Monday, November 29, 2010
Today I was observed during a writing lesson by my supervisor from my college. I have a major project due in a few weeks for a curriculum class that I should have been working on over the Thanksgiving break, but this lesson plan took up all the free time and energy I had! Phew...who knew putting together two small group mini-lessons could take so much work!
The first small group consisted of above grade level students who have shown through other works and writings that they have a firm grasp on writing and show an individual style. For them, I planned a mini-lesson on the use of quotations. I had seen the use of the quotations in their writing and the biggest pet peeve I have is stand alone quotes. I know that 5th graders haven't learned this skill yet, but I feel they were ready to learn a bit about the proper use of quotes. I found some great rules for using dialogue quotes that I was able to tie into research writing. I have the lesson, so won't talk about it here, but rather reflect on the group. :)
It went well! This group of children are a quiet and controlled bunch. I find that using the thumbs up, down, sideways really works to see where they are with the use of quotes. The groups had some great input about using quotes, and while much of the information was familiar to them, the use in their own writing was new, especially using tags with quotes.
The second mini-lesson was on adjectives and synonyms. Again, I did the thumbs, both in beginning and end, and like with the first group, I got thumbs up all around after the mini-lesson. :) Using adjectives to describe an object, I had this group use a thesaurus and an online thesaurus to find synonyms. This group was a lot more rowdy than the last, but that was more dynamics (three boys one girl in this group, three girls one boy in the first group). but they did the lesson and I feel it was helpful. I even think they had fun finding synonyms because of some of the options given. They found many of the words humorous, and while behavior wise, not the best, I think they will use this skill because they had fun with it!
Once again, my supervisor loved the lesson and thought I did a fabulous job. :)
Tuesday, November 30, 2010
Thursday, November 18, 2010
The Empty Pot
Wednesday, November 17, 2010
Today in Language Arts we were continuing our inferencing lesson, I taught a lesson on prediction. They've seen it before, but for in their response logs, teachers are looking for deeper connections using prediction. They have to pull quotes from the text to support their predictions.
Using the Smart Board to project a graphic organizer, I was able to model for the class how to use a quote from a book to support a prediction, revise a prediction, and then explain what really happened. The book I used was called The Empty Pot, by Demi. This is a wonderful story about a little Chinese boy, Ping, who loves to grow flowers. One day, the Emperor decides to choose a successor from among the children and gives them all seeds. Whoever grows the best flower will be chosen Emperor. But there's a twist! This book made for a great prediction lesson. Unfortunately, I cannot take credit for choosing the book. It was part of a scripted lesson the school has. REM gave me the scrip and graphic organizer, however, I only used the scrip as a guide, and created the information for the graphic organizer.
I first introduced prediction, and then the graphic organizer up on the Smart Board. I had everything already filled in, but put it in white text, so to revel it to the class, all I had to do was change the font color. :) That's the first time I did that...and I loved the way it worked out! (So did REM.) I then read the book, starting with the cover, modeling how I make predictions. I made a few more using quotes, and then stopped on a page to have the students help me make a prediction and pull a quote. They participated really well!
I was also asked my REM and Sunshine if I would teach the lesson to Sunshine's class, because she didn't have one prepared herself, and they liked mine. ;)
Today in Language Arts we were continuing our inferencing lesson, I taught a lesson on prediction. They've seen it before, but for in their response logs, teachers are looking for deeper connections using prediction. They have to pull quotes from the text to support their predictions.
Using the Smart Board to project a graphic organizer, I was able to model for the class how to use a quote from a book to support a prediction, revise a prediction, and then explain what really happened. The book I used was called The Empty Pot, by Demi. This is a wonderful story about a little Chinese boy, Ping, who loves to grow flowers. One day, the Emperor decides to choose a successor from among the children and gives them all seeds. Whoever grows the best flower will be chosen Emperor. But there's a twist! This book made for a great prediction lesson. Unfortunately, I cannot take credit for choosing the book. It was part of a scripted lesson the school has. REM gave me the scrip and graphic organizer, however, I only used the scrip as a guide, and created the information for the graphic organizer.
I first introduced prediction, and then the graphic organizer up on the Smart Board. I had everything already filled in, but put it in white text, so to revel it to the class, all I had to do was change the font color. :) That's the first time I did that...and I loved the way it worked out! (So did REM.) I then read the book, starting with the cover, modeling how I make predictions. I made a few more using quotes, and then stopped on a page to have the students help me make a prediction and pull a quote. They participated really well!
I was also asked my REM and Sunshine if I would teach the lesson to Sunshine's class, because she didn't have one prepared herself, and they liked mine. ;)
Friday, November 12, 2010
Being Sunshine
Week of November 8, 2010
This was a good, but tough week. The kids are still wound up, and a bit out of control. They have had bad reports from Music, Library, and Lunch (which is a continuing situation that is not entirely their fault). I took over for Sunshine again this week, as she called in sick on Tuesday. The day went well, but Senora was out as well, and Eagle took over for her (which she was not too happy about). The day went very well, until dismissal. Two of the boys that Senora watches over were joking around and I saw one of them body slam the other into the fall. The second boy looked a bit hurt. I called them both over to me and had them explain to me what was going on. I said to the first that I saw him slam the other into the wall and that he needed to apologize for that. His response was "not until he apologize's for hitting me in the arm"... I tried to defuse the situation, with no help from Eagle (although looking back, it was probably good that I did it alone. But where was she in the first place, being it was her job that day to watch over these boys). I tried repeatedly to have the first apologize to the second, and told him that I hear what he's saying and validate that he feels he needs an apology, but he was adamant. I tried all the defusing tricks I knew, but the kids behind me were getting rowdy and impatient, so I told the boys the conversation would continue tomorrow with Sunshine. I also told the second to think back over the day to see if anything happened that he should be apologizing for. In this case, however, I'm more apt to believe boy #2.
This was a good, but tough week. The kids are still wound up, and a bit out of control. They have had bad reports from Music, Library, and Lunch (which is a continuing situation that is not entirely their fault). I took over for Sunshine again this week, as she called in sick on Tuesday. The day went well, but Senora was out as well, and Eagle took over for her (which she was not too happy about). The day went very well, until dismissal. Two of the boys that Senora watches over were joking around and I saw one of them body slam the other into the fall. The second boy looked a bit hurt. I called them both over to me and had them explain to me what was going on. I said to the first that I saw him slam the other into the wall and that he needed to apologize for that. His response was "not until he apologize's for hitting me in the arm"... I tried to defuse the situation, with no help from Eagle (although looking back, it was probably good that I did it alone. But where was she in the first place, being it was her job that day to watch over these boys). I tried repeatedly to have the first apologize to the second, and told him that I hear what he's saying and validate that he feels he needs an apology, but he was adamant. I tried all the defusing tricks I knew, but the kids behind me were getting rowdy and impatient, so I told the boys the conversation would continue tomorrow with Sunshine. I also told the second to think back over the day to see if anything happened that he should be apologizing for. In this case, however, I'm more apt to believe boy #2.
Native American Photo Albums and Alone for the Day
Wednesday, November 3, 2010
Today I was observed for a Social Studies lesson. The class has been researching Native American tribes (5 in total) in groups and now they get to share their research through artistic expression. Each member of the tribe-teams, using their specific research topic (food, climate, clothing...) draws and colors three pictures on large index cards. They then write captions and mount it all on oak board to be bound together with other group members pages, including a collaborative cover.
Sunshine let me teach her class early in the morning during a LA block so I could get some practice with the lesson in before being observed. With a few insertions from her, I was able to get the language needed. She then had a doctors appointment, which went longer than anticipated, so it worked out well that I could teach all the SS lessons that day. I received wonderful feedback during my meeting, and we also went over the PPA draft I wrote. I received help with editing it, and even before that, SPEM helped me write it.
Friday, November 5, 2010
Today was parent-teacher conferences with REM and SPEM. I was left in charge of the class, and the 1-to-1 aide was out as well. All in all, it was a great day. I was prepared with the Scientific Notation math lesson, and Eagle taught the first one, so I was able to observe her being I was REM for the day and didn't rotate with our class. However, this time, I was making notes on how I would do things differently, not the same. This was a first so far this year, and I believe an important step. The next class was my own homeroom, and they did a great job. I made sure I was explaining the concept in many different ways, being as clear as I could. It was such a different experience with only one teacher in the room, ie: ME! because certain students on plans really do need those extra bodies in the room! During the third class of the day, the class became so engaged in a math conversation that Sunshine had to pop in and reminded me it was time for lunch. :) What a great experience!
Where I still feel I need improvement is class management. There were times when they would get a bit, too out of control and I found I was loosing my patience. I have to remember that they're just kids!! And sometimes they cannot control themselves!
Today I was observed for a Social Studies lesson. The class has been researching Native American tribes (5 in total) in groups and now they get to share their research through artistic expression. Each member of the tribe-teams, using their specific research topic (food, climate, clothing...) draws and colors three pictures on large index cards. They then write captions and mount it all on oak board to be bound together with other group members pages, including a collaborative cover.
Sunshine let me teach her class early in the morning during a LA block so I could get some practice with the lesson in before being observed. With a few insertions from her, I was able to get the language needed. She then had a doctors appointment, which went longer than anticipated, so it worked out well that I could teach all the SS lessons that day. I received wonderful feedback during my meeting, and we also went over the PPA draft I wrote. I received help with editing it, and even before that, SPEM helped me write it.
Friday, November 5, 2010
Today was parent-teacher conferences with REM and SPEM. I was left in charge of the class, and the 1-to-1 aide was out as well. All in all, it was a great day. I was prepared with the Scientific Notation math lesson, and Eagle taught the first one, so I was able to observe her being I was REM for the day and didn't rotate with our class. However, this time, I was making notes on how I would do things differently, not the same. This was a first so far this year, and I believe an important step. The next class was my own homeroom, and they did a great job. I made sure I was explaining the concept in many different ways, being as clear as I could. It was such a different experience with only one teacher in the room, ie: ME! because certain students on plans really do need those extra bodies in the room! During the third class of the day, the class became so engaged in a math conversation that Sunshine had to pop in and reminded me it was time for lunch. :) What a great experience!
Where I still feel I need improvement is class management. There were times when they would get a bit, too out of control and I found I was loosing my patience. I have to remember that they're just kids!! And sometimes they cannot control themselves!
Friday, October 29, 2010
Around the Magnetic World to Mental Math
October 25 - 29, 2010
This week has been filled with me teaching lessons! It started on Monday with Language Arts. I taught Text-to-World, a difficult connection for a 10-year-old to make. The lesson started off well, I reviewed Self-to-Text and Text-to-Text, and then moved on to begin explaining World-to-Text. I then read Casey at the Bat, and modeled how to write a Text-to-World using a graphic organizer on the overhead. I read a written summary of the poem (written by REM), and then modeled how to make the connection to something in the world. The connection made was to the Red Sox 2004 win over the Yankees, but from the perspective of a Yankee's fan. The kids loved it! REM jumped in to further illustrate how hard this connection was for students to make, and to request a teacher conference if they needed more help.
On Tuesday, I started part one of the two part lesson on Magnets in science. This was sooo fun! Nod was there to chime in when necessary, and didn't have to except to answer a question or two. The other student intern, Eagle from here on out, and I planned the lesson together. We discussed the worksheet that was already made for this lesson, and decided it was a lot of information that wouldn't keep the kids engaged. We reconstructed the class worksheet to make it more kid-friendly. These modifications, which Eagle made, were great accommodations for my class! The first day, we began with a PowerPoint explaining the history of magnets. It then went on to explain the poles of magnets, the Earth's poles, and how magnets attract and repel each other. I then invited the class to participate in some magnet demonstrations. First I showed them how to make a magnet repel and attract (using same poles and opposite poles) and then had a student "chase" a magnet on the overhead, trying to put the two together (using same poles). Together, we filled in a worksheet, and Nod ended the lesson with a challenge/review of the electricity unit so far.
Day two of magnets started with a challenge review. I then invited the entire class to sit up front and watch a BrainPop. This is a great website that explains educational topics in kid-friendly animation. The clip we showed was really cute, and the kids loved it. The even begged to watch it again! I guess normally they do watch them twice, but because I wanted them to experiment, we didn't have time. I then showed the class what they would be doing for their magnet experiments and sent them back to their sheets to make predictions before experimenting. I then went over the predictions on the overhead. Before we handed out the materials, SPEM went over the rules of sharing and I friendly reminded them if I saw any materials in the air not attached to their hands, they had "special work" to do (Dividing and conquering paragraphs about magnets).
The students then worked together at their table teams to see what would be attracted to the magnet. They were given a stick, steal wool, a utensil, paperclip, a colored disk (which turned out to have a wire wrapped around the edge), paper, tin foil, and a nail. We then went over what attracted and what repelled as I recorded it on the overhead. The class really seemed to enjoy this experiment, and they did everything wonderfully! :)
On Thursday, I taught mental math - multiplication and division with zeros. While I did great with the steps and process of solving for the facts and then tacking on zeros or crossing them off "one for one"...but then REM had to step in to explain what they were really doing with place holders and so forth...so I basically forgot the biggest part of the lesson...
Friday was our Halloween Parade...I dressed in my show clothes as an Equestrian. We paraded to the other classrooms and then went outside for a whole grade photo (students only) and then went for recess. The only thing academic today was making science flash cards for the Electricity Unit test next week. We also had our Vision Party today, and the class watched Horton Hears a Who. Movies on the Smart Board are awesome! :)
This week has been filled with me teaching lessons! It started on Monday with Language Arts. I taught Text-to-World, a difficult connection for a 10-year-old to make. The lesson started off well, I reviewed Self-to-Text and Text-to-Text, and then moved on to begin explaining World-to-Text. I then read Casey at the Bat, and modeled how to write a Text-to-World using a graphic organizer on the overhead. I read a written summary of the poem (written by REM), and then modeled how to make the connection to something in the world. The connection made was to the Red Sox 2004 win over the Yankees, but from the perspective of a Yankee's fan. The kids loved it! REM jumped in to further illustrate how hard this connection was for students to make, and to request a teacher conference if they needed more help.
On Tuesday, I started part one of the two part lesson on Magnets in science. This was sooo fun! Nod was there to chime in when necessary, and didn't have to except to answer a question or two. The other student intern, Eagle from here on out, and I planned the lesson together. We discussed the worksheet that was already made for this lesson, and decided it was a lot of information that wouldn't keep the kids engaged. We reconstructed the class worksheet to make it more kid-friendly. These modifications, which Eagle made, were great accommodations for my class! The first day, we began with a PowerPoint explaining the history of magnets. It then went on to explain the poles of magnets, the Earth's poles, and how magnets attract and repel each other. I then invited the class to participate in some magnet demonstrations. First I showed them how to make a magnet repel and attract (using same poles and opposite poles) and then had a student "chase" a magnet on the overhead, trying to put the two together (using same poles). Together, we filled in a worksheet, and Nod ended the lesson with a challenge/review of the electricity unit so far.
Day two of magnets started with a challenge review. I then invited the entire class to sit up front and watch a BrainPop. This is a great website that explains educational topics in kid-friendly animation. The clip we showed was really cute, and the kids loved it. The even begged to watch it again! I guess normally they do watch them twice, but because I wanted them to experiment, we didn't have time. I then showed the class what they would be doing for their magnet experiments and sent them back to their sheets to make predictions before experimenting. I then went over the predictions on the overhead. Before we handed out the materials, SPEM went over the rules of sharing and I friendly reminded them if I saw any materials in the air not attached to their hands, they had "special work" to do (Dividing and conquering paragraphs about magnets).
The students then worked together at their table teams to see what would be attracted to the magnet. They were given a stick, steal wool, a utensil, paperclip, a colored disk (which turned out to have a wire wrapped around the edge), paper, tin foil, and a nail. We then went over what attracted and what repelled as I recorded it on the overhead. The class really seemed to enjoy this experiment, and they did everything wonderfully! :)
On Thursday, I taught mental math - multiplication and division with zeros. While I did great with the steps and process of solving for the facts and then tacking on zeros or crossing them off "one for one"...but then REM had to step in to explain what they were really doing with place holders and so forth...so I basically forgot the biggest part of the lesson...
Friday was our Halloween Parade...I dressed in my show clothes as an Equestrian. We paraded to the other classrooms and then went outside for a whole grade photo (students only) and then went for recess. The only thing academic today was making science flash cards for the Electricity Unit test next week. We also had our Vision Party today, and the class watched Horton Hears a Who. Movies on the Smart Board are awesome! :)
Saturday, October 23, 2010
Oh Friday...2 digit divisor Loooooong Division
Friday, October 22, 2010
Around 8:00 a.m. today, while I was defusing a sibling fight and building block castles, the principal announced there were many absences and if teachers had time in their day to help cover, they were encouraged the call the office. I assumed as an intern, I'd be pulled. I was right. I covered for a third grade class...and boy did I have fun!! On Friday mornings, this third grade class has "Reading with Family and Friends". Parents stay to read with their child and sometimes other students read with them. I joined a group of students and we read and I SPY book. The teacher, who was running late, was running even later, so I started morning meeting. Because I wasn't familiar with the class, and earlier I noticed they had a list of meeting rules on the board, I asked if the students could tell me what their meeting rules were. They did a great job! And then, thankfully, the teacher has already posted the morning message on the while board, so I read it to the class. They had been reading the book, UP, and the class was asked a question the day before. We spent 15 minutes or so guessing the word for the definition they gave me (the word was inference), and I had a blast with the kids! (I had been with this class before, and didn't know what to do, so I took them to recess!) :)
I was having such a good time, that REM had to come find me and needed me back to cover for Chorus time. They day progressed from there, until REM received a phone call that her daughter in day care was running a fever and needed to be picked up. This was in the beginning of the integrated class' math lesson. Luckily, the student intern had already seen the fist lesson, so REM went and got her and she and I co-taught the lesson (although I mainly let her take over because it was two digit divisor division and I honestly didn't remember how to do it!). By the next class, I was good to go, which was good, because I was on my own! :) Using graph paper on the Smart Board, I modeled for the class how to do long division. I reminded them over and over how difficult this was and to give themselves time to figure it out. They were so attentive, and a few of the girls even gave me hugs. :)
Around 8:00 a.m. today, while I was defusing a sibling fight and building block castles, the principal announced there were many absences and if teachers had time in their day to help cover, they were encouraged the call the office. I assumed as an intern, I'd be pulled. I was right. I covered for a third grade class...and boy did I have fun!! On Friday mornings, this third grade class has "Reading with Family and Friends". Parents stay to read with their child and sometimes other students read with them. I joined a group of students and we read and I SPY book. The teacher, who was running late, was running even later, so I started morning meeting. Because I wasn't familiar with the class, and earlier I noticed they had a list of meeting rules on the board, I asked if the students could tell me what their meeting rules were. They did a great job! And then, thankfully, the teacher has already posted the morning message on the while board, so I read it to the class. They had been reading the book, UP, and the class was asked a question the day before. We spent 15 minutes or so guessing the word for the definition they gave me (the word was inference), and I had a blast with the kids! (I had been with this class before, and didn't know what to do, so I took them to recess!) :)
I was having such a good time, that REM had to come find me and needed me back to cover for Chorus time. They day progressed from there, until REM received a phone call that her daughter in day care was running a fever and needed to be picked up. This was in the beginning of the integrated class' math lesson. Luckily, the student intern had already seen the fist lesson, so REM went and got her and she and I co-taught the lesson (although I mainly let her take over because it was two digit divisor division and I honestly didn't remember how to do it!). By the next class, I was good to go, which was good, because I was on my own! :) Using graph paper on the Smart Board, I modeled for the class how to do long division. I reminded them over and over how difficult this was and to give themselves time to figure it out. They were so attentive, and a few of the girls even gave me hugs. :)
Friday, October 22, 2010
Observation #1: Two Birds, One Stone
Monday, October 18, 2020
Today I did a by-the-seat-of-my-pants Language Arts lesson. I thought I was co-teaching Text-to-Text connections with REM, who gave me the materials to preview on Friday, but she must have confidence in me (grin) because she handed me the overhead this morning and asked me to observe Sunshine teach the lesson so I could teach it to our class. That said....I LOVED it! I'm glad she did it this way and I'm happy to be in front of the class more. I had been feeling too much like an observer/teacher's helper, but this week, I was in front of the class a lot. :)
Wednesday, October 20, 2010
Observation #1
The last week or so, REM and I have been going over the first day of Division, which we were planning for my first observation lesson. I also used this lesson for my curriculum class (two birds with one stone kind of thing). I was doing well with the lesson until Tuesday after school when I started to doubt everything. SPEM and I went to a professional development for writing and then stayed to prepare the class for the next few days. I had written the lesson plan and REM looked it over and thought it was great! So I was working on what I would say, and started over thinking it. SPEM had me walk her through the part of the lesson I was doubting, and she helped me with the language. I really do have a great team of mentor teachers!!
On Wednesday, I taught all three math classes, and the observation was in the third class, which I was really grateful for! :) REM helped me with parts of the first lesson, and then backed off for the second, but interjected when needed, and then was strictly a "helper" in the third (as was SPEM because I was being observed during my integrated class!) The kids were WONDERFUL! I know they were talked to, but they were soooo attentive and respectful.
This lesson (reminder to self: you have a revised lesson plan stored!) went really well for my observation. First, I introduced division, with a PowerPoint presentation on the Smart Board, by reviewing factors and factor pairs. I then had the class highlight vocabulary sheets as part of my accommodation of the lesson plan. To show me they were ready, I asked them to put their highlighters in the air, and wave them around like they really do care! :) I got a few smiles for that one. I walked them through the vocab on the ppt, asking them to highlight key terms. I then asked them to file the sheet in their math vocabulary section, close their binders, put the highlighters away, and store their binders under their chairs, and keep a pencil.
Next, we did a work sheet to show how division is separating a whole number into equal size groups. First I had them change the dividend so the problem worked out better, however I forgot to explain why I was doing it. One student, who loves to fight the system!, asked me why we changed the number. Clever girl...this showed me that I need to explain the small details sometimes, because they're thinking about them. :) We then drew out circles to represent the divisor, which tells you the number of groups, and then separated out our dividend equally among the groups. The next step was to demonstrate division as repeated subtraction, using the quotient we found with the drawing. Next, the students had to explain in words what they just did. (See filled in example sheet/student's work.) The first I modeled for them, asking them to follow along and do the same I was doing. I then set them to the task of completing the rest of the worksheet.
Part two of the division lesson, I invited the back three tables up to the Smart Board area to sit behind my mapped out spaces. I then modeled with base ten blocks how you divide using repeated subtraction to separate the dividend into equal size groups, using the divisor as your known number of groups. Then I asked for student help with one more problem (I have the problem written on construction paper) and together we further demonstrated division. I then dismissed them back to their seats to a worksheet using images/drawings of base ten blocks. REM and SPEM were also set at two stations in the room to help students, which many took up on the offer! Others went back to their seats, or worked in pairs with base ten blocks. I circulated the room, checking in with independent/pair workers. I then gave them a five minute warning to start the process of finishing up. I then ended the class by asking them to file their worksheets and to have cleaned-up table teams. To further the transition to dismissal, I asked SPEM if she would like to take "visions" for the day. :)
I then went and met with my college advisor to discuss the lesson. She started off by telling me it was a great lesson, and she liked how I have a strong, but inviting, teacher voice. She said I was well organized, and used the time well, giving the class a warning time to finish up. She asked me how I thought the lesson could go better, and said not that it didn't, but as a teacher reflection, was there anything I could improve upon. I told her that this was the third time I was teaching the lesson that day, and from the first to the second, I had already changed the order of worksheets. Before I did the powerpoint, then the base ten demonstration, then the base ten worksheet, and then the drawing and repeated subtraction. I felt it was working backwards a bit, and wanted the class to have to vocabulary and familiarity of repeated subtraction before doing the base ten blocks. It worked out much better this way.
I have a few things to modify in my lesson plan, but other than that...it went REALLY WELL!!! YEA!!!!
Today I did a by-the-seat-of-my-pants Language Arts lesson. I thought I was co-teaching Text-to-Text connections with REM, who gave me the materials to preview on Friday, but she must have confidence in me (grin) because she handed me the overhead this morning and asked me to observe Sunshine teach the lesson so I could teach it to our class. That said....I LOVED it! I'm glad she did it this way and I'm happy to be in front of the class more. I had been feeling too much like an observer/teacher's helper, but this week, I was in front of the class a lot. :)
Wednesday, October 20, 2010
Observation #1
The last week or so, REM and I have been going over the first day of Division, which we were planning for my first observation lesson. I also used this lesson for my curriculum class (two birds with one stone kind of thing). I was doing well with the lesson until Tuesday after school when I started to doubt everything. SPEM and I went to a professional development for writing and then stayed to prepare the class for the next few days. I had written the lesson plan and REM looked it over and thought it was great! So I was working on what I would say, and started over thinking it. SPEM had me walk her through the part of the lesson I was doubting, and she helped me with the language. I really do have a great team of mentor teachers!!
On Wednesday, I taught all three math classes, and the observation was in the third class, which I was really grateful for! :) REM helped me with parts of the first lesson, and then backed off for the second, but interjected when needed, and then was strictly a "helper" in the third (as was SPEM because I was being observed during my integrated class!) The kids were WONDERFUL! I know they were talked to, but they were soooo attentive and respectful.
This lesson (reminder to self: you have a revised lesson plan stored!) went really well for my observation. First, I introduced division, with a PowerPoint presentation on the Smart Board, by reviewing factors and factor pairs. I then had the class highlight vocabulary sheets as part of my accommodation of the lesson plan. To show me they were ready, I asked them to put their highlighters in the air, and wave them around like they really do care! :) I got a few smiles for that one. I walked them through the vocab on the ppt, asking them to highlight key terms. I then asked them to file the sheet in their math vocabulary section, close their binders, put the highlighters away, and store their binders under their chairs, and keep a pencil.
Next, we did a work sheet to show how division is separating a whole number into equal size groups. First I had them change the dividend so the problem worked out better, however I forgot to explain why I was doing it. One student, who loves to fight the system!, asked me why we changed the number. Clever girl...this showed me that I need to explain the small details sometimes, because they're thinking about them. :) We then drew out circles to represent the divisor, which tells you the number of groups, and then separated out our dividend equally among the groups. The next step was to demonstrate division as repeated subtraction, using the quotient we found with the drawing. Next, the students had to explain in words what they just did. (See filled in example sheet/student's work.) The first I modeled for them, asking them to follow along and do the same I was doing. I then set them to the task of completing the rest of the worksheet.
Part two of the division lesson, I invited the back three tables up to the Smart Board area to sit behind my mapped out spaces. I then modeled with base ten blocks how you divide using repeated subtraction to separate the dividend into equal size groups, using the divisor as your known number of groups. Then I asked for student help with one more problem (I have the problem written on construction paper) and together we further demonstrated division. I then dismissed them back to their seats to a worksheet using images/drawings of base ten blocks. REM and SPEM were also set at two stations in the room to help students, which many took up on the offer! Others went back to their seats, or worked in pairs with base ten blocks. I circulated the room, checking in with independent/pair workers. I then gave them a five minute warning to start the process of finishing up. I then ended the class by asking them to file their worksheets and to have cleaned-up table teams. To further the transition to dismissal, I asked SPEM if she would like to take "visions" for the day. :)
I then went and met with my college advisor to discuss the lesson. She started off by telling me it was a great lesson, and she liked how I have a strong, but inviting, teacher voice. She said I was well organized, and used the time well, giving the class a warning time to finish up. She asked me how I thought the lesson could go better, and said not that it didn't, but as a teacher reflection, was there anything I could improve upon. I told her that this was the third time I was teaching the lesson that day, and from the first to the second, I had already changed the order of worksheets. Before I did the powerpoint, then the base ten demonstration, then the base ten worksheet, and then the drawing and repeated subtraction. I felt it was working backwards a bit, and wanted the class to have to vocabulary and familiarity of repeated subtraction before doing the base ten blocks. It worked out much better this way.
I have a few things to modify in my lesson plan, but other than that...it went REALLY WELL!!! YEA!!!!
Subscribe to:
Posts (Atom)