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For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
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disabilities, including but not limited to, LD, ED, autism spectrum and OHI. This double period class also contains one classroom para and one, one-on-one crisis para. On my first observation, Mr. Knnutsen began a benchmark assessment, the Scantron, to see what the students learned up to this point and to provide data on each student in the class. The Scantron Assessment is a online performance series assessment the entire school adopted this year used in both their math and literacy classes, to see if each student is above or below grade level. For this specific class, Mr. Knutsen has the students for a double period block and often teaches the first class in his room and the second in the computer lab. On this particular day, Mr. Knutsen used period one as a review and teaching period to review concepts taught last year and to review the Scantron program iteself. First, using SmartBoard technology, he presented the Learning Target and the Do Now and asked the students to copy them both down and answer the question. He set a timer on the SmartBoard and gave the students seven minutes to copy and answer the Do Now. While they were working, Mr. Knutsen took attendance and made sure the students were on task. When the timer went off, the students shared their answers. After the Do Now, Mr.

Knutsen informed the students that they would be moving to the lab for the second period to begin their Scantron Assessment. He explained to them that the Scantron was an online test that allows you to answers questions based on math concepts you learned up to this point in your educational career. He informed them that every student in the building is taking the Math and Literacy tests and that you will use the computers in the lab to answer the questions. Next, Mr. Knutsen presented a few math topics on the SmartBoard in the form of review questions and asked the students to track the speaker and answer the question in their notebook. He set the timer for ten minutes and allowed the students to answer. When the timer rang, he asked students to go up to the SmartBoard, one by one, to answer the problems. The concepts reviewed in these problems were dividing fractions by fractions, creating a number line and solving equations. After the students wrote the answers on the board and Mr. Knutsen went through the problems, he moved on to the introduction of the Scantron

Assessment. Mr. Knutsen informed the students that each child already has their own personal log-in and password for the Scantron assessment website. He handed out a printout of their password and told them they will have to log on when they got to the computer lab. Using a SmartBoard presentation, Mr. Knutsen showed them a step by step instruction on how to log on and to click Math Assessment when the correct window pops up. Once on that window, the students will begin the assessment right away. At the conclusion of this small presentation, he told the students to pack up and get ready to move to the computer lab. Once the students entered the lab, they were instructed to log on and begin the assessment right away. The majority of the exam is in multiple choice form. Some questions include animations the students will have to watch and answer questions and some questions also ask you to read a small passage or word problem, then hit next and answer questions based on the memory of the problem. The varying questions allows the students to test their various modes of learning and keep them interested throughout the exam. Although this was not told to the students, Mr. Knutsen informed me that the Scantron generates the number of questions based on how many you answered right. This lesson and use of the Scantron system displays the Genre Principle of using technology because it fulfills the classroom goals of using a technology based assessment to test the students prior and current knowledge on math subjects. This technology also teaches high-order thinking because it challenges students to answer questions using memory, solving problems and equations, apply a rule to a problem, and elaborate and describe their answers. I believe this principle was matched in this lesson and displayed well through Mr. Knutsens modeling of the technology and allows the students to work at their own pace to asses and answer math questions. On my third observation of Mr. Knutsen's class, the students were discussing and learning adding and subtracting using negative and positive integers. On this particular day, Mr. Knutsen only had the students for one period and spent the majority of the time reviewing the number line, teaching rules on how to subtract and add negative numbers and using a scientific calculator to generate answers. For the Do Now and mini-lesson, Mr. Knutsen reviews how to use the number line and asked the students to answer a problem using the number line. After the students are given seven minutes to answer the question and go over the number line, Mr. Knutsen reviews the rules of adding and subtracting numbers. He teaches the change it change rule and the rules that two like signs become positive and two unlike signs become negative. After completing a few problems together as a class on paper by hand, Mr. Knutsen hands out a worksheet with ten addition and subtraction problems and tells the students the word independently to answer the questions. He then tells them that after they are given ten-twelve minutes to answer the problems, he will hand out scientific calculator that the students can use to check their answers and see if they are correct. The use of calculators in this lesson matches both the Purpose Principle and the Fluent Tools Principle. In this lesson, the students are learning about adding and subtracting and is solely using the calculator to review and check their answers. This matches the Purpose Principle because the use of the calculator does not obstruct the procedure and is used as the purpose of checking their answers. Assigning the worksheet before handing out the calculators, allows the students to answer the questions based on the rules learned in class and then quickly check for understanding and their answers using the calculator. The technology is not a distraction during the activity and does the labor for the student. This also matches the Fluent Tools Principle because the student understands the use of the calculator and uses the calculator to solve the problem. Because the students learned how to use the calculator in the sixth grade, they can now use the technology with ease and confidence and can easily enter the numbers and formulate the answers. Although Mr. Knutsen does not use technology in every lesson or activity, I believe he displays a proper use of the limited resources he is given in his classroom. Unfortunately I.S 61 is not a technology driven school and the only main resource of technology for the students are the calculators and two computers labs in the building. The use of the labs also becomes limited because the teacher has to meet with the AP to schedule a desired lab period and date, so the labs are not easily accessible. Mr. Knutsen did showcase his knowledge on certain technology he would like to use in the classroom and I just wish he was more proactive in using sites like Donors Choose to provide IPads or more hands on programs for his kids. If I could improve the technology on site, I would recommend purchasing a class set of laptops for the kids to use online resources and assessments like Scantron on a daily basis. Because Mr. Knutsen's self-contained classes are so small, I think it would be easier and more accessible for the students to always have the laptops within reach. He could even use the laptops instead of written notebooks so the students can copy their notes and answer Do Now or lesson questions on the computer.

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