Welcome to My Capstone Portfolio!
The experiences that I have gained through Wheelock College are ones that I will take with me for the rest of my life. I am so thankful for the people I have met, professors I have learned from, and the professional experience I have gained through my elementary education practicum field work. Thinking back to my first year of college, I was extremely eager to learn and to one day become a teacher. Four years later, I am even more eager and excited to jump into the field of my dreams, which I believe Wheelock College has thoroughly prepared me for. I came to Wheelock from North Andover, Massachusetts where I lived for my whole life. Coming to Boston opened me up to world that was different from the town I grew up in, but a world that I whole heartedly embraced and feel has made be grow as an individual as well as a student.
At Wheelock, I majored in Human Growth and Development with a focus in Psychology, and a Professional Major in Elementary Education. These courses provided me with the knowledge I will need in the future. One of my most memorable courses in my major was a psychology course, HDP 325 Memory, Identity, and Development. This course taught me the importance of thinking back on early memories, and how those memories can be interpreted in terms of development. By doing so, I came to the realization that most of my earliest memories were based on experiences from my early and elementary school education. Because I’ve had such wonderful memories from my experience of elementary school, I have always had the passion to become a teacher, and one day bring even better experiences to the children I one day will teach.
Wheelock has brought me closer to this passion. One main reason for this is because I believe it has truly made me a well rounded student. Being a part of the Cross Country Running team at Wheelock made me value the importance of teamwork and collaboration. It taught me that trying something new and putting everything I have into something is just as rewarding as it is nerve-racking. After experiencing the team dynamic I learned through Cross Country, I could easily relate it to my experience as a student teacher and believe that it guided me in the positive way I worked with and created relationships with the staff as well as the students. It took a whole team to run a class that included not only the teacher, but included the student teachers, specialists, aids, parents, volunteers and more.
I have had a great amount of experience working with children and families through Wheelock as well as outside of Wheelock. I have been a nanny for four years in Beacon Hill. I have bonded with this family tremendously, and witnessed the growth and development of a boy who was in first grade when I started working with him, and is now in fourth! Through Wheelock, I experienced two internships my freshman year. One internship was at the Underwood After-School Program in Newton, MA and the other at the Ellis Memorial Toddler Program in Boston, MA. During these internships, I've built strong communication skills with children that varied in age from two to eleven years old. For my pre-practicum during my junior year, I had the experience of working in the Lawrence School in Brookline, MA in a third grade classroom. Being a pre-practicum student in Brookline provided me with an experience I could relate to, seeing as it was very similar in terms of demographic as the elementary school I attended. During my practicum, I worked in a first and second grade classroom at the Graham and Parks Alternative Public School in Cambridge, MA. The atmosphere, school culture, and demographic of students was very different compared to my pre-practicum experience, although both were exceptionally a pleasure to work in. Because I experienced student teaching in a suburban community as well as a mixed urban/suburban community, I feel like I have learned the tools to teach in both environments and am looking forward to applying all that I have learned.
Tuesday, December 13, 2011
My Beliefs about Education
•I believe that all teachers should master the content they teach in all subject matters.
•I believe that all teachers should know their students on individual levels.
•I believe that all teachers should have and show enthusiasm in the way that they teach and learn.
•I believe that all teachers should include multiple ways of learning (multiple intelligences) into the classroom.
•I believe that all teachers should integrate subject areas in teaching as much as possible.
•I believe that teachers should embrace and integrate family involvement into the classroom.
•I believe that all teachers should know their students on individual levels.
•I believe that all teachers should have and show enthusiasm in the way that they teach and learn.
•I believe that all teachers should include multiple ways of learning (multiple intelligences) into the classroom.
•I believe that all teachers should integrate subject areas in teaching as much as possible.
•I believe that teachers should embrace and integrate family involvement into the classroom.
Standard 1-Advocacy for Social Justice
Maria Sideri
EDU 448 Elementary Education Portfolio Development
Fall 2011
Wheelock College Standards for Educator Preparation Programs
Standard 1. Advocacy for Social Justice
Educators who embrace a social justice perspective are attentive to inequalities associated with race, social class, gender, language, and other social categories. They consciously look for alternatives to established educational practices that support the learning, development, and academic achievement of children whose backgrounds place them outside of the dominant culture. They employ multicultural, anti-racist, anti-bias educational practices that foster deep engagement in learning and high academic achievement among all of the nation’s children.
1.1 Attentive to inequalities associated with race, social class, gender, language, and other social categories.
1.2 Consciously looks for alternatives to established educational practices that support the learning, development, and academic achievement of children whose backgrounds place them outside the dominant culture.
1.3 Employ multicultural, anti-racist, anti-bias educational practices that foster deep engagement in learning and high academic achievement.
Having the opportunity to be placed in Cambridge, MA for my practicum was a wonderful opportunity for me to experience. One of the main reasons why my practicum experience was so special was because of the diverse environment I was exposed to in the classroom I was working in and in the school culture that made up Graham and Parks Alternative Public School. The children in my classroom during my practicum came from all different backgrounds and spoke many different languages such as Hebrew, Creole, Chinese, Japanese and Amharic. They also represented a wide range of socio economic groups. Being attentive to inequalities associated with race, social class, gender, language, and other social categories is one of the most important aspects of teaching. In order to meet the diverse needs of all students, it is essential for teachers to understand these differences to ensure social justice within the classroom. Social justice within the classroom is important, because it helps to create equity within the context of a positive, warm, and comfortable environment where students feel respected and safe.
I believe that I was attentive to inequalities associated with race, social class, gender and language. Every day that I was in my practicum, I tried to bring all of the students together in some way and make sure they interacted with all members of the classroom. One student in particular that I found was having difficulty interacting and communicating with the other students was an English language learner who is in first grade. In kindergarten, she was placed in a Sheltered English Immersion classroom so experiencing an inclusive classroom with many more students was something that was definitely new to her. Therefore, because of her language barrier, she appeared to be disconnected with the other students in the classroom, even the other English Language Learners. In a course I was taking during my practicum, I read the article, “What Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families,” by Patton Tabors (1998) in which I gained new insights on how to have this student begin to communicate with the other students. Tabors (1998) suggested that, “A buddy-system setup can pair an outgoing English-speaking child with a second-language learner. Engineering the seating arrangement at snack or lunch, so that English-speaking children and a second language learner are seating together, will help the child get into social contact more quickly” (p.9).I took this advice and practiced it in my practicum to see if I could create a better learning experience for this student in the sense that even though she is an English language learner, she still needs the same social interactions with her classmates in order to make her feel safe and comfortable in the classroom environment. During morning meeting, I deliberately placed this student with an outgoing English speaker who would encourage her to participate in the discussion. After I placed her with this particular outgoing student, I made sure in group lessons that she also worked with this student. I have included the seating chart I arranged for this student in my differentiated instruction notes that accompany my lesson plans. Also, I hang the seating chart in the classroom to make sure I do not forget partners and make sure I place this student with the right student. This seating chart is shown in artifact 1.1.
In addition to being attentive to individual student’s needs associated with language specifically, I also consciously look for alternatives to established educational practices that support the learning, development, and academic achievement of children whose backgrounds place them outside the dominant culture. One student in particular that I established educational practices for to support his learning was a student who was on an IEP for reading and writing. He had difficulty with reading, comprehension, and spelling but had great strength in oral speech when given the opportunity. At the end of Writer’s Workshop, students would have the opportunity to share their writing. This student never shared his writing, so I asked him if he wanted to. He said he didn’t know, so I suggested that maybe we could practice reading his writing together for 10 minutes before he shared. After practicing what was read for those 10 minutes, this student seemed to memorize his writing, and felt more comfortable as well as gained confidence with sharing. After he shared once, every day at the end of Writer’s Workshop he would ask me to practice with him before he would raise his hand to share. I believe this is an example of how I supported one student’s learning through an educational practice at the end of Writer’s Workshop. An example of writing that this student and I practiced before sharing is shown through artifact 1.2.
Lastly, I believe that I employ multicultural, anti-racist, anti-bias educational practices that foster deep engagement in learning and high academic achievement. Lisa Delpit (1996) discusses cultural conflicts that occur inside classrooms and challenges associated with issues of social justice. She explains in Other People’s Children: Cultural Conflict in the Classroom that, “If we do not have some knowledge of children’s lives outside of the realms of paper-and-pencil work, and even outside of their classrooms, then we cannot know their strengths. Not knowing students’ strengths leads to our ‘teaching down’ to children from communities culturally different from that of the teachers in the school. Because teachers do not want to tax what they believe to be these students’ lower abilities, they end up teaching less when, in actuality, these students need more of what school has to offer” (p.173). Taking Delpit’s advice, I truly tried to set high standards during my practicum for all students. There was one student in particular that came from a low socio economic group who did not have a very secure home life. Instead of excusing his lack of completed homework, I worked with him to complete it together and would tell him that I needed a study partner, and wanted him to study with me. Therefore, I’d bring my own homework and we would do our homework together one day a week during the read aloud period. An example of the homework that I completed with him is shown through artifact 1.3. Completing homework with this student made him feel that homework was something that needs to be completed, and can be completed in a fun way with a friend, or in our case, a student teacher. Also, because his homework was being completed during school hours, it relieved his pressure of having to complete it at home where his home life was very unstable. I believe this is a small but important example of an anti-biased educational practice that fosters high academic achievement in a positive way.
Overall, social justice is something that is very important to me and will be undoubtedly implemented in my future classroom. It is my responsibility as a teacher to give all children what they need to succeed and that means that some students will need different approaches, but all will be held to the same high standard.
References
Delpit, L. (1996) Other People’s Children: Cultural Conflict in the Classroom. The New Press.
Tabors, P. (1998) What early childhood educators need to know: developing effective programsfor linguistically and culturally diverse children and families. National Associational forthe Education of Young Children. Paul H. Brookes Publishing, Baltimore, MD.
EDU 448 Elementary Education Portfolio Development
Fall 2011
Wheelock College Standards for Educator Preparation Programs
Standard 1. Advocacy for Social Justice
Educators who embrace a social justice perspective are attentive to inequalities associated with race, social class, gender, language, and other social categories. They consciously look for alternatives to established educational practices that support the learning, development, and academic achievement of children whose backgrounds place them outside of the dominant culture. They employ multicultural, anti-racist, anti-bias educational practices that foster deep engagement in learning and high academic achievement among all of the nation’s children.
1.1 Attentive to inequalities associated with race, social class, gender, language, and other social categories.
1.2 Consciously looks for alternatives to established educational practices that support the learning, development, and academic achievement of children whose backgrounds place them outside the dominant culture.
1.3 Employ multicultural, anti-racist, anti-bias educational practices that foster deep engagement in learning and high academic achievement.
Having the opportunity to be placed in Cambridge, MA for my practicum was a wonderful opportunity for me to experience. One of the main reasons why my practicum experience was so special was because of the diverse environment I was exposed to in the classroom I was working in and in the school culture that made up Graham and Parks Alternative Public School. The children in my classroom during my practicum came from all different backgrounds and spoke many different languages such as Hebrew, Creole, Chinese, Japanese and Amharic. They also represented a wide range of socio economic groups. Being attentive to inequalities associated with race, social class, gender, language, and other social categories is one of the most important aspects of teaching. In order to meet the diverse needs of all students, it is essential for teachers to understand these differences to ensure social justice within the classroom. Social justice within the classroom is important, because it helps to create equity within the context of a positive, warm, and comfortable environment where students feel respected and safe.
I believe that I was attentive to inequalities associated with race, social class, gender and language. Every day that I was in my practicum, I tried to bring all of the students together in some way and make sure they interacted with all members of the classroom. One student in particular that I found was having difficulty interacting and communicating with the other students was an English language learner who is in first grade. In kindergarten, she was placed in a Sheltered English Immersion classroom so experiencing an inclusive classroom with many more students was something that was definitely new to her. Therefore, because of her language barrier, she appeared to be disconnected with the other students in the classroom, even the other English Language Learners. In a course I was taking during my practicum, I read the article, “What Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families,” by Patton Tabors (1998) in which I gained new insights on how to have this student begin to communicate with the other students. Tabors (1998) suggested that, “A buddy-system setup can pair an outgoing English-speaking child with a second-language learner. Engineering the seating arrangement at snack or lunch, so that English-speaking children and a second language learner are seating together, will help the child get into social contact more quickly” (p.9).I took this advice and practiced it in my practicum to see if I could create a better learning experience for this student in the sense that even though she is an English language learner, she still needs the same social interactions with her classmates in order to make her feel safe and comfortable in the classroom environment. During morning meeting, I deliberately placed this student with an outgoing English speaker who would encourage her to participate in the discussion. After I placed her with this particular outgoing student, I made sure in group lessons that she also worked with this student. I have included the seating chart I arranged for this student in my differentiated instruction notes that accompany my lesson plans. Also, I hang the seating chart in the classroom to make sure I do not forget partners and make sure I place this student with the right student. This seating chart is shown in artifact 1.1.
In addition to being attentive to individual student’s needs associated with language specifically, I also consciously look for alternatives to established educational practices that support the learning, development, and academic achievement of children whose backgrounds place them outside the dominant culture. One student in particular that I established educational practices for to support his learning was a student who was on an IEP for reading and writing. He had difficulty with reading, comprehension, and spelling but had great strength in oral speech when given the opportunity. At the end of Writer’s Workshop, students would have the opportunity to share their writing. This student never shared his writing, so I asked him if he wanted to. He said he didn’t know, so I suggested that maybe we could practice reading his writing together for 10 minutes before he shared. After practicing what was read for those 10 minutes, this student seemed to memorize his writing, and felt more comfortable as well as gained confidence with sharing. After he shared once, every day at the end of Writer’s Workshop he would ask me to practice with him before he would raise his hand to share. I believe this is an example of how I supported one student’s learning through an educational practice at the end of Writer’s Workshop. An example of writing that this student and I practiced before sharing is shown through artifact 1.2.
Lastly, I believe that I employ multicultural, anti-racist, anti-bias educational practices that foster deep engagement in learning and high academic achievement. Lisa Delpit (1996) discusses cultural conflicts that occur inside classrooms and challenges associated with issues of social justice. She explains in Other People’s Children: Cultural Conflict in the Classroom that, “If we do not have some knowledge of children’s lives outside of the realms of paper-and-pencil work, and even outside of their classrooms, then we cannot know their strengths. Not knowing students’ strengths leads to our ‘teaching down’ to children from communities culturally different from that of the teachers in the school. Because teachers do not want to tax what they believe to be these students’ lower abilities, they end up teaching less when, in actuality, these students need more of what school has to offer” (p.173). Taking Delpit’s advice, I truly tried to set high standards during my practicum for all students. There was one student in particular that came from a low socio economic group who did not have a very secure home life. Instead of excusing his lack of completed homework, I worked with him to complete it together and would tell him that I needed a study partner, and wanted him to study with me. Therefore, I’d bring my own homework and we would do our homework together one day a week during the read aloud period. An example of the homework that I completed with him is shown through artifact 1.3. Completing homework with this student made him feel that homework was something that needs to be completed, and can be completed in a fun way with a friend, or in our case, a student teacher. Also, because his homework was being completed during school hours, it relieved his pressure of having to complete it at home where his home life was very unstable. I believe this is a small but important example of an anti-biased educational practice that fosters high academic achievement in a positive way.
Overall, social justice is something that is very important to me and will be undoubtedly implemented in my future classroom. It is my responsibility as a teacher to give all children what they need to succeed and that means that some students will need different approaches, but all will be held to the same high standard.
References
Delpit, L. (1996) Other People’s Children: Cultural Conflict in the Classroom. The New Press.
Tabors, P. (1998) What early childhood educators need to know: developing effective programsfor linguistically and culturally diverse children and families. National Associational forthe Education of Young Children. Paul H. Brookes Publishing, Baltimore, MD.
Standard 2-Understanding all Children in their Many Dimensions
Maria Sideri
EDU 448 Elementary Education Portfolio Development
Fall 2011
Wheelock College Standards for Educator Preparation Programs
Standard 2. Understanding all Children in their Many Dimensions
Educators should know their students as individuals and as learners, and be able to relate to them in a variety of ways. They should be familiar with the cultures, histories, and values of the communities and families they serve, and know the attributes of the individual children and families with whom they work. Educators should be aware of the range of special needs their children may have, and seek out information concerning the strengths of specific children as well as resources to address their developmental and learning needs. They should use their knowledge of variations in development, second language acquisition, and disabilities to support children’s physical, emotional, social, cognitive, linguistic, intellectual, and creative development. Educators should observe and listen to children as they work, learn, and play in a variety of settings to gain insights into what their students know, how they think, what they value, who they are, where they come from, and what motivates them. Their knowledge of children and families, language and culture, and community development should motivate educators to view children’s actions and responses through multiple lenses. The more they learn about their students, the better they can tailor their teaching to engage children in active learning and meet their specific needs.
2.1 Know students as individuals, as learners, and be able to relate to them in a variety of ways.
2.2 Be familiar with the cultures, histories, values, of families.
2.3 Know attributes of individual children/families with whom they work.
2.4 Aware of range of students’ special needs and seek out information concerning strengths/resources to address developmental and learning needs.
2.5 Use knowledge of second language acquisition, developmental variations, and disabilities to support physical, emotional, social, cognitive, linguistic, intellectual, and creative development.
I believe that one of the most important aspects of being a teacher is getting to know your students as individuals and being able to relate to them in a variety of different ways. Thinking back on my student teaching experience, the most memorable experiences I have had are centered on interactions I had with individual students and their families. Being aware of who the students are as individuals and being aware their many dimensions and special needs, enriched my lessons and made the classroom community more warm and friendly. Throughout my experiences at Wheelock College in general and through my experience as a student teacher, I believe that I definitely know what it means to understand all children in their many dimensions.
As a student teacher, I strived to know the students as individuals and as learners, and I attempted to relate to them in a variety of ways in order to build a relationship with them, and also to teach them effectively. One student in particular that I had the most experience with observing and getting to know as a individual and as a learner was my “focus child” that I worked with throughout the semester as a requirement for the course, EDU 445: Meeting the Diverse Learning Needs of School-Age Children. Throughout the entire semester, I observed my focus child and got to know her family very closely. Almost every day after school I would talk to my focus child’s mother and older sister to get to know them. These conversations were so meaningful to me that I attempted to make every child in my classroom my focus child. I began to give individual attention to every student and their families, in order to truly understand the student’s background, culture, interests, and learning style. By doing so, my experience as a student teacher became more meaningful, and the time I spent in the classroom was not only focused on teaching the students, but also focused on building strong relationships with children. The observations and reports that show my in depth understanding of my focus child as well as the other students in the classroom as shown in artifact 2.1.This artifact is Submission II of my focus child project that I completed in EDU 445
Throughout the semester of my student teaching experience, one child’s father was serving in the United States Navy. This was something I learned after months of interacting with this child, and it was something he was truly proud of. This child was very shy, and mostly all of the students in the classroom did not know that his father was in the Navy or that this child took so much interest in the United States Army and Navy. I asked this child if he ever wanted to share this information with the class. He instantly told me that he wanted to, and that he would tell me in the morning on the day of his “share day” if he wanted to talk about his dad. Many weeks went by and this child did not notify me that he wanted to share with the class about his father and their family’s affiliation with the Navy. Because of the close relationship that I built with this student, I knew that he truly wanted to share, but just needed more structure in the way he shared. Therefore, I suggested that if he was nervous to share entirely by himself, we could share together. That is why the day before Veteran’s Day during morning meeting, this child and I had a combined share. I introduced what it meant to be a veteran, and this child explained how he connected to this word through his father. I have never seen this child so excited and vocal about talking to the class, and he seemed proud of himself after he finished sharing. Later, we read a poem together about Veterans day. Because I knew this child’s interests, his family’s dynamic, and his desire to share with the class, this child experienced a great moment with his classmates during morning meeting. Many students made connections to this child or told their own examples of how their family was special. I believe this definitely shows my familiarity with the cultures, histories, and values of the students and their families which is a major part of standard two. The poem that we read together is shown through artifact 2.2.
Knowing students and their individual characteristics was a major theme in the book, Starting from Scratch: One Classroom Builds its Own Curriculum (1996) by Steven Levy. In this book, Levy suggests that teachers must find the genius in every child in order to satisfy each student’s needs. He explains that, “We need to look for the best, expect the best, find something in each child that we can truly treasure” (Levy, 1996, p. 7). I believe that I have searched and found each student’s individual genius. One example of this is shown through a particular student whose genius I found to be poetry. Every journal entry, story, or share, was about her poetry. She was incredibly talented at writing poetry, and I had a huge interest in knowing where her love for poetry came from. After having many conversations and discussions about poetry with this student, I learned that she learned how to write poetry from her grandmother, and that she teachers her and her twin sister poetry lessons all throughout the summer. I wanted to let this student know that I was aware of her genius, so after every journal entry that she wrote about poems, I would write back to her in her writing journal and comment and compliment her poetry. This is shown through artifact 2.3.
Being aware of students’ special needs is incredibly important to me. Howard Gardner’s (1983) theory of multiple intelligences is something that comes to mind when I think about the diversity of learners in a classroom and their varieties of learning styles. Gardner suggests that through his intelligences, “… the theory validates educators' everyday experience: students think and learn in many different ways. It also provides educators with a conceptual framework for organizing and reflecting on curriculum, assessment and pedagogical practices. In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classrooms” (p. 1). Therefore, each student needs to be taught a specific way that might relate to his or her intelligence and therefore, leads to success and progress. Before student teaching, I was not completely aware of the range of learners that would be in the classroom. After the first few weeks, the range in learning was completely clear to me, and I wanted to do anything to meet each individual’s special learning need. One student in particular that I personally addressed was a first grade boy. He seemed to have a problem with communicating orally, and constantly paused in conversation and sometimes just would not speak while talking to another student or teacher. He has not been diagnosed with a disability, and is not on an IEP, but his behavior particularly stood out to me as not very typical. Therefore, I discussed this with my supervising practitioner, and she agreed that he needs to be discussed among other professionals that could provide some support. Through my recommendation and my supervising practitioner’s, this student is meeting with the school’s social worker twice a week, and is now being provided with “social scripts” that help him to converse with students and teachers. These scripts help him practice phrases and ideas of what to say while talking to others. This has incredibly improved this student’s success in the classroom, because now when he knows the answer to something, he verbally explains that he knows the right answer to a teacher, and if he doesn’t know, instead of being silent, he will say he does not know. I believe my work with this student in collaboration with my supervising practitioner’s and the school’s social worker addresses component 2.4 of this standard.
Lastly, understanding that some students, and in my case, most students, are bilingual and multilingual is something that is incredibly important to know as a teacher. In my student teaching classroom, eight of the students spoke another language besides English at home. Therefore, I knew that I needed to be able to adapt lesson plans in order to meet the needs of these English Language Learners. I thought the best way to approach this would be to interview the school’s Sheltered English Immersion teacher. On my own initiative, I conducted the interview and learned many new things about Sheltered English Immersion, one being that these English language learners use their own curriculum called Avenues. This interview I conducted with Emily is shown through artifact 2.5.
Overall, I feel as though I have comprehensively met standard two. I know how important it is as a teacher to understand all children in their many dimensions.
References
Gardner, Howard (1983; 1993) Frames of Mind: The theory of multiple intelligences, New York Basic Books. http://www. http://www.infed.org/thinkers/gardner.htm
Levy, S. (1996). Starting from scratch: one classroom builds its own curriculum. NHA Division of Reed Elsevier Inc.
EDU 448 Elementary Education Portfolio Development
Fall 2011
Wheelock College Standards for Educator Preparation Programs
Standard 2. Understanding all Children in their Many Dimensions
Educators should know their students as individuals and as learners, and be able to relate to them in a variety of ways. They should be familiar with the cultures, histories, and values of the communities and families they serve, and know the attributes of the individual children and families with whom they work. Educators should be aware of the range of special needs their children may have, and seek out information concerning the strengths of specific children as well as resources to address their developmental and learning needs. They should use their knowledge of variations in development, second language acquisition, and disabilities to support children’s physical, emotional, social, cognitive, linguistic, intellectual, and creative development. Educators should observe and listen to children as they work, learn, and play in a variety of settings to gain insights into what their students know, how they think, what they value, who they are, where they come from, and what motivates them. Their knowledge of children and families, language and culture, and community development should motivate educators to view children’s actions and responses through multiple lenses. The more they learn about their students, the better they can tailor their teaching to engage children in active learning and meet their specific needs.
2.1 Know students as individuals, as learners, and be able to relate to them in a variety of ways.
2.2 Be familiar with the cultures, histories, values, of families.
2.3 Know attributes of individual children/families with whom they work.
2.4 Aware of range of students’ special needs and seek out information concerning strengths/resources to address developmental and learning needs.
2.5 Use knowledge of second language acquisition, developmental variations, and disabilities to support physical, emotional, social, cognitive, linguistic, intellectual, and creative development.
I believe that one of the most important aspects of being a teacher is getting to know your students as individuals and being able to relate to them in a variety of different ways. Thinking back on my student teaching experience, the most memorable experiences I have had are centered on interactions I had with individual students and their families. Being aware of who the students are as individuals and being aware their many dimensions and special needs, enriched my lessons and made the classroom community more warm and friendly. Throughout my experiences at Wheelock College in general and through my experience as a student teacher, I believe that I definitely know what it means to understand all children in their many dimensions.
As a student teacher, I strived to know the students as individuals and as learners, and I attempted to relate to them in a variety of ways in order to build a relationship with them, and also to teach them effectively. One student in particular that I had the most experience with observing and getting to know as a individual and as a learner was my “focus child” that I worked with throughout the semester as a requirement for the course, EDU 445: Meeting the Diverse Learning Needs of School-Age Children. Throughout the entire semester, I observed my focus child and got to know her family very closely. Almost every day after school I would talk to my focus child’s mother and older sister to get to know them. These conversations were so meaningful to me that I attempted to make every child in my classroom my focus child. I began to give individual attention to every student and their families, in order to truly understand the student’s background, culture, interests, and learning style. By doing so, my experience as a student teacher became more meaningful, and the time I spent in the classroom was not only focused on teaching the students, but also focused on building strong relationships with children. The observations and reports that show my in depth understanding of my focus child as well as the other students in the classroom as shown in artifact 2.1.This artifact is Submission II of my focus child project that I completed in EDU 445
Throughout the semester of my student teaching experience, one child’s father was serving in the United States Navy. This was something I learned after months of interacting with this child, and it was something he was truly proud of. This child was very shy, and mostly all of the students in the classroom did not know that his father was in the Navy or that this child took so much interest in the United States Army and Navy. I asked this child if he ever wanted to share this information with the class. He instantly told me that he wanted to, and that he would tell me in the morning on the day of his “share day” if he wanted to talk about his dad. Many weeks went by and this child did not notify me that he wanted to share with the class about his father and their family’s affiliation with the Navy. Because of the close relationship that I built with this student, I knew that he truly wanted to share, but just needed more structure in the way he shared. Therefore, I suggested that if he was nervous to share entirely by himself, we could share together. That is why the day before Veteran’s Day during morning meeting, this child and I had a combined share. I introduced what it meant to be a veteran, and this child explained how he connected to this word through his father. I have never seen this child so excited and vocal about talking to the class, and he seemed proud of himself after he finished sharing. Later, we read a poem together about Veterans day. Because I knew this child’s interests, his family’s dynamic, and his desire to share with the class, this child experienced a great moment with his classmates during morning meeting. Many students made connections to this child or told their own examples of how their family was special. I believe this definitely shows my familiarity with the cultures, histories, and values of the students and their families which is a major part of standard two. The poem that we read together is shown through artifact 2.2.
Knowing students and their individual characteristics was a major theme in the book, Starting from Scratch: One Classroom Builds its Own Curriculum (1996) by Steven Levy. In this book, Levy suggests that teachers must find the genius in every child in order to satisfy each student’s needs. He explains that, “We need to look for the best, expect the best, find something in each child that we can truly treasure” (Levy, 1996, p. 7). I believe that I have searched and found each student’s individual genius. One example of this is shown through a particular student whose genius I found to be poetry. Every journal entry, story, or share, was about her poetry. She was incredibly talented at writing poetry, and I had a huge interest in knowing where her love for poetry came from. After having many conversations and discussions about poetry with this student, I learned that she learned how to write poetry from her grandmother, and that she teachers her and her twin sister poetry lessons all throughout the summer. I wanted to let this student know that I was aware of her genius, so after every journal entry that she wrote about poems, I would write back to her in her writing journal and comment and compliment her poetry. This is shown through artifact 2.3.
Being aware of students’ special needs is incredibly important to me. Howard Gardner’s (1983) theory of multiple intelligences is something that comes to mind when I think about the diversity of learners in a classroom and their varieties of learning styles. Gardner suggests that through his intelligences, “… the theory validates educators' everyday experience: students think and learn in many different ways. It also provides educators with a conceptual framework for organizing and reflecting on curriculum, assessment and pedagogical practices. In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classrooms” (p. 1). Therefore, each student needs to be taught a specific way that might relate to his or her intelligence and therefore, leads to success and progress. Before student teaching, I was not completely aware of the range of learners that would be in the classroom. After the first few weeks, the range in learning was completely clear to me, and I wanted to do anything to meet each individual’s special learning need. One student in particular that I personally addressed was a first grade boy. He seemed to have a problem with communicating orally, and constantly paused in conversation and sometimes just would not speak while talking to another student or teacher. He has not been diagnosed with a disability, and is not on an IEP, but his behavior particularly stood out to me as not very typical. Therefore, I discussed this with my supervising practitioner, and she agreed that he needs to be discussed among other professionals that could provide some support. Through my recommendation and my supervising practitioner’s, this student is meeting with the school’s social worker twice a week, and is now being provided with “social scripts” that help him to converse with students and teachers. These scripts help him practice phrases and ideas of what to say while talking to others. This has incredibly improved this student’s success in the classroom, because now when he knows the answer to something, he verbally explains that he knows the right answer to a teacher, and if he doesn’t know, instead of being silent, he will say he does not know. I believe my work with this student in collaboration with my supervising practitioner’s and the school’s social worker addresses component 2.4 of this standard.
Lastly, understanding that some students, and in my case, most students, are bilingual and multilingual is something that is incredibly important to know as a teacher. In my student teaching classroom, eight of the students spoke another language besides English at home. Therefore, I knew that I needed to be able to adapt lesson plans in order to meet the needs of these English Language Learners. I thought the best way to approach this would be to interview the school’s Sheltered English Immersion teacher. On my own initiative, I conducted the interview and learned many new things about Sheltered English Immersion, one being that these English language learners use their own curriculum called Avenues. This interview I conducted with Emily is shown through artifact 2.5.
Overall, I feel as though I have comprehensively met standard two. I know how important it is as a teacher to understand all children in their many dimensions.
References
Gardner, Howard (1983; 1993) Frames of Mind: The theory of multiple intelligences, New York Basic Books. http://www. http://www.infed.org/thinkers/gardner.htm
Levy, S. (1996). Starting from scratch: one classroom builds its own curriculum. NHA Division of Reed Elsevier Inc.
Artifact 2.1 Submission I-Focus Child Observations
OBSERVATIONS IN THE FOUR DEVELOPMENTAL DOMAINS
DEVELOPMENTAL DOMAINS
You need to make at least three observations in each domain for this submission.
1.Social-Emotional
A.Date: September 15, 2011 (Thursday)
Time: 8:25am-9:00am
Setting: Morning Meeting Rug
Observation:
Delphi is sitting at the morning meeting rug. She is closest to my supervising practitioner, and her partner that she was assigned to sit with on the rug was a second grade girl. Delphi did not talk with her partner or engage with her at all. About 10 minutes in, Delphi started to get restless and started rocking back and forth on the rug. She kept taking her glasses on and off, and then finally kept them on. 5 minutes later at about 8:40, Delphi noticed her friend Solomon was sitting directly in front of her. She started smiling and whispering something to him across the rug. My teacher noticed that this was happening, and told Delphi and Solomon to stop talking and listen. Delphi instantly started paying attention. At 8:45 there was a 15 minute read aloud where Delphi was very engaged. She listened very closely, did not get distracted and participated during the post reading discussion. Delphi asked if Fin M’Coul, a character was a giant too. At the end of morning meeting, Delphi remained well behaved and quiet and waited until she was called to go to a table for writing workshop.
B.Date: September 16, 2011 (Friday)
Time: 10:00am-10:15am
Setting: Snack
Observation:
As soon as my observation began, Delphi ran up to me and asked if she could eat her snack on the rug with her friend Solomon. I told her she could not go on the rug, but if there was extra room at her table or Solomon’s table they could sit together. She responded by excitingly saying “ok!!” and went over to Solomon’s table and they shared a book about underwater animals and ate their snack together. From 10:05-10:15 Delphi was completely engrossed in the book and her conversation with Solomon. The two of them were being very quiet when they talk not to disturbed anyone. Every few minutes one of them would point out something interesting in the book and the other one would laugh. At one point, Delphi stood up and started to kneel on the chair and wiggle around. She then got up all together and started jumping behind Solomon’s looking over her shoulder. At this point, their behavior during snack was starting to get disruptive, so my supervising practitioner told Delphi to sit down in a chair and continually to read and talk quietly with Solomon until snack was over. She did exactly what she was told and then volunteered to book the book away at the book shelf when the end of snack bell was run at 10:15.
C.Date: September 19, 2011 (Monday)
Time: 2:10-2:25pm
Setting: Closing Meeting
Observation:
Delphi sat on the rug in her assigned spot patiently until she was called by my supervising practitioner to pack up her backpack and return to the rug and get settled. As soon as she was called, Delphi slowly walked over to back pack and packed her folder and sweatshirt in her bag very slow and carelessly. She then slowly walked back over to her spot on the rug with her backpack and huffed before she sat down abruptly. She had a sad and tired look on her face. For the next 10 minutes while my supervising practitioner was going over what they were going to do tomorrow, Delphi looked straight in front of her with her head resting in her hands looking almost angry. At 2:20 the students were given the opportunity to read independently or in small groups before the bell rang. When the intern in my classroom asked Delphi if she was ok, noticing that she seemed slightly agitated, Delphi responded by half smiling and saying “I’m tiiirreddddddd”. She was then asked if anything else was bothering her and she said “nope just tired…when’s my mom going to get here?” When the bell rang Delphi quickly stood up and went to the door to see if her mother was there.
Developmental Implications:
In terms of Delphi’s social-emotional behavior, it is clear that she works well together in groups or when she is working with a friend. Also, because I decided to observe Delphi in terms of her social-emotional behavior during the morning, afternoon, and late afternoon, I could see that Delphi was the most alert and engaged in the afternoon around snack time. This time allowed Delphi to have the freedom that she desires, and also allows her to be with her friend and explore books with one another. At the end of the day on most days, Delphi seems exhausted and ready to go home. In order for her to be consistently alert throughout the entire day, I believe that Delphi needs some freedom to make her own choices. Instead of always having an assigned seat at the morning meeting rug, Delphi might concentrate more quickly if she were to choose her own spot. Also, at the end of the day, it may be a good idea to present other ideas besides reading quickly to do at the end of the day before the bell. Delphi might now feel as tired or as eager to go home if she had something else that truly engaged in. Although Delphi works well in groups, I still believe that it is ok that Delphi is not entirely comfortable working independently, because I believe working independently is a new skill that first graders need to be comfortable with. At the same time, I believe allowing Delphi to have fun in groups or with a partner should also be incorporated just as much on a day to day basis.
2.Physical/Functional
A.Date: September 22, 2011 (Thursday)
Time: 12:15-12:30pm
Setting: Beginning of Gym Class
Observation:
Delphi was jumping around in the line and holding hands with her friend Solomon as the class walked in line to gym class. When she entered the gym doors she ran to the black line of the basketball court to line up with her classmates to wait for instructions from the gym teacher. The teacher began dividing the class into teams because the activity of that day was a soccer scrimmage. Delphi kept whispering to Solomon who was sitting next to her and eventually walked with her teammates to the right side of the gym. She was assigned to play defense and looked hesitant as she stood there waiting for the game to start. As soon as the whistle blew Delphi’s mood appeared completely switch and she was chasing the offense all over the court. She seemed tired and her face was completely red but she never stopped moving until the teacher would pause the game. Then she would start back up again smiling and running around with her incredible energy.
B. Date: September 23, 2011 (Friday)
Time: 1:00-1:25pm
Setting: Science/Garden Observation
Observation:
When my supervising practitioner announced that the class would be going outside to sketch plants and herbs in the school’s community garden, Delphi exclaimed, “YES!!!” She started making faces to her friend Solomon who was sitting across from her on the rug. As soon as the class was quiet and lined up, Delphi calmly walked through the halls gripping her science sketch notebook tightly and pencil ready in her hand. When she got outside she and Solomon went directly over to the bushes on the ground and announced to me that they were going to sketch worms. Delphi was not afraid to climb around in the dirt and mulch and I would never have even seen her in the bushes if it were not for her red Crocs sticking out. At the end of the observation, the class shared their sketches from the garden and Delphi announced that drawing the worms were “soooooo hard but really fun!”
C.Date: September 26, 2011 (Monday)
Time: 9:45-10:00am
Setting: Reading Workshop
Observation:
During reading workshop, Delphi seemed very restless. She would not sit down, and was constantly walking around and getting up and talking to the other tables when she was not supposed to be. She was talked to by my supervising practitioner twice, and eventually took her seat. She explained to the class intern that she felt tired and that she didn’t feel like drawing and coloring all the pictures to her reading response. She said that she just wanted to write about the story that we read that day (Big Tom by Tomie dePaola), and did not want to color or draw any more. She continued to slump in her chair and rest her head on the table. It was not until the intern sat down with her one and one and helped her draw the drawings that Delphi’s mood seemed to improve. After the intern left after about 5 minutes of help, Delphi seemed content and ready to draw and color and complete the assignment of reading workshop.
Developmental Implications:
I believe that Delphi is a true kinesthetic learner. She is constantly active, moving around, and energetic and she works well when physical activity is included into the day. Observing her during gym showed how excited she gets for movement and competition. It was clear during reading workshop that Delphi had trouble sitting still, and at times her getting up and down and moving around was disruptive to the rest of the class. There was not a lot of activity that day because it was raining, so I believe that is why Delphi was acting out and being restless. The day that we got to go outside and observe the garden Delphi’s behavior was great because she was given the opportunity to move and be active. Planning some kind of physical activity is what would be the most helpful for Delphi in terms of her physical/ functional domains.
3.Language/Literacy
A.Date: September 29, 2011 (Thursday)
Time: 10:30-11:00am
Setting: Writing Workshop
Observation:
Delphi was continuing her story about Maine. She began by brainstorming ideas with the class intern about what she was going to write about. When asked what her favorite things to do in Maine were, Delphi exploded with answers and was eager to get started. Delphi diligently sounded out words that were unfamiliar to her and seemed very proud of her sentences. A multiple of times Delphi went up to my supervising practitioner to show off her work. My supervising practitioner told Delphi that it was ok for her to write about multiple true stories, that she did not have to stick to one main story because that can be challenging. Delphi quickly dismissed my supervising practitioner’s suggestion and said, “I am only going to write about Maine. I love Maine!” For the rest of writing workshop Delphi worked quietly and consistently independently writing her sentences about Maine.
B.Date: September 30, 2011 (Friday)
Time: 9:30-10:00am
Setting: Reading Workshop
Observation:
During reading workshop, Delphi was required to draw about four people that she has learned about so far in any of the Strega Nona Tomie dePaola books. As soon as the directions were explained, Delphi seemed confused and announced to her table that she did not want to draw four different characters, that in fact, she only want to draw Big Anthony. After attempting to be convinced by the class intern that the other characters were just as fun to draw and write about, Delphi could not accept that, and asked if it were ok if she just drew four different versions of Big Anthony from the different parts of the story. My supervising practitioner was fine with this and encouraged Delphi’s creativity with this suggestion. As soon as Delphi got the ok, her face lit up and she began drawing and writing about Big Anthony in four different parts of the story about him. For the rest of reading workshop Delphi worked quietly and consistently keeping to herself and humming to a song.
C.Date: October 3, 2011 (Monday)
Time: 9:45-10:00am
Setting: Reading Workshop
Observation:
During the end of reading workshop, the students were required to read independently. While observing Delphi for 15 minutes, I took away more than I imagined I would. During the entire 15 minutes, Delphi whispered the words to herself and when she was stuck on a word would think about it in her head for about a minute and then sound it out. Once the word she sounded out made sense she would exclaim, “right!” and continue on reading silently.
Developmental Implications:
It is clear that during most writing and reading activities, Delphi is engaged when she enjoys the topic she is writing about. She has a hard time adjusting to activities that are narrow and do not give her opportunity to be creative. She flourishes when writing workshops or open-ended. At times, this works for Delphi like in the Big Anthony example, but at other times, Delphi can become difficult when there is not an opportunity to be open-ended, especially when it comes to assessments. I think to support Delphi in this domain, assignments could maybe include both open ended and required parts.
4.Cognitive
A.Date: October 5, 2011 (Wednesday)
Time: 9:00-9:15am
Setting: Handwriting
Observation:
During handwriting, students are required to work in small groups to complete their handwriting books. Delphi was assigned two pages, with the words A-Z written twice on both pages. Given this amount of work, Delphi initially announced that, “This will take so long!” “Do we have to do it all?” As soon as my supervising practitioner told her that she had to complete both pages for good practice, Delphi said, “Ok I’ll start now” and began working. She carefully took her time with each letter, raising her hand on almost every one to have a teacher look at her work. By the time that Delphi got to the second page, her confidence seemed to increase, and Delphi worked faster and asked less questions for verification that she was doing a good job. At the end of the handwriting pages, she exclaimed “I did them all!” and put her handwriting away to start her next activity.
B.Date: October 6, 2011 (Thursday)
Time: 10:30-11:00am
Setting: Phonics/ABC
Observation:
During phonics, the students were given worksheets to complete that included picture-word identification. There were many pictures on a page that had groups of words written next to it. Delphi speeded through this activity barely picking up her pencil. Her eyes were squinted most of the time, and she seemed like she was concentrating extremely hard. When it came time to word families, Delphi asked a teacher for help, and as soon as she was told the directions she exclaimed, “Oh I get this now, never mind, I can do it myself!” Then immediately after she completed her word family worksheet very quickly and independently and moved on to the next activity.
C.Date: October 7, 2011 (Friday)
Time: 1:00-1:30am
Setting: Science/Social Studies
Observation:
During this particular science/social studies lesson, the students were required to do plant seeds into soil in a cup and draw and write out the steps that they took to do so. Delphi planted her seed and was eager to draw what the cup looked like, and not only that, but what the seeds would eventually grow into. So, she drew carrots, beets, and pumpkins on her page and explained that this was the type of seed that she had in her cup, and that it was fun to bury it in the soil. Delphi was appeared to be very concentrated during this activity, and barely talked to the students at her table. She carefully colored in her vegetables and took her time writing out every step that she took.
Developmental Implications:
Delphi appears to be very focused cognitively. She likes to be challenged, and is proud of her work. She builds her confidence when she receives feedback from one of the teachers, and is very creative. She enjoys thinking of and creating different ideas. She is extremely focused as seen through her work in handwriting and phonics, and is highly motivated when it comes to accomplishes tasks that she enjoys. I believe that in order to support Delphi in this domain, it would be helpful to maybe challenge her more than she already is. Giving her more handwriting or more phonics word sheets would be interesting to see if she can motivate herself to completing such a big task.
DEVELOPMENTAL DOMAINS
You need to make at least three observations in each domain for this submission.
1.Social-Emotional
A.Date: September 15, 2011 (Thursday)
Time: 8:25am-9:00am
Setting: Morning Meeting Rug
Observation:
Delphi is sitting at the morning meeting rug. She is closest to my supervising practitioner, and her partner that she was assigned to sit with on the rug was a second grade girl. Delphi did not talk with her partner or engage with her at all. About 10 minutes in, Delphi started to get restless and started rocking back and forth on the rug. She kept taking her glasses on and off, and then finally kept them on. 5 minutes later at about 8:40, Delphi noticed her friend Solomon was sitting directly in front of her. She started smiling and whispering something to him across the rug. My teacher noticed that this was happening, and told Delphi and Solomon to stop talking and listen. Delphi instantly started paying attention. At 8:45 there was a 15 minute read aloud where Delphi was very engaged. She listened very closely, did not get distracted and participated during the post reading discussion. Delphi asked if Fin M’Coul, a character was a giant too. At the end of morning meeting, Delphi remained well behaved and quiet and waited until she was called to go to a table for writing workshop.
B.Date: September 16, 2011 (Friday)
Time: 10:00am-10:15am
Setting: Snack
Observation:
As soon as my observation began, Delphi ran up to me and asked if she could eat her snack on the rug with her friend Solomon. I told her she could not go on the rug, but if there was extra room at her table or Solomon’s table they could sit together. She responded by excitingly saying “ok!!” and went over to Solomon’s table and they shared a book about underwater animals and ate their snack together. From 10:05-10:15 Delphi was completely engrossed in the book and her conversation with Solomon. The two of them were being very quiet when they talk not to disturbed anyone. Every few minutes one of them would point out something interesting in the book and the other one would laugh. At one point, Delphi stood up and started to kneel on the chair and wiggle around. She then got up all together and started jumping behind Solomon’s looking over her shoulder. At this point, their behavior during snack was starting to get disruptive, so my supervising practitioner told Delphi to sit down in a chair and continually to read and talk quietly with Solomon until snack was over. She did exactly what she was told and then volunteered to book the book away at the book shelf when the end of snack bell was run at 10:15.
C.Date: September 19, 2011 (Monday)
Time: 2:10-2:25pm
Setting: Closing Meeting
Observation:
Delphi sat on the rug in her assigned spot patiently until she was called by my supervising practitioner to pack up her backpack and return to the rug and get settled. As soon as she was called, Delphi slowly walked over to back pack and packed her folder and sweatshirt in her bag very slow and carelessly. She then slowly walked back over to her spot on the rug with her backpack and huffed before she sat down abruptly. She had a sad and tired look on her face. For the next 10 minutes while my supervising practitioner was going over what they were going to do tomorrow, Delphi looked straight in front of her with her head resting in her hands looking almost angry. At 2:20 the students were given the opportunity to read independently or in small groups before the bell rang. When the intern in my classroom asked Delphi if she was ok, noticing that she seemed slightly agitated, Delphi responded by half smiling and saying “I’m tiiirreddddddd”. She was then asked if anything else was bothering her and she said “nope just tired…when’s my mom going to get here?” When the bell rang Delphi quickly stood up and went to the door to see if her mother was there.
Developmental Implications:
In terms of Delphi’s social-emotional behavior, it is clear that she works well together in groups or when she is working with a friend. Also, because I decided to observe Delphi in terms of her social-emotional behavior during the morning, afternoon, and late afternoon, I could see that Delphi was the most alert and engaged in the afternoon around snack time. This time allowed Delphi to have the freedom that she desires, and also allows her to be with her friend and explore books with one another. At the end of the day on most days, Delphi seems exhausted and ready to go home. In order for her to be consistently alert throughout the entire day, I believe that Delphi needs some freedom to make her own choices. Instead of always having an assigned seat at the morning meeting rug, Delphi might concentrate more quickly if she were to choose her own spot. Also, at the end of the day, it may be a good idea to present other ideas besides reading quickly to do at the end of the day before the bell. Delphi might now feel as tired or as eager to go home if she had something else that truly engaged in. Although Delphi works well in groups, I still believe that it is ok that Delphi is not entirely comfortable working independently, because I believe working independently is a new skill that first graders need to be comfortable with. At the same time, I believe allowing Delphi to have fun in groups or with a partner should also be incorporated just as much on a day to day basis.
2.Physical/Functional
A.Date: September 22, 2011 (Thursday)
Time: 12:15-12:30pm
Setting: Beginning of Gym Class
Observation:
Delphi was jumping around in the line and holding hands with her friend Solomon as the class walked in line to gym class. When she entered the gym doors she ran to the black line of the basketball court to line up with her classmates to wait for instructions from the gym teacher. The teacher began dividing the class into teams because the activity of that day was a soccer scrimmage. Delphi kept whispering to Solomon who was sitting next to her and eventually walked with her teammates to the right side of the gym. She was assigned to play defense and looked hesitant as she stood there waiting for the game to start. As soon as the whistle blew Delphi’s mood appeared completely switch and she was chasing the offense all over the court. She seemed tired and her face was completely red but she never stopped moving until the teacher would pause the game. Then she would start back up again smiling and running around with her incredible energy.
B. Date: September 23, 2011 (Friday)
Time: 1:00-1:25pm
Setting: Science/Garden Observation
Observation:
When my supervising practitioner announced that the class would be going outside to sketch plants and herbs in the school’s community garden, Delphi exclaimed, “YES!!!” She started making faces to her friend Solomon who was sitting across from her on the rug. As soon as the class was quiet and lined up, Delphi calmly walked through the halls gripping her science sketch notebook tightly and pencil ready in her hand. When she got outside she and Solomon went directly over to the bushes on the ground and announced to me that they were going to sketch worms. Delphi was not afraid to climb around in the dirt and mulch and I would never have even seen her in the bushes if it were not for her red Crocs sticking out. At the end of the observation, the class shared their sketches from the garden and Delphi announced that drawing the worms were “soooooo hard but really fun!”
C.Date: September 26, 2011 (Monday)
Time: 9:45-10:00am
Setting: Reading Workshop
Observation:
During reading workshop, Delphi seemed very restless. She would not sit down, and was constantly walking around and getting up and talking to the other tables when she was not supposed to be. She was talked to by my supervising practitioner twice, and eventually took her seat. She explained to the class intern that she felt tired and that she didn’t feel like drawing and coloring all the pictures to her reading response. She said that she just wanted to write about the story that we read that day (Big Tom by Tomie dePaola), and did not want to color or draw any more. She continued to slump in her chair and rest her head on the table. It was not until the intern sat down with her one and one and helped her draw the drawings that Delphi’s mood seemed to improve. After the intern left after about 5 minutes of help, Delphi seemed content and ready to draw and color and complete the assignment of reading workshop.
Developmental Implications:
I believe that Delphi is a true kinesthetic learner. She is constantly active, moving around, and energetic and she works well when physical activity is included into the day. Observing her during gym showed how excited she gets for movement and competition. It was clear during reading workshop that Delphi had trouble sitting still, and at times her getting up and down and moving around was disruptive to the rest of the class. There was not a lot of activity that day because it was raining, so I believe that is why Delphi was acting out and being restless. The day that we got to go outside and observe the garden Delphi’s behavior was great because she was given the opportunity to move and be active. Planning some kind of physical activity is what would be the most helpful for Delphi in terms of her physical/ functional domains.
3.Language/Literacy
A.Date: September 29, 2011 (Thursday)
Time: 10:30-11:00am
Setting: Writing Workshop
Observation:
Delphi was continuing her story about Maine. She began by brainstorming ideas with the class intern about what she was going to write about. When asked what her favorite things to do in Maine were, Delphi exploded with answers and was eager to get started. Delphi diligently sounded out words that were unfamiliar to her and seemed very proud of her sentences. A multiple of times Delphi went up to my supervising practitioner to show off her work. My supervising practitioner told Delphi that it was ok for her to write about multiple true stories, that she did not have to stick to one main story because that can be challenging. Delphi quickly dismissed my supervising practitioner’s suggestion and said, “I am only going to write about Maine. I love Maine!” For the rest of writing workshop Delphi worked quietly and consistently independently writing her sentences about Maine.
B.Date: September 30, 2011 (Friday)
Time: 9:30-10:00am
Setting: Reading Workshop
Observation:
During reading workshop, Delphi was required to draw about four people that she has learned about so far in any of the Strega Nona Tomie dePaola books. As soon as the directions were explained, Delphi seemed confused and announced to her table that she did not want to draw four different characters, that in fact, she only want to draw Big Anthony. After attempting to be convinced by the class intern that the other characters were just as fun to draw and write about, Delphi could not accept that, and asked if it were ok if she just drew four different versions of Big Anthony from the different parts of the story. My supervising practitioner was fine with this and encouraged Delphi’s creativity with this suggestion. As soon as Delphi got the ok, her face lit up and she began drawing and writing about Big Anthony in four different parts of the story about him. For the rest of reading workshop Delphi worked quietly and consistently keeping to herself and humming to a song.
C.Date: October 3, 2011 (Monday)
Time: 9:45-10:00am
Setting: Reading Workshop
Observation:
During the end of reading workshop, the students were required to read independently. While observing Delphi for 15 minutes, I took away more than I imagined I would. During the entire 15 minutes, Delphi whispered the words to herself and when she was stuck on a word would think about it in her head for about a minute and then sound it out. Once the word she sounded out made sense she would exclaim, “right!” and continue on reading silently.
Developmental Implications:
It is clear that during most writing and reading activities, Delphi is engaged when she enjoys the topic she is writing about. She has a hard time adjusting to activities that are narrow and do not give her opportunity to be creative. She flourishes when writing workshops or open-ended. At times, this works for Delphi like in the Big Anthony example, but at other times, Delphi can become difficult when there is not an opportunity to be open-ended, especially when it comes to assessments. I think to support Delphi in this domain, assignments could maybe include both open ended and required parts.
4.Cognitive
A.Date: October 5, 2011 (Wednesday)
Time: 9:00-9:15am
Setting: Handwriting
Observation:
During handwriting, students are required to work in small groups to complete their handwriting books. Delphi was assigned two pages, with the words A-Z written twice on both pages. Given this amount of work, Delphi initially announced that, “This will take so long!” “Do we have to do it all?” As soon as my supervising practitioner told her that she had to complete both pages for good practice, Delphi said, “Ok I’ll start now” and began working. She carefully took her time with each letter, raising her hand on almost every one to have a teacher look at her work. By the time that Delphi got to the second page, her confidence seemed to increase, and Delphi worked faster and asked less questions for verification that she was doing a good job. At the end of the handwriting pages, she exclaimed “I did them all!” and put her handwriting away to start her next activity.
B.Date: October 6, 2011 (Thursday)
Time: 10:30-11:00am
Setting: Phonics/ABC
Observation:
During phonics, the students were given worksheets to complete that included picture-word identification. There were many pictures on a page that had groups of words written next to it. Delphi speeded through this activity barely picking up her pencil. Her eyes were squinted most of the time, and she seemed like she was concentrating extremely hard. When it came time to word families, Delphi asked a teacher for help, and as soon as she was told the directions she exclaimed, “Oh I get this now, never mind, I can do it myself!” Then immediately after she completed her word family worksheet very quickly and independently and moved on to the next activity.
C.Date: October 7, 2011 (Friday)
Time: 1:00-1:30am
Setting: Science/Social Studies
Observation:
During this particular science/social studies lesson, the students were required to do plant seeds into soil in a cup and draw and write out the steps that they took to do so. Delphi planted her seed and was eager to draw what the cup looked like, and not only that, but what the seeds would eventually grow into. So, she drew carrots, beets, and pumpkins on her page and explained that this was the type of seed that she had in her cup, and that it was fun to bury it in the soil. Delphi was appeared to be very concentrated during this activity, and barely talked to the students at her table. She carefully colored in her vegetables and took her time writing out every step that she took.
Developmental Implications:
Delphi appears to be very focused cognitively. She likes to be challenged, and is proud of her work. She builds her confidence when she receives feedback from one of the teachers, and is very creative. She enjoys thinking of and creating different ideas. She is extremely focused as seen through her work in handwriting and phonics, and is highly motivated when it comes to accomplishes tasks that she enjoys. I believe that in order to support Delphi in this domain, it would be helpful to maybe challenge her more than she already is. Giving her more handwriting or more phonics word sheets would be interesting to see if she can motivate herself to completing such a big task.
Standard 3-Knowledge of Content and Integrated Curriculum
Maria Sideri
EDU 448 Elementary Education Portfolio Development
Fall 2011
Wheelock College Standard for Educator Preparation Programs
Standard 3. Knowledge of Content and Integrated Curriculum
Educators should know, understand, and use the central concepts and tools of inquiry appropriate to the subject matter and age/grade levels they teach. They should be able to create meaningful learning experiences that develop children’s understanding of subject matter and increase their skills. Educators should plan integrated units of curriculum, instruction, and assessment based upon their knowledge of subject matter, curriculum goals, and developmentally appropriate practices among the families, communities, and cultures from which their children come.
3.1 Know, understand and use central concepts and tools of inquiry appropriate in subject matter and age/grade level.
3.2 Create meaningful learning experiences to develop children’s understanding of subject matter and increase skills.
3.3 Plan integrated units of curriculum, instruction, assessment based on knowledge of subject matter, curriculum goals, and developmentally appropriate practices among the children’s families, communities, and cultures.
One of the most exciting areas of teaching that I have experienced so far has been planning lessons and activities for the classroom. My creative personality mixed very well with my supervising practitioner for my practicum, and it is clear that she has inspired me to not be afraid to be creative with lessons. Therefore, I have many examples of creative and meaningful learning experiences that I’ve created for the students through lessons and activities. In addition to incorporating, art and activity into many of my lessons, I have also made sure that my lessons met the Massachusetts Curriculum Frameworks Standards and prove to be appropriate in subject matter as well as grade level. Also, this standard fits very well with my experiences as a student teacher, because I continuously teach lessons that integrate academic content. In fact, I can’t identify a lesson that I taught that didn’t incorporate more than one subject. Overall, standard three is a standard that I clearly believe I have met. To me, it is essentially the most important part of being a teacher.
It is crucial to make sure that lessons are age appropriate according to the students’ grade levels. Therefore, I continuously design my lesson plans with the Massachusetts Frameworks in mind, as well as the standards of my elementary school during my practicum. Referencing these standards truly made me understand appropriate material for certain grade levels. One particular lesson that I believe that was very appropriate in grade level and subject matter was my lesson about number lines in mathematics. In this lesson, the goal was to understand how to add using a number line in order to solve equations. Initially, I was just going to briefly discuss number lines, because I figured that the students already went over this in first grade. After discussing this with my supervising practitioner and looking up the Mass Frameworks, I came to the realization that they did not have previous experiences with number lines. I was excited that I had the opportunity to introduce the students to number lines and practice using them to solve equations. After the lesson was completed, I felt that the students truly understood number lines, and met my learning goal. Because I believe that the activity was completely appropriate in grade level, the students could comfortably engage with this math concept, and they were very successful. Artifact 3.1 is an example of a lesson that represents appropriate subject matter knowledge appropriate for my students’ grade level. The Massachusetts frameworks that this lesson meets and the learning goal of this lesson is highlighted in this artifact.
When analyzing part 3.2 of standard three, the first thing that comes to mind according to my student teaching experience is the Native American Crafts Unit that I created during my practicum. During the six lessons that I created for this unit, I felt as though the students were truly taking away meaningful experiences that enhanced their knowledge of Native Americans. One lesson in particular that the students enjoyed from this unit was my lesson on exploring Native American pottery, which is shown in artifact 3.2. This was a two part lesson where the first part involved sketching what they wanted their Native American pottery pot to look like and what it would be used for, and in the second lesson, we actually used terra cotta clay to create these pots in class. This not only enhanced their knowledge in the area of social studies, but it also incorporated art skills. Therefore, this lesson incorporated integrated curriculum. Integrated curriculum is important in the classroom because I believe it makes the students more well rounded and exposed to real life situations. Elena Alguilar delineates in her article, “Why Integrate?: A Case for Collating the Curriculum?” (2008), that integrating the curriculum, “…strengthens skills that students encounter in one content area but also practice in another, and it can lead to the mastery of those skills. It is also a more authentic way of learning because it reflects what we experience, both professionally and personally, in the world. And it can be a way to engage students who might otherwise check out when we introduce them to a challenging subject or to one they don't feel is relevant” (p. 1). students’ level of concentration and focus and their excitement before, during, and after the lesson was a testament to the meaningfulness of the learning experience and seemed to meet some of Alguilar’s (2008) points.
I found the The Inventory of Learners assignment in EDU 445, The Teaching and Learning of Elementary Education, incredibly helpful in helping me to learn about the different cultures and backgrounds of each student in the classroom. When it came time to assessing writing, I saw the bilingual students’ writing with a new lens, understanding patterns to their writing that were associated with the culture and language they used every day. Also the different activities and family traditions that the students would write about in their journal entries were very interesting to me and by reading, I began thinking of ways to incorporate this information into lessons. Children’s families and communities are very important to me, so for holiday festivities, my supervising practitioner and I talked with parents in the morning and after school noting if they wanted to share a winter holiday activity with the class one day. These discussions I consider to be artifact 3.3. We are now planning students to come in the week before the winter holiday vacation.
Overall, standard three is a standard that I feel confident that I have met. in several ways. It is one of my favorite aspects of teaching. Integrating curriculum is something I have discussed in many education classes, and feel I have a good grasp on when creating lessons and designing units. Also, I believe that every lesson should be meaningful, and all units should engage children and enhance their understanding of subject matter and increase skills.
References
Aguilar, E. (2008). Why Integrate?: A Case for Collating the Curriculum? http://www.edutopia.org/integrated-authentic
EDU 448 Elementary Education Portfolio Development
Fall 2011
Wheelock College Standard for Educator Preparation Programs
Standard 3. Knowledge of Content and Integrated Curriculum
Educators should know, understand, and use the central concepts and tools of inquiry appropriate to the subject matter and age/grade levels they teach. They should be able to create meaningful learning experiences that develop children’s understanding of subject matter and increase their skills. Educators should plan integrated units of curriculum, instruction, and assessment based upon their knowledge of subject matter, curriculum goals, and developmentally appropriate practices among the families, communities, and cultures from which their children come.
3.1 Know, understand and use central concepts and tools of inquiry appropriate in subject matter and age/grade level.
3.2 Create meaningful learning experiences to develop children’s understanding of subject matter and increase skills.
3.3 Plan integrated units of curriculum, instruction, assessment based on knowledge of subject matter, curriculum goals, and developmentally appropriate practices among the children’s families, communities, and cultures.
One of the most exciting areas of teaching that I have experienced so far has been planning lessons and activities for the classroom. My creative personality mixed very well with my supervising practitioner for my practicum, and it is clear that she has inspired me to not be afraid to be creative with lessons. Therefore, I have many examples of creative and meaningful learning experiences that I’ve created for the students through lessons and activities. In addition to incorporating, art and activity into many of my lessons, I have also made sure that my lessons met the Massachusetts Curriculum Frameworks Standards and prove to be appropriate in subject matter as well as grade level. Also, this standard fits very well with my experiences as a student teacher, because I continuously teach lessons that integrate academic content. In fact, I can’t identify a lesson that I taught that didn’t incorporate more than one subject. Overall, standard three is a standard that I clearly believe I have met. To me, it is essentially the most important part of being a teacher.
It is crucial to make sure that lessons are age appropriate according to the students’ grade levels. Therefore, I continuously design my lesson plans with the Massachusetts Frameworks in mind, as well as the standards of my elementary school during my practicum. Referencing these standards truly made me understand appropriate material for certain grade levels. One particular lesson that I believe that was very appropriate in grade level and subject matter was my lesson about number lines in mathematics. In this lesson, the goal was to understand how to add using a number line in order to solve equations. Initially, I was just going to briefly discuss number lines, because I figured that the students already went over this in first grade. After discussing this with my supervising practitioner and looking up the Mass Frameworks, I came to the realization that they did not have previous experiences with number lines. I was excited that I had the opportunity to introduce the students to number lines and practice using them to solve equations. After the lesson was completed, I felt that the students truly understood number lines, and met my learning goal. Because I believe that the activity was completely appropriate in grade level, the students could comfortably engage with this math concept, and they were very successful. Artifact 3.1 is an example of a lesson that represents appropriate subject matter knowledge appropriate for my students’ grade level. The Massachusetts frameworks that this lesson meets and the learning goal of this lesson is highlighted in this artifact.
When analyzing part 3.2 of standard three, the first thing that comes to mind according to my student teaching experience is the Native American Crafts Unit that I created during my practicum. During the six lessons that I created for this unit, I felt as though the students were truly taking away meaningful experiences that enhanced their knowledge of Native Americans. One lesson in particular that the students enjoyed from this unit was my lesson on exploring Native American pottery, which is shown in artifact 3.2. This was a two part lesson where the first part involved sketching what they wanted their Native American pottery pot to look like and what it would be used for, and in the second lesson, we actually used terra cotta clay to create these pots in class. This not only enhanced their knowledge in the area of social studies, but it also incorporated art skills. Therefore, this lesson incorporated integrated curriculum. Integrated curriculum is important in the classroom because I believe it makes the students more well rounded and exposed to real life situations. Elena Alguilar delineates in her article, “Why Integrate?: A Case for Collating the Curriculum?” (2008), that integrating the curriculum, “…strengthens skills that students encounter in one content area but also practice in another, and it can lead to the mastery of those skills. It is also a more authentic way of learning because it reflects what we experience, both professionally and personally, in the world. And it can be a way to engage students who might otherwise check out when we introduce them to a challenging subject or to one they don't feel is relevant” (p. 1). students’ level of concentration and focus and their excitement before, during, and after the lesson was a testament to the meaningfulness of the learning experience and seemed to meet some of Alguilar’s (2008) points.
I found the The Inventory of Learners assignment in EDU 445, The Teaching and Learning of Elementary Education, incredibly helpful in helping me to learn about the different cultures and backgrounds of each student in the classroom. When it came time to assessing writing, I saw the bilingual students’ writing with a new lens, understanding patterns to their writing that were associated with the culture and language they used every day. Also the different activities and family traditions that the students would write about in their journal entries were very interesting to me and by reading, I began thinking of ways to incorporate this information into lessons. Children’s families and communities are very important to me, so for holiday festivities, my supervising practitioner and I talked with parents in the morning and after school noting if they wanted to share a winter holiday activity with the class one day. These discussions I consider to be artifact 3.3. We are now planning students to come in the week before the winter holiday vacation.
Overall, standard three is a standard that I feel confident that I have met. in several ways. It is one of my favorite aspects of teaching. Integrating curriculum is something I have discussed in many education classes, and feel I have a good grasp on when creating lessons and designing units. Also, I believe that every lesson should be meaningful, and all units should engage children and enhance their understanding of subject matter and increase skills.
References
Aguilar, E. (2008). Why Integrate?: A Case for Collating the Curriculum? http://www.edutopia.org/integrated-authentic
Artifact 3.1 Solving Equations with Number Lines
Maria Sideri
Wheelock College
Lesson Plan
Grade Level: 2
Date: November 9, 2011
Time: 1:00-2:00pm
Subject Area: Mathematics-Number Sense, Equations, and Number Lines
Materials Used:
Number line examples (mini number lines in class, big number line on rug, and real-life examples)
Solving Equations with Number Line Jumping Worksheet
Bonus Worksheet (number line jumping with subtraction)
Chart Paper
Massachusetts Curriculum Frameworks for Mathematics:
Number Sense and Operations
Grades 1-2 Learning Standards
2.N.7 Demonstrate an understanding of various meanings of addition and subtraction,
e.g., addition as combination (plus, combined with, more); subtraction as comparison (how
much less, how much more), equalizing (how many more are needed to make these equal),
and separation (how much remaining).
Learning Goal:
To explore how to use and create number lines through solving addition equations.
Objectives:
Students will be able to recognize how a number line can be used (we will focus on the use of addition).
Students will be able to create their own number lines in order to help them add equation.
Prerequisite Knowledge:
Students need to have an idea of what a number line is (a sequence or order or numbers) in order to understand how to solve addition equations on a number line.
Assessment:
I will know that the students have reached the learning goal of this lesson when they can solve addition equations through the use of a number line and when they can create their own number lines in order to the solve addition equations on the worksheet and the equations they create.
Implementation:
1.Start off the lesson by asking the students what a number line is. Then on chart paper, write down their definitions as well as mine: “numbers standing on a line in order!” Then, go over examples of number lines they’ve seen in the classroom, or in everyday life. This will lead into the hook and hold-did you know that you can create your very own number lines!?...but first in order to create your very own number line, you have to figure out what it should be used for. (1:00-1:05)
2.Next ask the students how a number line can be used in mathematics. List these examples on chart paper. Explain to the students that in this lesson, we are focusing addition or (jumping on the number line). I will explain that in order to use addition, we will be solving equations! (1:05-1:10)
3.Next, on the long number line practice jumping with equations. I will have five examples and pick 5 students to come up on the rug and jump using the long number line and a close pin. We will use 1 digit number equations and 2 digit number equations for these examples. (1:10-1:15)
4.I will then go over with the students particular methods that the students used to jump (if they went one by one, by two, or by 5 or how they knew which number to start jumping with). Then, I will explain to them that when we complete a worksheet or solve equations, we won’t have a giant number line like this to use, or maybe the one we are provided with won’t have the numbers we need. This is how you can create your very own number line! (1:15-1:20)
5.Next, I will go over the worksheet with the students I created. The worksheet will include single digit as well as double digit equations. In order to solve these equations, I want to see a number line created for each of the equations. The key to making these number lines is that the number lines can start with the smallest number in the equation. We will do one example together as a class. (1:20-1:25)
6.Then, I will send the students back to their tables to complete the worksheet Solving Equations with Number Lines. If they finish early, they can complete the bonus worksheet using the number line for subtraction, and then go on to finishing their number scrolls or make-up work. (1:25-1:50)
7.At the end of the lesson, I will have the students come back together on the rug and we will discuss the worksheet, how number lines helped them to solve equations and some methods that they used to jump on the number line. (1:50-2:00)
Differentiated Instruction:
I believe that some students may struggle with creating a number line on their own based on the equation. Some may need to practice with a traditional number line starting from 0 and on. Therefore, I may provide such students with one to start to get used to adding on a number line, and then have them try starting at the lowest number in the equation and counting to the bigger number. Also, for students who finish quickly, I will provide a bonus worksheet that requires the students to show number lines using subtraction.
Reflection:
The students did very well with this lesson. At the beginning of the lesson, it was more difficult than I anticipated to explain to the students that a number line does not have to start at 0 or at 1. It took about 5 different examples to prove to the students that a number line can start with the biggest number in the equation. After practice altogether, the students started to understand. When it was time to work on the packet I created with different equations that needed to be solved using a number line, some students struggled starting the first line. Because I assigned one teacher or aid to each math table, this problem was solved fast and most of the students finished the packet about 10 minutes early. Therefore, we as a class had a longer discussion. This discussion went extremely well. I explained some patterns I saw that the students were using to step up their number lines, and most of the students explained that although the equations were simple to solve in their heads, it was difficult showing how they solved these problems through number lines. Therefore, the next day we practice more and went back over the areas that students found difficult or struggled with. Overall, the learning goal of this lesson was definitely met through their completion of the worksheets but also through their discussion of what the students were comfortable with, and what they found difficult.
Wheelock College
Lesson Plan
Grade Level: 2
Date: November 9, 2011
Time: 1:00-2:00pm
Subject Area: Mathematics-Number Sense, Equations, and Number Lines
Materials Used:
Number line examples (mini number lines in class, big number line on rug, and real-life examples)
Solving Equations with Number Line Jumping Worksheet
Bonus Worksheet (number line jumping with subtraction)
Chart Paper
Massachusetts Curriculum Frameworks for Mathematics:
Number Sense and Operations
Grades 1-2 Learning Standards
2.N.7 Demonstrate an understanding of various meanings of addition and subtraction,
e.g., addition as combination (plus, combined with, more); subtraction as comparison (how
much less, how much more), equalizing (how many more are needed to make these equal),
and separation (how much remaining).
Learning Goal:
To explore how to use and create number lines through solving addition equations.
Objectives:
Students will be able to recognize how a number line can be used (we will focus on the use of addition).
Students will be able to create their own number lines in order to help them add equation.
Prerequisite Knowledge:
Students need to have an idea of what a number line is (a sequence or order or numbers) in order to understand how to solve addition equations on a number line.
Assessment:
I will know that the students have reached the learning goal of this lesson when they can solve addition equations through the use of a number line and when they can create their own number lines in order to the solve addition equations on the worksheet and the equations they create.
Implementation:
1.Start off the lesson by asking the students what a number line is. Then on chart paper, write down their definitions as well as mine: “numbers standing on a line in order!” Then, go over examples of number lines they’ve seen in the classroom, or in everyday life. This will lead into the hook and hold-did you know that you can create your very own number lines!?...but first in order to create your very own number line, you have to figure out what it should be used for. (1:00-1:05)
2.Next ask the students how a number line can be used in mathematics. List these examples on chart paper. Explain to the students that in this lesson, we are focusing addition or (jumping on the number line). I will explain that in order to use addition, we will be solving equations! (1:05-1:10)
3.Next, on the long number line practice jumping with equations. I will have five examples and pick 5 students to come up on the rug and jump using the long number line and a close pin. We will use 1 digit number equations and 2 digit number equations for these examples. (1:10-1:15)
4.I will then go over with the students particular methods that the students used to jump (if they went one by one, by two, or by 5 or how they knew which number to start jumping with). Then, I will explain to them that when we complete a worksheet or solve equations, we won’t have a giant number line like this to use, or maybe the one we are provided with won’t have the numbers we need. This is how you can create your very own number line! (1:15-1:20)
5.Next, I will go over the worksheet with the students I created. The worksheet will include single digit as well as double digit equations. In order to solve these equations, I want to see a number line created for each of the equations. The key to making these number lines is that the number lines can start with the smallest number in the equation. We will do one example together as a class. (1:20-1:25)
6.Then, I will send the students back to their tables to complete the worksheet Solving Equations with Number Lines. If they finish early, they can complete the bonus worksheet using the number line for subtraction, and then go on to finishing their number scrolls or make-up work. (1:25-1:50)
7.At the end of the lesson, I will have the students come back together on the rug and we will discuss the worksheet, how number lines helped them to solve equations and some methods that they used to jump on the number line. (1:50-2:00)
Differentiated Instruction:
I believe that some students may struggle with creating a number line on their own based on the equation. Some may need to practice with a traditional number line starting from 0 and on. Therefore, I may provide such students with one to start to get used to adding on a number line, and then have them try starting at the lowest number in the equation and counting to the bigger number. Also, for students who finish quickly, I will provide a bonus worksheet that requires the students to show number lines using subtraction.
Reflection:
The students did very well with this lesson. At the beginning of the lesson, it was more difficult than I anticipated to explain to the students that a number line does not have to start at 0 or at 1. It took about 5 different examples to prove to the students that a number line can start with the biggest number in the equation. After practice altogether, the students started to understand. When it was time to work on the packet I created with different equations that needed to be solved using a number line, some students struggled starting the first line. Because I assigned one teacher or aid to each math table, this problem was solved fast and most of the students finished the packet about 10 minutes early. Therefore, we as a class had a longer discussion. This discussion went extremely well. I explained some patterns I saw that the students were using to step up their number lines, and most of the students explained that although the equations were simple to solve in their heads, it was difficult showing how they solved these problems through number lines. Therefore, the next day we practice more and went back over the areas that students found difficult or struggled with. Overall, the learning goal of this lesson was definitely met through their completion of the worksheets but also through their discussion of what the students were comfortable with, and what they found difficult.
Artifact 3.2 Exploring Pottery Lesson
Maria Sideri
Lesson Plan
Part 1 of 2 Lessons
Grade Level: 1 & 2
Date: October 26, 2011
Time: 10am-11am
Subject Area: Social Studies-Native Americans
Massachusetts History and Social Science Curriculum Frameworks:
3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed.
Materials Used:
Chart Paper
Book (First Pottery, USKids History: Book of American Indians by Marlene Smith Baranzini and Edward Egger-Bovet)
Worksheet
3 Pottery Artifacts
Learning Goal:
To explore and understand how pottery among the Native Americans is made and how it is used.
Objectives:
Students will be able to recognize what pottery is and that it is made from clay made from the earth. Students will also be able to draw their own pottery and determine its use.
Prerequisite Knowledge:
Students need to have an idea of Native Americans in the sense that they should know that Native Americans use natural materials as tools and for common, everyday uses.
Assessment:
I will know that the students have reached the learning goal of this lesson when they can complete the worksheet I created. This means that they will be able to draw a pottery pot of their own, and explain what it is made from, and what it is used for.
Implementation:
1.I will introduce the 3 pottery items that I made that were inspired by Native American pottery. I will first ask the students if they know what I’m holding. I will guide them to answer that I’m holding pottery. I will then tell the students that we are going to explore what Native American pottery is all about. (10:00-10:05)
2.I will then tell the students I am going to pass around (or walk around and let them see closely) the three pottery pieces. I will ask the students to think about what these pieces feel like, how much they weigh, and what are some of the shapes they see in these pots, and what they think the pottery pieces are made from (what natural material). I will have the categories up on the chart paper. The students will then pass around the pieces. (10:05-10:10)
3.I will then ask the students about the texture, weight, and shape of these pots, and what natural material they believe these pots are made from. I will record the students’ answers (2-3 answers in each section). (10:10-10:15)
4.I will then explain to the students that to understand more about pottery that the Native Americans used, lets listen to a story by the Hopi tribe, and listen to how they made pottery and which type of pottery they created. I will write the key words that they should know before on the chart paper. These key words include the Hopi, Talatawi, Cho’ro, canyon, coil.
5.I will then read the short story entitled, First Pottery. (10:15-10:25)
6.After the story I will take comments; ask how if they can answer these three questions:
a.What was their pottery pieces made out of?
b.Where did they find this?
c.How did they make their pieces?
d.What is it used for? (This is the part we will explore!) (10:25-10:35)
7.I will then ask the students what they believe Talatawi and Cho’ro will use their pots for. I will take three examples to get the students brainstorming idea. I will then tell the students that they will create their own pottery pots by drawing a picture, and writing what it will be used for.
8.I will send them to their tables and they will complete the worksheet. (10:35-10:50)
9.We will then come back together on the rug as a group and discuss what the students drew, and what they were going to use the pots for. I will explain that next week, we are actually going to create these pots (using molding magic) and use symbols to represent their uses! (10:50-11:00)
Differentiated Instruction:
I anticipate that some of the students, specifically the first grade students, might have trouble thinking abstractly about the uses for their pots. Therefore, I will mix the tables with first and second graders in order for the students to share their ideas with one another.
Lesson Plan
Part 1 of 2 Lessons
Grade Level: 1 & 2
Date: October 26, 2011
Time: 10am-11am
Subject Area: Social Studies-Native Americans
Massachusetts History and Social Science Curriculum Frameworks:
3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed.
Materials Used:
Chart Paper
Book (First Pottery, USKids History: Book of American Indians by Marlene Smith Baranzini and Edward Egger-Bovet)
Worksheet
3 Pottery Artifacts
Learning Goal:
To explore and understand how pottery among the Native Americans is made and how it is used.
Objectives:
Students will be able to recognize what pottery is and that it is made from clay made from the earth. Students will also be able to draw their own pottery and determine its use.
Prerequisite Knowledge:
Students need to have an idea of Native Americans in the sense that they should know that Native Americans use natural materials as tools and for common, everyday uses.
Assessment:
I will know that the students have reached the learning goal of this lesson when they can complete the worksheet I created. This means that they will be able to draw a pottery pot of their own, and explain what it is made from, and what it is used for.
Implementation:
1.I will introduce the 3 pottery items that I made that were inspired by Native American pottery. I will first ask the students if they know what I’m holding. I will guide them to answer that I’m holding pottery. I will then tell the students that we are going to explore what Native American pottery is all about. (10:00-10:05)
2.I will then tell the students I am going to pass around (or walk around and let them see closely) the three pottery pieces. I will ask the students to think about what these pieces feel like, how much they weigh, and what are some of the shapes they see in these pots, and what they think the pottery pieces are made from (what natural material). I will have the categories up on the chart paper. The students will then pass around the pieces. (10:05-10:10)
3.I will then ask the students about the texture, weight, and shape of these pots, and what natural material they believe these pots are made from. I will record the students’ answers (2-3 answers in each section). (10:10-10:15)
4.I will then explain to the students that to understand more about pottery that the Native Americans used, lets listen to a story by the Hopi tribe, and listen to how they made pottery and which type of pottery they created. I will write the key words that they should know before on the chart paper. These key words include the Hopi, Talatawi, Cho’ro, canyon, coil.
5.I will then read the short story entitled, First Pottery. (10:15-10:25)
6.After the story I will take comments; ask how if they can answer these three questions:
a.What was their pottery pieces made out of?
b.Where did they find this?
c.How did they make their pieces?
d.What is it used for? (This is the part we will explore!) (10:25-10:35)
7.I will then ask the students what they believe Talatawi and Cho’ro will use their pots for. I will take three examples to get the students brainstorming idea. I will then tell the students that they will create their own pottery pots by drawing a picture, and writing what it will be used for.
8.I will send them to their tables and they will complete the worksheet. (10:35-10:50)
9.We will then come back together on the rug as a group and discuss what the students drew, and what they were going to use the pots for. I will explain that next week, we are actually going to create these pots (using molding magic) and use symbols to represent their uses! (10:50-11:00)
Differentiated Instruction:
I anticipate that some of the students, specifically the first grade students, might have trouble thinking abstractly about the uses for their pots. Therefore, I will mix the tables with first and second graders in order for the students to share their ideas with one another.
Monday, December 12, 2011
Standard 4-Educational Practices That Foster Learning, Development, and Achievement For All of The Nation’s Children
Maria Sideri
EDU 448 Elementary Education Portfolio Development
Fall 2011
Wheelock College Standard for Educator Preparation Programs
Standard 4. Educational Practices That Foster Learning, Development, and Achievement For All of The Nation’s Children
Educators should use teaching strategies and educational practices that develop children’s capacity to think critically, analytically, and imaginatively, and extend their knowledge and understanding of the world. They should provide multiple ways for children to deepen their grasp of concepts, stretch their thinking, express their understanding, and learn critical skills. They should search for appropriate materials, experiment with new technologies, collaborate with specialists and colleagues, and consult with families and community members to meet the instructional needs of all their students. Educators should establish caring, inclusive, stimulating, and safe learning communities in which all children feel they belong, and in which they can assume responsibility, take intellectual risks, make mistakes, explore alternatives, participate in decision making and work both collaboratively and independently. They should understand principles of effective classroom management as well as human motivation and behavior from the foundational sciences of psychology, anthropology, and sociology. They should understand cognitive processes associated with various kinds of learning and how these processes can be stimulated. They should also understand language development and the role of language in learning. Educators should understand principles and techniques, and advantages and limitations associated with various teaching strategies. They should be able to communicate effectively within many domains (oral and written discourse, mathematical/symbolic representation, non-verbal communication, audiovisual and computer-based technologies), and model effective communication strategies in conveying information and in asking questions.
Standard 4 of the Wheelock College Standards for Educator Preparation Programs is one of the most essential standards. The reason why this standard is so important to me is because it supports the educational practices that I have used and the lessons that I have implemented to foster learning, development and achievement for all students. Throughout my teaching experience, I have constantly tried to incorporate the multiple intelligences (Gardner, 1983) that students exhibit in each of my lessons. While enacting these lessons, I have tried, to the best of my ability, to provide the students with multiple ways to grasp concepts, and multiple ways to think critically, analytically, and imaginatively to understand such concepts. Also, this standard is extremely crucial in the sense that in order for such lessons to be carried out, there needs to be effective classroom management. Teachers must also demonstrate their ability to communicate effectively.
I believe that I have achieved each aspect of standard 4. Beginning with the first part of the standard that explains using teaching strategies and educational practices that develop children’s capacities to think critically, analytically and imaginatively and extend their knowledge and understanding of the world. I believe that I have used and in some cases, mastered such teaching strategies. One of my favorite examples of developing children’s capacities to think critically, analytically and imaginatively is my lesson plan on Native American materials, crafts and artifacts. One of my social studies lessons challenged the students to think about materials and crafts that the Native Americans used, and where these materials came from. It was an introductory lesson to a two week unit on Native Americans. To stimulate their interest and to get them excited about learning, I brought in an authentic Native American traditional buckskin dress. (A relative of mine bought this traditional piece of Native American clothing at an auction, and I was lucky enough to have borrowed it from her to incorporate into my lesson). In this lesson, I introduced the traditional dress to the students by holding it up to them when they were sitting in a circle. I did not tell them it was a dress, instead, I told them it was an artifact, and I had them write down what they thought this artifact was, what they thought it was made from, what animal some of the materials came from, and how they thought this artifact was put together. This allowed the students to think critically, analytically and imaginatively. This lesson is shown in artifact 4.1.
The way that my supervising practitioner set up her classroom in my practicum was very creative. There were no desks in the classroom, just tables, and each table had a specific purpose. For example, during Reading Workshop and Writing Workshop, my teacher set up centers for the students to work independently at and in small groups through. For most of September and October during Reading Workshop, the students focused on an author study of Tomie dePaola. During the one hour block of Reading Workshop each day, the students rotated through stations completing learning activities involving Tomie dePaola and the book he wrote that we read that morning before Reading Workshop. Each center focused on a different intelligence and integrated multiple subjects. For example, one center focused on painting with watercolors because Tomie dePaola’s illustrations are created using watercolors. In another center, the students were writing in their reading journals about their favorite part of the book we read, and at another center students were working with vocabulary from the story to help them build their phonics and spelling knowledge. These different centers are shown through the work provided from each center by the students. A sample of student work from the art table is provided in artifact 4.2.
In the third part of this standard, it explains that it is important to collaborate with specialists and colleagues in order to meet the instructional needs of the students. I believe that I have achieved this through the workshop I attended with the literacy coach. I was assigned to lead a reading group during my practicum, and I really needed to know how I could effectively lead the students in a meaningful way incorporating strategies that would help them read as well as motivating them to read.. This workshop was very informative, and during my guided reading group, I felt very comfortable and prepared. Therefore, I believe that my participation in the literacy coach’s workshop effectively prepared me to meet the instructional needs of my students. My notes from the guided reading workshop serve as evidence of what I learned from the workshop. They are provided in artifact 4.3.
During my practicum, one of the most wonderful aspects of my classroom was that it had a strong classroom community. My supervising practitioner believed in a “no desk policy”, because she wanted each and every student to feel as though he or she had ownership over all aspects of the entire classroom. She used many positive discipline techniques and never raised her voice to a student or to the class. She is a very calm and friendly woman, and her personality is one of the reasons why the classroom was very caring, warm and comfortable. During my practicum, there was an intern that was also in my room every day. She and I noticed that at the beginning of the year, most students were very apprehensive when it came to spelling words they did not know or drawing things that they did not know how to draw. Whenever they spelled a word wrong, they would become completely withdrawn, or if they could not draw a picture they wanted, they would become extremely frustrated. Emily and I both came up with a lesson that we believed would help the students feel more comfortable in their classroom and during such work. We read the book, Ish, by Peter Reynolds to the students and had them complete a worksheet. The goal of this lesson was to have the students understand that trying your hardest and doing your best work is what is most important when it comes to writing new words and drawing new things. For example, we had students pick out of a hat an animal to draw, and then the students had to attempt to draw it. At the end of the paper we asked, “Did you do your best work?” and “Do you enjoy your drawing?” and if they answered yes to both they learned the lesson of the “Ish”. The students enjoyed this activity very much, and definitely became more comfortable in trying new things. Days after the lesson, I witnessed students struggling to spell certain words and then trying to sound them out on their own. One student explained, “I wrote my because-ish word as best as I could!” This lesson demonstrates one activity that helped create a comfortable learning environment. Artifact 4.4 shows the book we used to create this lesson.
One of the biggest challenges for the students in my classroom during my practicum was walking in line. It was a constant challenge for them to line-up to walk to recess, lunch, or any specialty class without two or more students getting into an argument about something. Therefore, during one morning meeting, I explained to the students the Four Problem-Solving Steps that I read about in Positive Discipline: In The Classroom (2000) by Jane Nelson, Lynn Lott, and Stephen Glenn. This book was extremely helpful to me in the area of classroom management. Nelson, Lott, and Glenn explain that, “Often difficulties arise in the classroom that can be easily handled outside the class meeting but that still allow the students, rather than the teacher, to take responsibility for their behaviors” ( p. 193). The Four Problem-Solving Steps are when dealing with a problem are: 1) The student should either ignore it, 2) talk it over respectfully with every person involved, 3) agree on a win-win solution, or 4) put the problem on the class meeting agenda. The problem of cutting in line and fighting over position in line was happening so frequently that we went right to step 4 and put the problem on the class meeting agenda. At the class meeting, we generated rules for the line and weekly themes for a variety of ways in which we could line-up including height or birth date information. My notes from this class meeting are shown in artifact 4.5.
I also achieved the part of standard 4 related to understanding the cognitive processes associated with various kinds of learning very quickly in my practicum. During math, it was clear to me that some of the first graders did not have the cognitive ability to add or subtract mentally. Therefore, I used math chips as manipulatives for the first graders. They were very helpful in aiding the first graders in counting because they made the abstract task of mental math more concrete. They helped promote understanding. A worksheet that was aided by counting chips is shown through artifact 4.6.
After taking Human Growth and Development and The Nature of Linguistic Knowledge, I have discovered that bilingualism and bilingual education is rather complex. Throughout these courses, I learned how special and important bilingualism can be to students. I have also learned that one’s mother language should be embraced and recognized as central to one’s identity. It should be recognized as one is attempting to learn English.. Therefore, if English is the only language spoken in the classroom, it is important for the students to know that we as teachers and the whole classroom value the languages our students speak.. It is also important to understand that some children may need lots of practice with learning language, especially the children who speak their first language at home. Therefore, it is important to be aware of language behavior that may occur in bilingual or multilingual students. Such behavior includes code switching. This is explained by Laura E. Berk in Development Through the Lifespan, (year of publication) when she states, “Like many bilingual adults, bilingual children sometimes engage in code switching- producing an utterance in one language that contains one or more “guest” words from the other. In doing so, they do not violate the grammar of either language. Children may engage in code switching, because they lack the vocabulary to convey a particular thought in one language, so they use the other. But the children who code-switch the most are those whose parents often do so” ( p. 317).Therefore, I recorded who the bilingual students were in the classroom by completing the student inventory checklist for, the The Teaching and Learning of Elementary Education course at Wheelock. This checklist allowed me to keep in mind the students who are bilingual in order to have an understanding of their behavior, such a code switching, and in order to meet their needs more effectively. My student inventory checklist is shown through artifact 4.7. Because of privacy issues among families, this artifact can not be shown with family background information filled in, but a blank template of the one that I used is what is shown in artifact 4.7.
In understanding the principles, techniques, advantages, and limitations of various teaching strategies, the first thing that comes to my mind is whole class versus small group instruction. For one of my lessons on the pottery of Native Americans, I knew I wanted the students to be introduced to the pottery as a whole class lesson. This is because I knew that if I were to introduce it to a small group first, students may wander over and disrupt the lesson in their eagerness to see it. Therefore, I introduced the artifact to the whole class first, and then called them over by small group to complete a worksheet I created about the pottery artifact. This way, the students would not get distracted, and as a small group, I could ensure they were truly achieving the goal of the lesson. This lesson’s success depended on my knowledge of how and when to use grouping strategies. Also, the direction in this lesson was not lost on the students although it was whole class. I wanted to make sure that the students were all following directions of how to use pottery and did not feel overwhelmed so I wrote out directions and drew pictures for each table of students to look at. This is shown through artifact 4.8. Through this artifact, classroom manage was kept under control and the lesson was a successful, whole class lesson.
Being able to communicate effectively with the students within many domains is something I believe I have achieved related to standard 4. I know this because of the feedback I have received from the supervisors during my pre-practicum and practicum. During my practicum, my supervisor informed me that I communicate well with the students during my lessons. She noted that I have a good memory because I remember every comment each individual student makes and I refer back to these specific comments directly. My supervisor explained that this engages the students in a lesson, because it shows that I am listening and that their comments drive the conversation and discussion within a lesson. Her comments about my communication skills are evident in the report that she wrote during a social math lesson that I taught during my practicum that is shown in artifact 4.9 Also, during my practicum, my supervisor informed me that I have well developed questioning techniques. I ask the right kind of questions during my lessons that lead to student thinking. She noted that by asking the students, “What do you notice?” I was drawing out what the students knew in a simple way that was not intimidating and in a way that welcomed all responses. This report by my supervisor is evidenced in artifact 4.10.
Overall, standard 4 of Wheelock College Standards for Educators is a standard that I am comfortable in saying I have fully achieved. Using strategies that guide children to think critically, analytically, and imaginatively is something I will always incorporate into lesson plans. Providing children with multiple ways to approach topics by understanding their multiple intelligences is something I will also constantly take into account while teaching. Also, by creating a comfortable and safe learning environment through positive discipline, I will be able to communicate effectively with all of my students in an environment that is conducive to risk-taking and to learning.
References
Nelson, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classrom: Developing mutual respect, cooperation, and responsibility in your classroom. (3rd ed.). New York,Ny: Three Rivers Press.
EDU 448 Elementary Education Portfolio Development
Fall 2011
Wheelock College Standard for Educator Preparation Programs
Standard 4. Educational Practices That Foster Learning, Development, and Achievement For All of The Nation’s Children
Educators should use teaching strategies and educational practices that develop children’s capacity to think critically, analytically, and imaginatively, and extend their knowledge and understanding of the world. They should provide multiple ways for children to deepen their grasp of concepts, stretch their thinking, express their understanding, and learn critical skills. They should search for appropriate materials, experiment with new technologies, collaborate with specialists and colleagues, and consult with families and community members to meet the instructional needs of all their students. Educators should establish caring, inclusive, stimulating, and safe learning communities in which all children feel they belong, and in which they can assume responsibility, take intellectual risks, make mistakes, explore alternatives, participate in decision making and work both collaboratively and independently. They should understand principles of effective classroom management as well as human motivation and behavior from the foundational sciences of psychology, anthropology, and sociology. They should understand cognitive processes associated with various kinds of learning and how these processes can be stimulated. They should also understand language development and the role of language in learning. Educators should understand principles and techniques, and advantages and limitations associated with various teaching strategies. They should be able to communicate effectively within many domains (oral and written discourse, mathematical/symbolic representation, non-verbal communication, audiovisual and computer-based technologies), and model effective communication strategies in conveying information and in asking questions.
Standard 4 of the Wheelock College Standards for Educator Preparation Programs is one of the most essential standards. The reason why this standard is so important to me is because it supports the educational practices that I have used and the lessons that I have implemented to foster learning, development and achievement for all students. Throughout my teaching experience, I have constantly tried to incorporate the multiple intelligences (Gardner, 1983) that students exhibit in each of my lessons. While enacting these lessons, I have tried, to the best of my ability, to provide the students with multiple ways to grasp concepts, and multiple ways to think critically, analytically, and imaginatively to understand such concepts. Also, this standard is extremely crucial in the sense that in order for such lessons to be carried out, there needs to be effective classroom management. Teachers must also demonstrate their ability to communicate effectively.
I believe that I have achieved each aspect of standard 4. Beginning with the first part of the standard that explains using teaching strategies and educational practices that develop children’s capacities to think critically, analytically and imaginatively and extend their knowledge and understanding of the world. I believe that I have used and in some cases, mastered such teaching strategies. One of my favorite examples of developing children’s capacities to think critically, analytically and imaginatively is my lesson plan on Native American materials, crafts and artifacts. One of my social studies lessons challenged the students to think about materials and crafts that the Native Americans used, and where these materials came from. It was an introductory lesson to a two week unit on Native Americans. To stimulate their interest and to get them excited about learning, I brought in an authentic Native American traditional buckskin dress. (A relative of mine bought this traditional piece of Native American clothing at an auction, and I was lucky enough to have borrowed it from her to incorporate into my lesson). In this lesson, I introduced the traditional dress to the students by holding it up to them when they were sitting in a circle. I did not tell them it was a dress, instead, I told them it was an artifact, and I had them write down what they thought this artifact was, what they thought it was made from, what animal some of the materials came from, and how they thought this artifact was put together. This allowed the students to think critically, analytically and imaginatively. This lesson is shown in artifact 4.1.
The way that my supervising practitioner set up her classroom in my practicum was very creative. There were no desks in the classroom, just tables, and each table had a specific purpose. For example, during Reading Workshop and Writing Workshop, my teacher set up centers for the students to work independently at and in small groups through. For most of September and October during Reading Workshop, the students focused on an author study of Tomie dePaola. During the one hour block of Reading Workshop each day, the students rotated through stations completing learning activities involving Tomie dePaola and the book he wrote that we read that morning before Reading Workshop. Each center focused on a different intelligence and integrated multiple subjects. For example, one center focused on painting with watercolors because Tomie dePaola’s illustrations are created using watercolors. In another center, the students were writing in their reading journals about their favorite part of the book we read, and at another center students were working with vocabulary from the story to help them build their phonics and spelling knowledge. These different centers are shown through the work provided from each center by the students. A sample of student work from the art table is provided in artifact 4.2.
In the third part of this standard, it explains that it is important to collaborate with specialists and colleagues in order to meet the instructional needs of the students. I believe that I have achieved this through the workshop I attended with the literacy coach. I was assigned to lead a reading group during my practicum, and I really needed to know how I could effectively lead the students in a meaningful way incorporating strategies that would help them read as well as motivating them to read.. This workshop was very informative, and during my guided reading group, I felt very comfortable and prepared. Therefore, I believe that my participation in the literacy coach’s workshop effectively prepared me to meet the instructional needs of my students. My notes from the guided reading workshop serve as evidence of what I learned from the workshop. They are provided in artifact 4.3.
During my practicum, one of the most wonderful aspects of my classroom was that it had a strong classroom community. My supervising practitioner believed in a “no desk policy”, because she wanted each and every student to feel as though he or she had ownership over all aspects of the entire classroom. She used many positive discipline techniques and never raised her voice to a student or to the class. She is a very calm and friendly woman, and her personality is one of the reasons why the classroom was very caring, warm and comfortable. During my practicum, there was an intern that was also in my room every day. She and I noticed that at the beginning of the year, most students were very apprehensive when it came to spelling words they did not know or drawing things that they did not know how to draw. Whenever they spelled a word wrong, they would become completely withdrawn, or if they could not draw a picture they wanted, they would become extremely frustrated. Emily and I both came up with a lesson that we believed would help the students feel more comfortable in their classroom and during such work. We read the book, Ish, by Peter Reynolds to the students and had them complete a worksheet. The goal of this lesson was to have the students understand that trying your hardest and doing your best work is what is most important when it comes to writing new words and drawing new things. For example, we had students pick out of a hat an animal to draw, and then the students had to attempt to draw it. At the end of the paper we asked, “Did you do your best work?” and “Do you enjoy your drawing?” and if they answered yes to both they learned the lesson of the “Ish”. The students enjoyed this activity very much, and definitely became more comfortable in trying new things. Days after the lesson, I witnessed students struggling to spell certain words and then trying to sound them out on their own. One student explained, “I wrote my because-ish word as best as I could!” This lesson demonstrates one activity that helped create a comfortable learning environment. Artifact 4.4 shows the book we used to create this lesson.
One of the biggest challenges for the students in my classroom during my practicum was walking in line. It was a constant challenge for them to line-up to walk to recess, lunch, or any specialty class without two or more students getting into an argument about something. Therefore, during one morning meeting, I explained to the students the Four Problem-Solving Steps that I read about in Positive Discipline: In The Classroom (2000) by Jane Nelson, Lynn Lott, and Stephen Glenn. This book was extremely helpful to me in the area of classroom management. Nelson, Lott, and Glenn explain that, “Often difficulties arise in the classroom that can be easily handled outside the class meeting but that still allow the students, rather than the teacher, to take responsibility for their behaviors” ( p. 193). The Four Problem-Solving Steps are when dealing with a problem are: 1) The student should either ignore it, 2) talk it over respectfully with every person involved, 3) agree on a win-win solution, or 4) put the problem on the class meeting agenda. The problem of cutting in line and fighting over position in line was happening so frequently that we went right to step 4 and put the problem on the class meeting agenda. At the class meeting, we generated rules for the line and weekly themes for a variety of ways in which we could line-up including height or birth date information. My notes from this class meeting are shown in artifact 4.5.
I also achieved the part of standard 4 related to understanding the cognitive processes associated with various kinds of learning very quickly in my practicum. During math, it was clear to me that some of the first graders did not have the cognitive ability to add or subtract mentally. Therefore, I used math chips as manipulatives for the first graders. They were very helpful in aiding the first graders in counting because they made the abstract task of mental math more concrete. They helped promote understanding. A worksheet that was aided by counting chips is shown through artifact 4.6.
After taking Human Growth and Development and The Nature of Linguistic Knowledge, I have discovered that bilingualism and bilingual education is rather complex. Throughout these courses, I learned how special and important bilingualism can be to students. I have also learned that one’s mother language should be embraced and recognized as central to one’s identity. It should be recognized as one is attempting to learn English.. Therefore, if English is the only language spoken in the classroom, it is important for the students to know that we as teachers and the whole classroom value the languages our students speak.. It is also important to understand that some children may need lots of practice with learning language, especially the children who speak their first language at home. Therefore, it is important to be aware of language behavior that may occur in bilingual or multilingual students. Such behavior includes code switching. This is explained by Laura E. Berk in Development Through the Lifespan, (year of publication) when she states, “Like many bilingual adults, bilingual children sometimes engage in code switching- producing an utterance in one language that contains one or more “guest” words from the other. In doing so, they do not violate the grammar of either language. Children may engage in code switching, because they lack the vocabulary to convey a particular thought in one language, so they use the other. But the children who code-switch the most are those whose parents often do so” ( p. 317).Therefore, I recorded who the bilingual students were in the classroom by completing the student inventory checklist for, the The Teaching and Learning of Elementary Education course at Wheelock. This checklist allowed me to keep in mind the students who are bilingual in order to have an understanding of their behavior, such a code switching, and in order to meet their needs more effectively. My student inventory checklist is shown through artifact 4.7. Because of privacy issues among families, this artifact can not be shown with family background information filled in, but a blank template of the one that I used is what is shown in artifact 4.7.
In understanding the principles, techniques, advantages, and limitations of various teaching strategies, the first thing that comes to my mind is whole class versus small group instruction. For one of my lessons on the pottery of Native Americans, I knew I wanted the students to be introduced to the pottery as a whole class lesson. This is because I knew that if I were to introduce it to a small group first, students may wander over and disrupt the lesson in their eagerness to see it. Therefore, I introduced the artifact to the whole class first, and then called them over by small group to complete a worksheet I created about the pottery artifact. This way, the students would not get distracted, and as a small group, I could ensure they were truly achieving the goal of the lesson. This lesson’s success depended on my knowledge of how and when to use grouping strategies. Also, the direction in this lesson was not lost on the students although it was whole class. I wanted to make sure that the students were all following directions of how to use pottery and did not feel overwhelmed so I wrote out directions and drew pictures for each table of students to look at. This is shown through artifact 4.8. Through this artifact, classroom manage was kept under control and the lesson was a successful, whole class lesson.
Being able to communicate effectively with the students within many domains is something I believe I have achieved related to standard 4. I know this because of the feedback I have received from the supervisors during my pre-practicum and practicum. During my practicum, my supervisor informed me that I communicate well with the students during my lessons. She noted that I have a good memory because I remember every comment each individual student makes and I refer back to these specific comments directly. My supervisor explained that this engages the students in a lesson, because it shows that I am listening and that their comments drive the conversation and discussion within a lesson. Her comments about my communication skills are evident in the report that she wrote during a social math lesson that I taught during my practicum that is shown in artifact 4.9 Also, during my practicum, my supervisor informed me that I have well developed questioning techniques. I ask the right kind of questions during my lessons that lead to student thinking. She noted that by asking the students, “What do you notice?” I was drawing out what the students knew in a simple way that was not intimidating and in a way that welcomed all responses. This report by my supervisor is evidenced in artifact 4.10.
Overall, standard 4 of Wheelock College Standards for Educators is a standard that I am comfortable in saying I have fully achieved. Using strategies that guide children to think critically, analytically, and imaginatively is something I will always incorporate into lesson plans. Providing children with multiple ways to approach topics by understanding their multiple intelligences is something I will also constantly take into account while teaching. Also, by creating a comfortable and safe learning environment through positive discipline, I will be able to communicate effectively with all of my students in an environment that is conducive to risk-taking and to learning.
References
Nelson, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classrom: Developing mutual respect, cooperation, and responsibility in your classroom. (3rd ed.). New York,Ny: Three Rivers Press.
Artifact 4.7 Inventory of Learners
Classroom
Inventory of Learners
Name
Ethnic Background
Languages (first, others, home…)
Social class
Family structure
Special needs
Other relevant info
* This information would be in chart form to keep each student's information organized.
Artifact 4.9 Lesson Plan-Math
Maria Sideri
Wheelock College
Lesson Plan
Grade Level: 2
Date: November 9, 2011
Time: 1:00-2:00pm
Subject Area: Mathematics-Number Sense, Equations, and Number Lines
Materials Used:
Number line examples (mini number lines in class, big number line on rug, and real-life
examples)
Solving Equations with Number Line Jumping Worksheet
Bonus Worksheet (number line jumping with subtraction)
Chart Paper
Massachusetts Curriculum Frameworks for Mathematics:
Number Sense and Operations
Grades 1-2 Learning Standards
2.N.7 Demonstrate an understanding of various meanings of addition and subtraction,
e.g., addition as combination (plus, combined with, more); subtraction as comparison (how
much less, how much more), equalizing (how many more are needed to make these equal),
and separation (how much remaining).
Learning Goal:
To explore how to use and create number lines through solving addition equations.
Objectives:
Students will be able to recognize how a number line can be used (we will focus on the use of addition).
Students will be able to create their own number lines in order to help them add equation.
Prerequisite Knowledge:
Students need to have an idea of what a number line is (a sequence or order or numbers) in order to understand how to solve addition equations on a number line.
Assessment:
I will know that the students have reached the learning goal of this lesson when they can solve addition equations through the use of a number line and when they can create their own number lines in order to the solve addition equations on the worksheet and the equations they create.
Implementation:
1. Start off the lesson by asking the students what a number line is. Then on chart paper, write down their definitions as well as mine: “numbers standing on a line in order!” Then, go over examples of number lines they’ve seen in the classroom, or in everyday life. This will lead into the hook and hold-did you know that you can create your very own number lines!?...but first in order to create your very own number line, you have to figure out what it should be used for. (1:00-1:05)
2. Next ask the students how a number line can be used in mathematics. List these examples on chart paper. Explain to the students that in this lesson, we are focusing addition or (jumping on the number line). I will explain that in order to use addition, we will be solving equations! (1:05-1:10)
3. Next, on the long number line practice jumping with equations. I will have five examples and pick 5 students to come up on the rug and jump using the long number line and a close pin. We will use 1 digit number equations and 2 digit number equations for these examples. (1:10-1:15)
4. I will then go over with the students particular methods that the students used to jump (if they went one by one, by two, or by 5 or how they knew which number to start jumping with). Then, I will explain to them that when we complete a worksheet or solve equations, we won’t have a giant number line like this to use, or maybe the one we are provided with won’t have the numbers we need. This is how you can create your very own number line! (1:15-1:20)
5. Next, I will go over the worksheet with the students I created. The worksheet will include single digit as well as double digit equations. In order to solve these equations, I want to see a number line created for each of the equations. The key to making these number lines is that the number lines can start with the smallest number in the equation. We will do one example together as a class. (1:20-1:25)
6. Then, I will send the students back to their tables to complete the worksheet Solving Equations with Number Lines. If they finish early, they can complete the bonus worksheet using the number line for subtraction, and then go on to finishing their number scrolls or make-up work. (1:25-1:50)
7. At the end of the lesson, I will have the students come back together on the rug and we will discuss the worksheet, how number lines helped them to solve equations and some methods that they used to jump on the number line. (1:50-2:00)
Differentiated Instruction:
I believe that some students may struggle with creating a number line on their own based on the equation. Some may need to practice with a traditional number line starting from 0 and on. Therefore, I may provide such students with one to start to get used to adding on a number line, and then have them try starting at the lowest number in the equation and counting to the bigger number. Also, for students who finish quickly, I will provide a bonus worksheet that requires the students to show number lines using subtraction.
Reflection:
The students did very well with this lesson. At the beginning of the lesson, it was more difficult than I anticipated to explain to the students that a number line does not have to start at 0 or at 1. It took about 5 different examples to prove to the students that a number line can start with the biggest number in the equation. After practice altogether, the students started to understand. When it was time to work on the packet I created with different equations that needed to be solved using a number line, some students struggled starting the first line. Because I assigned one teacher or aid to each math table, this problem was solved fast and most of the students finished the packet about 10 minutes early. Therefore, we as a class had a longer discussion. This discussion went extremely well. I explained some patterns I saw that the students were using to step up their number lines, and most of the students explained that although the equations were simple to solve in their heads, it was difficult showing how they solved these problems through number lines. Therefore, the next day we practice more and went back over the areas that students found difficult or struggled with. Overall, the learning goal of this lesson was definitely met through their completion of the worksheets but also through their discussion of what the students were comfortable with, and what they found difficult.
Wheelock College
Lesson Plan
Grade Level: 2
Date: November 9, 2011
Time: 1:00-2:00pm
Subject Area: Mathematics-Number Sense, Equations, and Number Lines
Materials Used:
Number line examples (mini number lines in class, big number line on rug, and real-life
examples)
Solving Equations with Number Line Jumping Worksheet
Bonus Worksheet (number line jumping with subtraction)
Chart Paper
Massachusetts Curriculum Frameworks for Mathematics:
Number Sense and Operations
Grades 1-2 Learning Standards
2.N.7 Demonstrate an understanding of various meanings of addition and subtraction,
e.g., addition as combination (plus, combined with, more); subtraction as comparison (how
much less, how much more), equalizing (how many more are needed to make these equal),
and separation (how much remaining).
Learning Goal:
To explore how to use and create number lines through solving addition equations.
Objectives:
Students will be able to recognize how a number line can be used (we will focus on the use of addition).
Students will be able to create their own number lines in order to help them add equation.
Prerequisite Knowledge:
Students need to have an idea of what a number line is (a sequence or order or numbers) in order to understand how to solve addition equations on a number line.
Assessment:
I will know that the students have reached the learning goal of this lesson when they can solve addition equations through the use of a number line and when they can create their own number lines in order to the solve addition equations on the worksheet and the equations they create.
Implementation:
1. Start off the lesson by asking the students what a number line is. Then on chart paper, write down their definitions as well as mine: “numbers standing on a line in order!” Then, go over examples of number lines they’ve seen in the classroom, or in everyday life. This will lead into the hook and hold-did you know that you can create your very own number lines!?...but first in order to create your very own number line, you have to figure out what it should be used for. (1:00-1:05)
2. Next ask the students how a number line can be used in mathematics. List these examples on chart paper. Explain to the students that in this lesson, we are focusing addition or (jumping on the number line). I will explain that in order to use addition, we will be solving equations! (1:05-1:10)
3. Next, on the long number line practice jumping with equations. I will have five examples and pick 5 students to come up on the rug and jump using the long number line and a close pin. We will use 1 digit number equations and 2 digit number equations for these examples. (1:10-1:15)
4. I will then go over with the students particular methods that the students used to jump (if they went one by one, by two, or by 5 or how they knew which number to start jumping with). Then, I will explain to them that when we complete a worksheet or solve equations, we won’t have a giant number line like this to use, or maybe the one we are provided with won’t have the numbers we need. This is how you can create your very own number line! (1:15-1:20)
5. Next, I will go over the worksheet with the students I created. The worksheet will include single digit as well as double digit equations. In order to solve these equations, I want to see a number line created for each of the equations. The key to making these number lines is that the number lines can start with the smallest number in the equation. We will do one example together as a class. (1:20-1:25)
6. Then, I will send the students back to their tables to complete the worksheet Solving Equations with Number Lines. If they finish early, they can complete the bonus worksheet using the number line for subtraction, and then go on to finishing their number scrolls or make-up work. (1:25-1:50)
7. At the end of the lesson, I will have the students come back together on the rug and we will discuss the worksheet, how number lines helped them to solve equations and some methods that they used to jump on the number line. (1:50-2:00)
Differentiated Instruction:
I believe that some students may struggle with creating a number line on their own based on the equation. Some may need to practice with a traditional number line starting from 0 and on. Therefore, I may provide such students with one to start to get used to adding on a number line, and then have them try starting at the lowest number in the equation and counting to the bigger number. Also, for students who finish quickly, I will provide a bonus worksheet that requires the students to show number lines using subtraction.
Reflection:
The students did very well with this lesson. At the beginning of the lesson, it was more difficult than I anticipated to explain to the students that a number line does not have to start at 0 or at 1. It took about 5 different examples to prove to the students that a number line can start with the biggest number in the equation. After practice altogether, the students started to understand. When it was time to work on the packet I created with different equations that needed to be solved using a number line, some students struggled starting the first line. Because I assigned one teacher or aid to each math table, this problem was solved fast and most of the students finished the packet about 10 minutes early. Therefore, we as a class had a longer discussion. This discussion went extremely well. I explained some patterns I saw that the students were using to step up their number lines, and most of the students explained that although the equations were simple to solve in their heads, it was difficult showing how they solved these problems through number lines. Therefore, the next day we practice more and went back over the areas that students found difficult or struggled with. Overall, the learning goal of this lesson was definitely met through their completion of the worksheets but also through their discussion of what the students were comfortable with, and what they found difficult.
Artifact 4.10 Review from Supervisor (in Bold)
Maria Sideri
Wheelock College
Lesson Plan
Grade Level: 2
Date: November 9, 2011
Time: 1:00-2:00pm
Subject Area: Mathematics-Number Sense, Equations, and Number Lines
Materials Used:
Number line examples (mini number lines in class, big number line on rug, and real-life examples)
Solving Equations with Number Line Jumping Worksheet
Bonus Worksheet (number line jumping with subtraction)
Chart Paper
Massachusetts Curriculum Frameworks for Mathematics:
Number Sense and Operations
Grades 1-2 Learning Standards
2.N.7 Demonstrate an understanding of various meanings of addition and subtraction,
e.g., addition as combination (plus, combined with, more); subtraction as comparison (how
much less, how much more), equalizing (how many more are needed to make these equal),
and separation (how much remaining).
Also listening skill standards?
Following Directions?
Learning Goal:
To explore how to use and create number lines through solving addition equations.
Objectives:
•Students will be able to recognize how a number line can be used (we will focus on the use of addition).
•Students will be able to create their own number lines in order to help them add equation.
Prerequisite Knowledge:
Students need to have an idea of ? what a number line is (a sequence or order or numbers) in order to understand how to solve addition equations on a number line.
How will you know if they have an idea?
Assessment:
I will know that the students have reached the learning goal of this lesson when they can solve addition equations through the use of a number line and when they can create their own number lines in order to the solve addition equations on the worksheet and the equations they create.
Implementation:
1. Start off the lesson by asking the students what a number line is. Then on chart paper, write down their definitions as well as mine: “numbers standing on a line in order!” Then, go over examples of number lines they’ve seen in the classroom, or in everyday life. This will lead into the hook and hold-did you know that you can create your very own number lines!?...but first in order to create your very own number line, you have to figure out what it should be used for.
On the exercise sheet?
What? have numbers to help you solve problems: smallest to the
biggest?
How? Use them for counting and for solving equations. You may
not have meant to say this, but it was a fair question.
2. Next ask the students how a number line can be used in mathematics. List these examples on chart paper. Explain to the students that in this lesson, we are focusing addition or (jumping on the number line). I will explain that in order to use addition, we will be solving equations!
Perfect segue into next section.
“Your way is interesting. I know that the answer is 10, but how did you
get there? Purpose is to see how you solve the equation.
Do we see that? Let’s do 2-3 more together.
3. Next, on the long number line practice jumping with equations. I will have five examples and pick 5 students to come up on the rug and jump using the long number line and a close pin. We will use 1 digit number equations and 2 digit number equations for these examples.
Ezra (sp?) was ‘poking’ to count. He discovered that 7+5=12
Start with the biggest number.
4. I will then go over with the students particular methods that the students used to jump (if they went one by one, by two, or by 5 or how they knew which number to start jumping with). Then, I will explain to them that when we complete a worksheet or solve equations, we won’t have a giant number line like this to use, or maybe the one we are provided with won’t have the numbers we need. This is how you can create your very own number line!
5. Next, I will go over the worksheet with the students I created. The worksheet will include single digit as well as double digit equations. In order to solve these equations, I want to see a number line created for each of the equations. The key to making these number lines is that the number lines can start with the smallest number in the equation. We will do one example together as a class (1:20-1:25).
Good refocusing. Explanation of work sheet. Teacher at each table. Solve the equation using the # line.
“Good misconception” Interesting choice of words here, but it sounds positive and encouraging. Your voice is encouraging.6. I cut off the procedure here, but you asked if “everyone feel
Comfortable? Thumbs up? Any questions? Again, you transition to next activity.
7. Even though the table work ran a bit long, you still were able to have
closure to the activity. This is important for each and every lesson. It
gives you a sense of who “might” have gotten it, and gives you a
jumping off point, connection to the next lesson.
Differentiated Instruction:
I believe that some students may struggle with creating a number line on their own based on the equation. Some may need to practice with a traditional number line starting from 0 and on. Therefore, I may provide such students with one to start to get used to adding on a number line, and then have them try starting at the lowest number in the equation and counting to the bigger number. Also, for students who finish quickly, I will provide a bonus worksheet that requires the students to show number lines using subtraction.
Good use of behavioral strategies that we spoke about in earlier lessons.
• Shhh
• Call out name
• ‘We all need to pay attention’.
• ‘We need to pay attention so we can do this at our seats’.
• ‘I don’t want too many questions when you get to your seats’.
• Calling table by color alleviates chaos.
• Use of chimes is very effective.
First children were done by 1:36. Could you have used an enrichment activity (differentiated instruction) for those who were finished, after you quickly looked at their work?
2:45 noise level up substantially. Signal to call them back to rug. That needs to be tightened up. What about returning to rug by table names again?
2:56 Quickly, what did you think of lesson? Of course they all say easy. It would be interesting to see how many of them id it right.
Perhaps asking if someone could repeat one of the steps they learned
today?
And then another?
‘Solving equations in your head and b y using your fingers works sometimes,but using the number line is even better. We are going to do a lot of practice with this?’ (Are you? Did you?)
Overall, a good lesson. Some tightening up of behavioral issues is something that can be worked on with each lesson you teach, if you are aware that you need to do this.
Worksheet was an excellent tool. Use it to review or transition to the next lesson.
Think about the “fair jar” or the popsicle sticks for calling on students randomly.
Wheelock College
Lesson Plan
Grade Level: 2
Date: November 9, 2011
Time: 1:00-2:00pm
Subject Area: Mathematics-Number Sense, Equations, and Number Lines
Materials Used:
Number line examples (mini number lines in class, big number line on rug, and real-life examples)
Solving Equations with Number Line Jumping Worksheet
Bonus Worksheet (number line jumping with subtraction)
Chart Paper
Massachusetts Curriculum Frameworks for Mathematics:
Number Sense and Operations
Grades 1-2 Learning Standards
2.N.7 Demonstrate an understanding of various meanings of addition and subtraction,
e.g., addition as combination (plus, combined with, more); subtraction as comparison (how
much less, how much more), equalizing (how many more are needed to make these equal),
and separation (how much remaining).
Also listening skill standards?
Following Directions?
Learning Goal:
To explore how to use and create number lines through solving addition equations.
Objectives:
•Students will be able to recognize how a number line can be used (we will focus on the use of addition).
•Students will be able to create their own number lines in order to help them add equation.
Prerequisite Knowledge:
Students need to have an idea of ? what a number line is (a sequence or order or numbers) in order to understand how to solve addition equations on a number line.
How will you know if they have an idea?
Assessment:
I will know that the students have reached the learning goal of this lesson when they can solve addition equations through the use of a number line and when they can create their own number lines in order to the solve addition equations on the worksheet and the equations they create.
Implementation:
1. Start off the lesson by asking the students what a number line is. Then on chart paper, write down their definitions as well as mine: “numbers standing on a line in order!” Then, go over examples of number lines they’ve seen in the classroom, or in everyday life. This will lead into the hook and hold-did you know that you can create your very own number lines!?...but first in order to create your very own number line, you have to figure out what it should be used for.
On the exercise sheet?
What? have numbers to help you solve problems: smallest to the
biggest?
How? Use them for counting and for solving equations. You may
not have meant to say this, but it was a fair question.
2. Next ask the students how a number line can be used in mathematics. List these examples on chart paper. Explain to the students that in this lesson, we are focusing addition or (jumping on the number line). I will explain that in order to use addition, we will be solving equations!
Perfect segue into next section.
“Your way is interesting. I know that the answer is 10, but how did you
get there? Purpose is to see how you solve the equation.
Do we see that? Let’s do 2-3 more together.
3. Next, on the long number line practice jumping with equations. I will have five examples and pick 5 students to come up on the rug and jump using the long number line and a close pin. We will use 1 digit number equations and 2 digit number equations for these examples.
Ezra (sp?) was ‘poking’ to count. He discovered that 7+5=12
Start with the biggest number.
4. I will then go over with the students particular methods that the students used to jump (if they went one by one, by two, or by 5 or how they knew which number to start jumping with). Then, I will explain to them that when we complete a worksheet or solve equations, we won’t have a giant number line like this to use, or maybe the one we are provided with won’t have the numbers we need. This is how you can create your very own number line!
5. Next, I will go over the worksheet with the students I created. The worksheet will include single digit as well as double digit equations. In order to solve these equations, I want to see a number line created for each of the equations. The key to making these number lines is that the number lines can start with the smallest number in the equation. We will do one example together as a class (1:20-1:25).
Good refocusing. Explanation of work sheet. Teacher at each table. Solve the equation using the # line.
“Good misconception” Interesting choice of words here, but it sounds positive and encouraging. Your voice is encouraging.6. I cut off the procedure here, but you asked if “everyone feel
Comfortable? Thumbs up? Any questions? Again, you transition to next activity.
7. Even though the table work ran a bit long, you still were able to have
closure to the activity. This is important for each and every lesson. It
gives you a sense of who “might” have gotten it, and gives you a
jumping off point, connection to the next lesson.
Differentiated Instruction:
I believe that some students may struggle with creating a number line on their own based on the equation. Some may need to practice with a traditional number line starting from 0 and on. Therefore, I may provide such students with one to start to get used to adding on a number line, and then have them try starting at the lowest number in the equation and counting to the bigger number. Also, for students who finish quickly, I will provide a bonus worksheet that requires the students to show number lines using subtraction.
Good use of behavioral strategies that we spoke about in earlier lessons.
• Shhh
• Call out name
• ‘We all need to pay attention’.
• ‘We need to pay attention so we can do this at our seats’.
• ‘I don’t want too many questions when you get to your seats’.
• Calling table by color alleviates chaos.
• Use of chimes is very effective.
First children were done by 1:36. Could you have used an enrichment activity (differentiated instruction) for those who were finished, after you quickly looked at their work?
2:45 noise level up substantially. Signal to call them back to rug. That needs to be tightened up. What about returning to rug by table names again?
2:56 Quickly, what did you think of lesson? Of course they all say easy. It would be interesting to see how many of them id it right.
Perhaps asking if someone could repeat one of the steps they learned
today?
And then another?
‘Solving equations in your head and b y using your fingers works sometimes,but using the number line is even better. We are going to do a lot of practice with this?’ (Are you? Did you?)
Overall, a good lesson. Some tightening up of behavioral issues is something that can be worked on with each lesson you teach, if you are aware that you need to do this.
Worksheet was an excellent tool. Use it to review or transition to the next lesson.
Think about the “fair jar” or the popsicle sticks for calling on students randomly.
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