Our "Planning To Teach" math project consisted in making a video of us teaching math to a kid of grade and age appropriate for the level we desire to teach. We had the privilege to work with a beautiful first grader girl named Melanie Rodriguez.
As part of our lesson and as a tool to introduce Melanie to subtraction, we read "Monster Musical Chairs", a book that tells the story of six goofy monsters playing musical chairs. The game began with music playing, six monsters and five chairs. As the game proceeds, chairs and monsters are being eliminated one by one, until there is only one monster and one chair left.
The objectives for our lesson were for Melanie to learn to subtract using manipulatives, communicate understanding verbally, and through the use of the manipulatives, and also to demonstrate a couple of strategies for counting. Once we finished reading the story, we followed up with series of questions to see if Melanie had understood what we had read.
In order for Melanie to learn about subtraction and be able to relate it back to "Monster Musical Chairs", we use manipulatives for the teaching part our lesson. Monsters were made out of pom-poms and our chairs were squares we cut out of foam paper.
We used two models to teach Melanie about subtraction; taking away and number line model. Melanie was asked to place a number of monsters (pom-poms) and number of chairs (foam squares) on two set of circles we provided for her. Each time, she was asked to tell us how many were on each circle, and then take away a number of either monsters, chairs or both. Melanie did this several times, and each time taking away a different of number of monsters and chairs. Our second teaching method was the number lin...
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...mother stated, “ Good I’m glad you’re are doing something with subtraction. She struggles with subtraction.” However, as you can see from the video she was amazing she did not show any signs of struggle. I think that the way the manipulatives where introduced with the lesson plan it made something click for her. The thing that I would keep the same is the creation of the monsters. I noticed Melanie really enjoyed being able to participate in making the monsters herself. I remembered she asked if she could please make another after her first. It also helped to calm her mind down from the initial excitement and made her ready to focus. The thing I would do different in a class room setting is I would allow the children to actually play the musical chairs as the monsters themselves. I would also play with the idea of taking more out at once, to introduce skip counting.
On the second day of class, the Professor Judit Kerekes developed a short chart of the Xmania system and briefly explained how students would experience a number problem. Professor Kerekes invented letters to name the quantities such as “A” for one box, “B” for two boxes. “C” is for three boxes, “D” is for four boxes and “E” is for five boxes. This chart confused me because I wasn’t too familiar with this system. One thing that generated a lot of excitement for me was when she used huge foam blocks shaped as dice. A student threw two blocks across the room and identified the symbol “0”, “A”, “B”, “C”, “D”, and “E.” To everyone’s amazement, we had fun practicing the Xmania system and learned as each table took turns trying to work out problems.
The lesson is about knowing the concept of place value, and to familiarize first grade students with double digits. The students have a daily routine where they place a straw for each day of school in the one’s bin. After collecting ten straws, they bundle them up and move them to the tens bin. The teacher gives a lecture on place value modeling the daily routine. First, she asks a student her age (6), and adds it to another student’s age (7). Next, she asks a different student how they are going to add them. The students respond that they have to put them on the ten’s side. After, they move a bundle and place them on the ten’s side. When the teacher is done with the lesson, she has the students engage in four different centers, where they get to work in pairs. When the students done at least three of the independent centers, she has a class review. During the review she calls on different students and ask them about their findings, thus determining if the students were able to learn about place value.
Session one began with me getting to know Jenna. However, this is not my regular student so I had to follow in the footsteps of the future teacher who was paired up with her. However I was able to give her my getting to know you activity as well has an informal assessment in order to gather an understanding of what math level she was at. After she answered questions from both the other future educator as well as my getting to know you activity, we began working on both of our pre assessments with her. It quickly became apparent that her biggest struggle was when it came to fractions. Every fraction question she had left unanswered. Additionally, she struggled with a few division problems and two digit multiplication problems. However, as a
The teacher then instructs the individual students to read out the complete equations properly. This is the final step of the domino game.
Cable’s kindergarten class in a short time period. Mrs. Cable had an intriguing lesson; she did many things well and was willing to answer any questions I had. I was also able to relate this math lesson to First Year Seminar through her philosophy, professionalism and positive attitude. I believe all of these are important qualities a strong teacher should
All children learn differently and teachers, especially those who teach mathematics, have to accommodate for all children’s different capacities for learning information. When teaching mathematics, a teacher has to be able to use various methods of presenting the information in order to help the students understand the concepts they are being taught.
Countless time teachers encounter students that struggle with mathematical concepts trough elementary grades. Often, the struggle stems from the inability to comprehend the mathematical concept of place value. “Understanding our place value system is an essential foundation for all computations with whole numbers” (Burns, 2010, p. 20). Students that recognize the composition of the numbers have more flexibility in mathematical computation. “Not only does the base-ten system allow us to express arbitrarily large numbers and arbitrarily small numbers, but it also enables us to quickly compare numbers and assess the ballpark size of a number” (Beckmann, 2014a, p. 1). Addressing student misconceptions should be part of every lesson. If a student perpetuates place value misconceptions they will not be able to fully recognize and explain other mathematical ideas. In this paper, I will analyze some misconceptions relating place value and suggest some strategies to help students understand the concept of place value.
N.G., 4 years, 11 months, embodied all I could ask for in a child to conduct such an interview on. Nearing her fifth birthday in the upcoming week, her age is central between ages three and seven, providing me with information that is certainly conducive to our study. Within moments upon entry into our interview it was apparent that my child fell into the preoperational stage of Piaget’s cognitive development. More specifically, N.G. fell into the second half of the preoperational stage. What initially tipped me off was her first response to my conduction of the conservation of length demonstration. Upon laying out two identical straws, her rational for why one straw was longer than the other was, “it’s not to the one’s bottom”. This is a perfect example of an intuitive guess, though showing a lack of logic in the statement. A crucial factor of the preoperational stage of development is that children cannot yet manipulate and transform information into logical ways which was plainly seen through the conservation of number demonstration. Though N.G. was able to correctly identify that each row still contained an equal number of pennies upon being spread out, it required her to count the number of pennies in each row. In the preoperational stage of development children do not yet understand logical mental operations such as mental math as presented in the demonstration. Another essential element that leads me to firmly support N.G.’s involvement in the preoperational ...
As teachers we plan our lessons and think to ourselves, "my students are going to love this lesson and will be able to understand what I am teaching", but sometimes that isn 't the case. You may plan a lesson in hopes that your students understand but it doesn 't go as planned. Every student learns differently and thinks differently and because of this we, as teachers must learn to differentiate our lessons. This may require us to change the way we deliver our lesson, change the activities for our lessons or even change the wording of our material so students understand. In this paper, I will be differentiating a lesson plan based on student readiness, student interest and student learning profile for content, process, and product.
Learning Theories and Instructional Strategies The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period.
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
Kirova, A., & Bhargava, A. (2002). Learning to guide preschool children's mathematical understanding: A teacher's professional growth. 4 (1), Retrieved from http://ecrp.uiuc.edu/v4n1/kirova.html
In this essay, I will talk about the components of a lesson plan, the benefits of planning with clear and appropriate goals, selecting age-appropriate goals and objectives that align with state academic content standards, and selecting goals and objectives that are differentiated for varying abilities and learning styles and for multiple intelligences.
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity
In the beginning I was hesitant of having four first graders working together to decide and agree on five items. While walking around and checking in with the groups I realized the students were working together and were talking through the ideas together. I thought this aspect of the lesson was a success because the students are in groups of higher-level students and lower-level students, as I walked around I heard the lower level students explaining their thinking and teaching the higher-level