Cgi Lesson Plan

During this semester I was lucky to be placed at Mink Shoals in a fifth grade class. I taught a total of five lessons. For my assessment chart I choose to show the progress that my students made on the math lesson. They took a pre-test and a post test. I knew that math was a good subject for about half of the class, and half of the class struggled. I knew this was going to be difficult to teach. Before I taught my lesson I did a lot of planning, but before I planned I worked with students every day in a math group. These math groups showed me what the students understood and did not understand. When I planned my lesson I talked to my cooperating teacher to see what I should go over if I wanted to help prepare them for the smaterbalance. After we talked, I decided to look up standards, and practice math tests to see what I should review for the test. After looking everything over

For this assignment, I have chosen to study the second-grade data. By reviewing this data, I will be able to better determine where to focus my instruction as well as understand where students are at when it comes to learning math. Based on the data provided, I have decided that I will focus my instruction on two specific areas. The first area I will focus my instruction on is Number Identification. The data tells me that eight out of the seventy-four students may not understand how to successfully identify numbers. In my opinion, all students in second grade should be able to identify numbers. I will help students become successful in identifying numbers during small group instruction. This way students are provided with individual

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

Chapter one in the book Number Talks introduces the rationale for number talks and gives an overview of the basis of what a number talk would look like in a classroom. Number talks can be conducted in a small group or whole group setting. It is used to help children develop strategies for solving math problems and to deepen their understanding of numerical relationships. The three main goals of teaching through number talk sessions are to help students compute with accuracy, efficiency, and flexibility (5). Chapter one gives examples of how to highlight different strategies.

For the majority of these classes, I must rely on my own assessments to measure my effectiveness. Using the TI-Navigator system, I formatively assess students by sending questions to solve throughout the period. I then determine whether to address the entire class or to work one on one with a student. Often students mimic the mathematical process, but have little understanding of “why” so I assign writing journals to encourage mathematical thinking. Reading the journal provides me insight into the student’s understanding, their decision making, and any misconceptions they may have to guide my future lessons. Within my classroom, I integrate a variety of hands-on activities that expand my students’ understanding of mathematics: dressing as a zombie to model exponential growth, performing “Function Aerobics” to move as the graphs shift, and measuring football lights outside using trigonometry. I always seek innovative ways to teach mathematics that is relevant to my students’

This learning experience was effective for my students because they were able to show an understanding of the mathematical goal. The main learning goal for the lesson was for students to show an understanding of two-digit multiplication by discovering an error in grid process. All three students were able to locate the error. Each student attacked the problem in a different manner and used different accommodations based on their ability level; nevertheless, they solved the problem. Communicating the error

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

The teacher transitions by waiting until everyone is seated and quiet before giving instructions. Often she uses direct instruction which “focuses on the characteristics or components of the task or concept to be learned” (Gargulio 219) and gives them short instructions that are sequenced. Also, the instructor uses very visual teaching style by utilizes a projector that shows videos or text pages to allow students to follow along. The teacher emphasizes terms such as “high-light” or “underline” as well as the page number to turn to. By stating certain key terms loudly, the educator collects every student’s attention and gives them clear instructions which results in a smoothly paced classwork period and avoids having any student fall behind. The teacher uses a lot of group work and spreads out individual work during the week. If students get loud when they are placed in groups, the teacher uses a control technique by announcing “1, 2, 3 eyes on me” and the students replying to her by saying “1, 2, 3 eyes on you” then she

Students are given a pre and post- assessment to determine the growth and understanding of proportional reasoning. Students need to grasp the information, so they may go on in Unit 2 and be successful at solving for the percent. Solving proportions is crucial information they need to obtain to be successful in this unit. The questions are the same for the pre assessment and post assessment. The wording and numbers in the problems have changed slightly, but this will allow my students to be assessed with fairness. The students are required to show their work to get credit for their answer. This will allow me to see where they went wrong, and prevent them from making up an answer. The problems from the assessments were pulled from their homework sheets that they are to complete weekly. This will allow the students to be familiar with the types of problems, and how they are worded.

Ms. Gilmore did a great job at this strategy. While the students were working on an essay, she walked around the classroom keeping close proximity to provide help and keep them on task. In the same class period, Ms. Gilmore used another classroom management strategy. When she changed to the next task the class was going to do, the students knew that they had to have all of their stuff out with their eyes on her to show that they were “ready”. This was an understood rule that had been implemented the whole year in that classroom. This technique was very effective (MS #5). The final effective technique I witnessed was encouraging the students to take notes. Mrs. Street’s class all had a folder specifically for notes. Even if they were just being given an assignment, they would take notes. This naturally brought about a quiet, orderly, respectful, and “on-task” classroom (MS #6),

Once again, my student teaching time has given me new challenges that I had not encountered to this point. As students have become more comfortable with me as their teacher, their behavior has slightly changed and is no longer the quiet, hesitant students that I had started with. It is nice to have them now willing to participate but they are beginning to blurt out answers and not properly raise their hands. It is these minor things that they are starting to neglect to do and causing slight problems with classroom management. Even though these problems do occasionally bubble up it provides me with the chance to use some of my classroom management skills that I have not been able to work on.

An example of this differentiated instruction I used, was by letting the students play a game while solving proportions. This game was the Proportions Dice Game; with this game the students are given a worksheet with three empty boxes and a fourth box that was a variable. The students were to roll the die three different times and get a number to put into the empty boxes. The next step was to solve the proportions by using the Cross Product Method. This activity helped students who learn kinesthetically due to the ability to use their hands when rolling the die, all the while helping the students who learn logically because they have to set up the proportions and solve to get their results. The students seemed to enjoy themselves while staying on task and were engaged throughout the entire lesson.

I walked the students through this step by step. The calculator was projected on the Promethean Board for students to follow along. I used two examples for this. The second example students did on their own with little to no difficulty. During the remained of class I helped students with various other lesson activities. During second period, Geometry, I reviewed the previous night’s homework assignment and also reviewed the lesson summary true/false questions. For both of these activities I asked for voluntary response as well as randomly selecting students to answer. During fourth period I conducted my second teacher observation in Dee Hertzog’s Honors Geometry class. This lesson was on the Segment Addition Postulate. Later in the evening I attended and took part in the Parent Open House. In each class I introduced myself and discussed how the homework policy worked. The Open House ran from

*Class Signal: In my future classroom, I would want to incorporate certain attention grabbers, codes, signals, and other fun and quick ways to regroup or refocus my class’s attention. If I want the class to pay attention to me about what I have to say, write, do, or show, I will say, “1, 2, 3! Eyes on me”! Once this is spoken, the class should have at least five seconds to stop whatever it is they are doing, be quiet if talking, and look at me. This is similar to a technique my dad used to do when he was working at the state prison. My dad would say “Eyeballs!” and the inmates would almost immediately have to give my dad their full attention. My dad would not be satisfied until he would see that every inmate was looking directly at him. I would, however, be a little more lenient in giving my students a handful of seconds to look at me. The idea is to redirect the students to whatever is going on in order to not miss out on any specific and important information as well as to show respect for the teacher.

I started my lesson by pulling from the student’s prior knowledge. We worked with a board with 12 frames, which was a dozen. After we established that 12 make a dozen, the student named different things that come in 12’s. I proceeded to explain the game we would be playing for addition and subtraction. After I modeled what we were going to be doing the student was able to perform the task without assistance. As I observed the student struggling with an addition problem, I was able to use the 12 frame board to help him regroup the numbers. The manipulative helped the student work through the problems as he was able to visualize the numbers on the board. The frame and counters helped the student solve the problems. I also modify the lesson