Think-Pair-Share Strategies

The next part of our daily routine is station learning. As I learned from my research, station learning is a helpful tactic of differentiation. Station Learning is a way to supply my class with multiple ways to learn and understand the concept they are working on. A stated earlier, my group is a mixture of different grade levels, abilities, and needs. It is almost impossible for me to teach them every day all at one time. As you see in entry 4 artifact 3, my students are mostly group by their grade levels. I have two stations that are group by abilities and the standards that their general education class is working on. There are certain times of the year when certain grade levels are working on the same

How are your lessons designed for student learning of mathematical concepts, procedures/algorithms, and mental math strategies through problem solving?

Another idea to improve mathematics performance in elementary level is to encourage the student to link the existing knowledge and the new knowledge effectively while working math problems/examples. A worked example is “a step-by-step demonstration of how to perform a problem” (Clark, Nguyen, & Sweller, 2006, p. 190). This will prepare the students for similar problems in the future as they bridge the connection between the problems and the examples. In many cases, students are encouraged to link the informal ideas with the formal mathematics ideas that are presented by the teacher to be able to solve problems. When students examine their own ideas, they are encouraged to build functional understanding through interaction in the classroom. When students share among themselves on differences and similarities in arithmetic procedures, they construct the relationship between themselves hence making it the foundation for achieving better grades in mathematics. Teachers can also encourage students to learn concepts and skills by solving problems (Mitchell et al 2000). Students do perform successfully after they acquire good conceptual understanding because they develop skills and procedures, which are necessary for their better performance. However, slow learning students should engage in more practice

The teacher allowed students to work cooperatively in groups to discuss problem solving strategies. Students appeared to be very much engaged in learning through interaction with peers. The first grade teacher was very active in using the think-pair-share strategy to promote thinking and oral communication. During her writing lesson of editing a sample story, she asked students to think about what corrections they thought needed to be made, then asked them to share their thoughts with a partner. I thought this strategy was very much appropriate and effective for promoting students’ language acquisition, especially for her class of early intermediate language learners.

What is the most effective way to teach? Can students really learn and fully understand the material teachers convey to them on a day to day basis? According to a middle school mathematics teacher, his methods of teaching the traditional way was not as effective and producing a long-term impact as he would have liked. The article "Never Say Anything a Kid Can Say!" enriches us to the possibility of applying slight gradual modifications to our teaching methods and how we could find ways to utilize that information in the search for more effective teaching methods to encourage students to explain their thinking and become more deeply involved in the classroom discussions, thus developing their questioning skills (Reinhart, 2000). After

Strategies to teach Algebraic Thinking: (12 points) Identify and explain instructional strategies for at least three concepts for a total of 6 strategies. See Section 1 directions for more detail. Remember to include references.

I was happy with the pair sharing because the students can explain ideas in ways that I may have never considered, and their explanation may help other students understanding. In addition, there is a great sense of classroom community discourse that occurs with this specific class, their level of respect for each other is incredible. Our lesson activity had the students rotating around the room and performing different word problems for about 4 minutes at each station. I think the students liked that they were able to move around. Also the amount of time we gave them was challenging and fun, without making it too intense like a drill. When we went over the answers to the problems we had students come demonstrate how they got their answer on the whiteboard and discuss why they chose the method/strategy they did, which was good because some other students were able to observe and learn. My main regret from this lesson is having the activity answers discussed and displayed with students at their desks and not the carpet. With this specific group they are so much more engaged when they sit at the

Sustained shared thinking has been recognised as a successful part of children’s mathematical learning in schools and can be adapted for early years settings quite easily. It is a concept where children who are at the same level in maths, use each other to discuss the subject, learn off one another and solve problems together. Children confident in the subject will more readily interact with peers who display a similar standard and confidence and although children learn through direct teaching in the class environment, sustained shared thinking is continued outside of the classroom and should also be supported by

This day and age a collaborative team of educational professionals working together to help close achievement gaps among our students is and will continue to be imperative, and is another ongoing goal in which I feel passionate about as a new librarian. Not only is it imperative for teachers to collaborate but today’s student needs to obtain collaborative skills that prepare them to be global communicators. To successfully achieve this goal as the librarian I will need to ensure that the educators I work with meet together regularly to discuss, share, and plan meaningful instruction to meet the needs of our students. The following sources will help serve as aids to guide us through our collaborative journey:

Math class at St. Paul’s is the most boring part of many peoples days. A typical math classes includes about half of the class paying attention and the rest of the students off task, daydreaming, or trying to sleep. There is no actually percentage, but the amount of students that actually enjoy math is probably less than ten percent. Math needs diversity. Math classes follow the same pattern: students learn a lesson, take a quiz on the lesson, learn more lessons, have more quizzes, then take a test on all of the lessons. Many students get bored because every class is usually the same. So, bringing new things into math and change the way how math class is normally taught can import class participation but also improve

For my learning segment, I included plenty of opportunities for students to pair share because Lee Vygotsky believed students need to reflect on their learning in their own words. The whole class can benefit from pair sharing but I strategically selected pair sharing thinking of how to help my English language learners, struggling, IEP and 504 students to help them develop a better understanding of the content and academic language of the lesson by having the opportunity to share and communicate with their peers. Students will also be putting to practice the language demands of the lesson by having to speak and listen during pair sharing. Along with pair sharing I chose verbal oral responses from the students by asking them questions out loud

After the students are done talking with their partners about the question, the whole class shares what they have come up with.

For our GeoGebra lesson, Ashley and I decided to design a task for a 1st grade classroom. This 1st grade lesson required students to partition circles, and possibly rectangles, into halves and fourths using the idea of fair sharing with the tools provided by GeoGebra. We went with this idea assuming that students have had previous experiences with GeoGebra and with fair sharing, perhaps with friends or siblings for example. We divided up the work evenly and worked on our sections on our own, asking for help if needed. This assignment provided me the opportunities to practice implementing the mathematical teaching methods I have been learning about in my classes, work with a fellow classmate that has had more experience in the classroom, and work on what it may look like to develop a mathematical task that is centered on a piece of technology like GeoGebra.

Communication of mathematical ideas - Students learn the proper terminology associated with Math concepts and demonstrate their understanding in multiple ways (verbally, written, with the use of manipulatives, etc) I would give the students opportunities everyday to practice mathematical concepts verbally and in written form. Students could work on a problem and then go up to the SmartBoard to show what they did using the correct terminology.

Assignment Two: The Class Collaboration. The class collaboration works by creating smaller projects that each person does that when combined benefits everyone. In our math class, we’re going to do a point based collaboration assignment that doubles as study for a test. We can use