Describe what happened in the lesson (include size of group, level, student response, etc.) in enough detail to make the interactions of your lesson clearly demonstrate that you understood the elements of the teaching strategy.
I had twenty first grade students attend class for this lesson. Students gathered at the meeting area and watched the projection screen as I introduced a calculator over the document camera. Although students had come in to the room in a quite rambunctious mood, most were able to quickly adapt and focus on the lesson at hand. I was unsure what their complete grasp of calculators and thought that their exposure might be somewhat varied, so I paced the lesson very slowly to work out the basics of the way each of the buttons functioned. I modeled sample problems they might expect to encounter, then had three student models come up to demonstrate. After students had seen the process with examples of successes, as well as likely mistakes (i.e. pressing a button twice on accident), I had one student hand out their worksheets while I handed out calculators at their desks. They carried out the process working through twenty problems, then designing problems for their work partners to solve.
How did you adapt instruction in terms of individual cognitive and developmental levels, variations in cultural and individual learning styles, language background, and special strengths and weaknesses? How would you do so in the future?
To my surprise, many of the students that are usually challenged by math that I usually help during independent work really understood this process well and there were few students that I had to give direct help to. I anticipated giving additional instruction to some students, but there were few that actually needed my help, even though I do not feel I made the activity too easy for them. It presented a challenge for many, but often students were able to figure out solutions to their difficulties independently. All students completed all problems and all students finished their critical thinking piece at the end. I do not think I would change anything next time.
Did the students meet the objectives of the lesson? How do you know? What impact did you have on student learning? How do you know?
All students met the objectives by completing their lesson with accurate answers to the problems and generating creative problems for their work partners to solve. I think the students enjoyed learning a use for the calculators and demonstrated a clear understanding of their basic functions.
How clearly did you communicate your expectations and challenging standards?
I communicated the initial 20 questions standards very clearly. The students were able to understand the “dos” and “don’ts” of calculator usage and complete the 20 questions very efficiently and with little help. However, I did not introduce the critical thinking aspect of the lesson until I noticed that some students were starting to finish. I did this because I wanted to keep the activity simple at the onset and not confuse the students. Only about half the class understood the critical thinking piece the first time I introduced it. Many were preoccupied with their work and did not pay attention to my final instructions, so I had to explain it to the different table groups again so they would know what to do. After doing this, they understood the challenge and what was expected.
How did you integrate critical thinking and problem solving into the activity?
Critical thinking was integrated through the last three questions. Students had to design their own problem that their work partner had to solve. This activity added variation to the assignment and most of the students really enjoyed trying to generate a very perplexing problem that their work partner would have difficulty with. Each student designed 3 equations and solved 3 equations from their work partner.
What would you change to improve the lesson the next time?
I might add a few more open problems that some students that were interested could add more for others to figure out. Other than that I probably wouldn’t add anything. They were very focused and I feel that the challenge and learning objectives were just about right.
Intern: John Harvey Subject Area/s: Technology/Math
Grade level: 1 Date: 10/27/2011
| STEP 1 DESIRED RESULTS | |
| CORE (standards): 1. Modeling and identifying place value positions (up to 99) 2. Applying basic addition and subtraction facts using various strategies, such as counting all and counting on | |
| OBJECTIVES: - Students will demonstrate an understanding of basic calculator functions as they pertain to a first grade mathematical level - Students will complete a worksheet | |
| UNDERSTANDINGS: Students will understand: - Some applications of calculators - Calculators can be used as a tool to help us with math Students will know: - Some of the basic functions of calculators - Some will have seen others use them or perhaps used them themselves | ESSENTIAL QUESTIONS: - How can we use calculators effectively to find answers to math problems? Students will be able to: - Use basic functions of a calculator to find answers to common problems - Follow a prescribed method for completing a problem |
| STEP 2 ASSESSMENT EVIDENCE | |
| EVIDENCE: - Students will answer formative questions - Students will use prescribed methods for completing addition problems. - Students will write answers on worksheet. | ASSESSMENTS: - Instructor will pose questions to students before and during the lesson as formative assessment to ensure students are grasping concepts. - Students will calculate problems on the calculator and write answers on a worksheet to be assessed. |
| STEP 3 LEARNING PLAN | |
| LEARNING ACTIVITIES: - Instructor prepared worksheets, calculators, and document camera. - Students sit in meeting area facing the projection screen - Instructor shows calculator explains how to open it, and care. - Instructor asks certain students about their experience using calculators or their experiences using calculators. - What can we use them for? - Instructor writes an addition problem down and shows students how to form it on a calculator noting difficulties that students are likely to encounter (i.e. pressing a button twice, pressing a wrong button, having a number show up and wanting to clear it) - Instructor starts with easy problems that students know the answer to, so they can verify the calculator’s accuracy, then slowly work towards more difficult problems. - Instructor asks for 3 different students to model a demonstration - Instructor passes out worksheets and calculators to students as they return to their desks - Students complete 20 questions on their worksheet - Instructor outlines directions for the 3 final questions at the end in which students create problems that their work partners will solve. - Instructor helps students that need help and assesses for understanding - Students that finish first may generate more problems for their work partners or play math games. | DIFFERENTIATIONS: Instructor can walk around and help students that need extra help with the process. |
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