1. How did you analyze your students?
My class as a whole seems to understand the term greater/ more than, less than an equal too. I analyzed Brian’s work by interacting with him in conversations and asking the numbers he wrote on his paper, and ask him which one was greater than or less than. I let them know we would be doing a math dice worksheet with numbers 1-5 on it. I had brain tell me which number was greater than the number across from it or less than. He could circle the correct number and write the correct sign. Brian liked learning through hands-on activities, and new things, so the plan was to incorporate hands-on activities, and new task throughout the lessons. Brian focuses better with visuals as well. I performed a written pre-test …show more content…
It would have advanced his language and knowledge of numbers.
Student B – Additional time or a peer hook-up during the worksheets. Not the exit tickets for confirmation of independent knowledge gain. He did well on all worksheets and the fun hands on activities some time the activities generated frustration. I should have adapted to this during the lesson, but I will in the future be aware of making changes to reduce time and frustration, as minimal as it was and she worked through it like a trouper. They all commented on how they enjoyed to reading, working with lego’s, ocean counters, math flash cards, and using the white boards. This group is definitely a hands-on group of learners and very interactive. They commented on how they learned more after the lesson from the results of their post-text. They really liked knowing they are smarting now knowing their numbers 1-10 and being able to tell me which number is greater than, less than, or equal too. The timing of the feedback redirected them or set them on the correct path. Focusing on the positive encouraged them more, asking for their thoughts was another positive because they figured it out themselves and took pride in this achievement. Having them focus on the important learning targets, oral conversation instead of written commentary from me. Proving suggestions allowed them to think critically about what they were doing. They would compare their work to the task given, and describe their work, express freely their observation, and in an open forum with
My class as a whole seems to understand the term greater/ more than, less than an equal too. I analyzed Brian’s work by interacting with him in conversations and asking the numbers he wrote on his paper, and ask him which one was greater than or less than. I let them know we would be doing a math dice worksheet with numbers 1-5 on it. I had brain tell me which number was greater than the number across from it or less than. He could circle the correct number and write the correct sign. Brian liked learning through hands-on activities, and new things, so the plan was to incorporate hands-on activities, and new task throughout the lessons. Brian focuses better with visuals as well. I performed a written pre-test …show more content…
It would have advanced his language and knowledge of numbers.
Student B – Additional time or a peer hook-up during the worksheets. Not the exit tickets for confirmation of independent knowledge gain. He did well on all worksheets and the fun hands on activities some time the activities generated frustration. I should have adapted to this during the lesson, but I will in the future be aware of making changes to reduce time and frustration, as minimal as it was and she worked through it like a trouper. They all commented on how they enjoyed to reading, working with lego’s, ocean counters, math flash cards, and using the white boards. This group is definitely a hands-on group of learners and very interactive. They commented on how they learned more after the lesson from the results of their post-text. They really liked knowing they are smarting now knowing their numbers 1-10 and being able to tell me which number is greater than, less than, or equal too. The timing of the feedback redirected them or set them on the correct path. Focusing on the positive encouraged them more, asking for their thoughts was another positive because they figured it out themselves and took pride in this achievement. Having them focus on the important learning targets, oral conversation instead of written commentary from me. Proving suggestions allowed them to think critically about what they were doing. They would compare their work to the task given, and describe their work, express freely their observation, and in an open forum with