I will be analyzing one of Mrs. Williams math lessons, to see if her lesson meets the elements of a lesson.

Walking into the first two weeks of the EDU program I desired to experience what it would be like to be a future educator and have a grasp of how to help the molding of our youth and giving them the possibility to become future leaders. Doctor dresser was able to bring in a Concordia alumni who had just begun to experience his professional education, career and is teaching multiple different grade levels as a young teacher. When he first walked into the classroom my first impressions were that unfortunately he looked very inexperienced and unsure of what was to be expected of the lecture I thought to myself in the position of a younger student in his classroom this is a person I would not take seriously. He then proceeded to communicate

As an educator and lifelong learner, it is beneficial to engage in professional development that analyzes my ability to interact with my students and my strategies to create lessons that promote critical thinking, engagement and motivation. All of these are crucial points of an effective lesson. My teaching behaviors, both verbal and nonverbal, are important to analyze since they play a critical role in my lessons. Although using the SATIC sheet to evaluate my teaching behaviors is tedious and difficult, it opens a brand new lens to my teaching that I have never seen before. This lens provides plenty of opportunities to make improvements and find room for growth.