[Prior to teaching the three lesson segment, I had my students take a pre-assessment test that focused on addition and drawing images that represent numbers partners to find the total. I chose this assessment because I wanted to see evidence of what my students already know about addition, what they can do, and how I should modify my instruction based on my students’ needs. The test consisted of four addition problems, two problems with drawing that the students were expected to count and add find the total and write the math sentence, and two problems with two given numbers that students were expected to draw and add to find the total and complete the math sentence. During this pre-assessment, I explained the vocabulary and reread the directions
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“I enjoy ...” Art projects (2), counting (3), tracing numbers, dauber activities, adding (4), numbers (2), activities, story problem, writing number sentences (2), one student added; “My brain is built for math.” This provided me with an idea that students enjoy a variety of activities and aspects of math. The mode was adding, which fits perfectly into the lesson I will be teaching.
5. “My goals are ...” Being the best, counting, adding (5), count to 100 (3), listening to the teacher (1), subtraction (2), counting to 1,000 (3), to read story problems, drawing. Again, this provided me with an idea that students have various goals, but the mode was adding. I believe goal setting not only provides the teacher with feedback on what the students plan to achieve, but also inhibits their own intrinsic learning and …show more content…
“Next time I need...” (Check at least one) Hands-on activities/stations (16), to meet in a small group (4), more examples to practice (7), more one-on-one help (2), less challenging material (6), more challenging material (5). This provided me with what students want out of future lessons. Over half the class wanted more hands-on activities and math stations. I believe my students enjoy hands-on activities because they are fun and more engaging than standard lessons and worksheets. Activities provide an opportunity to explore, use manipulatives, and stay engaged. Results were about even with students wanting more or less challenging material so I believe differentiating activities and lessons will play a large role in ensuring all students’ needs are met. Many students needed more examples to practice and all four of my English Language Learners students wanted this.
For each lesson, I encourage student thinking and value their perspectives. I want students to believe in their ability to succeed and motivate them to try hard even when the concepts are difficult or they are struggling. I will have supports in place for differentiation of lessons that include close monitoring, extended work time, re-teaching, supplemental materials, and building positive mathematical experiences and social
“I enjoy ...” Art projects (2), counting (3), tracing numbers, dauber activities, adding (4), numbers (2), activities, story problem, writing number sentences (2), one student added; “My brain is built for math.” This provided me with an idea that students enjoy a variety of activities and aspects of math. The mode was adding, which fits perfectly into the lesson I will be teaching.
5. “My goals are ...” Being the best, counting, adding (5), count to 100 (3), listening to the teacher (1), subtraction (2), counting to 1,000 (3), to read story problems, drawing. Again, this provided me with an idea that students have various goals, but the mode was adding. I believe goal setting not only provides the teacher with feedback on what the students plan to achieve, but also inhibits their own intrinsic learning and …show more content…
“Next time I need...” (Check at least one) Hands-on activities/stations (16), to meet in a small group (4), more examples to practice (7), more one-on-one help (2), less challenging material (6), more challenging material (5). This provided me with what students want out of future lessons. Over half the class wanted more hands-on activities and math stations. I believe my students enjoy hands-on activities because they are fun and more engaging than standard lessons and worksheets. Activities provide an opportunity to explore, use manipulatives, and stay engaged. Results were about even with students wanting more or less challenging material so I believe differentiating activities and lessons will play a large role in ensuring all students’ needs are met. Many students needed more examples to practice and all four of my English Language Learners students wanted this.
For each lesson, I encourage student thinking and value their perspectives. I want students to believe in their ability to succeed and motivate them to try hard even when the concepts are difficult or they are struggling. I will have supports in place for differentiation of lessons that include close monitoring, extended work time, re-teaching, supplemental materials, and building positive mathematical experiences and social