About the classroom: Ms. Yoder and I have a classroom of 21 eighth grade students taking Pre-Algebra. One student in the classroom is on an IEP with multiple academic goals and a behavior goal. He is a level 3 student. This is Ms. Yoder’s first year in the district, therefore it is our first year working together. We are not co-teaching to the level we ultimately want to be, but we feel we are heading in the right direction. We are definitely get more comfortable with each other as our relationship has grown from the beginning of the year.
Descriptions:
2/15(Lead and Support): Ms. Yoder started the year with a flipped math classroom, but we recently decided to go back to the more “traditional” method to see how or if student learning was impacted. Today, Ms. Yoder stood at the front of the room and lead the students through a lecture on how to compare the slopes of functions. We provide note guides to students who benefit from the accommodation, like IEP student M. I kept …show more content…
Students then took a lesson quiz over the learning goal, and they received immediate feedback on their email. Those students who received feedback indicating they were non proficient on the learning goal were directed to the back table for reteaching. Since Ms. Yoder was absent, we planned for me to provide reteaching to the students, and the substitute to keep a close eye on the students who were working independently at their desks. During the reteaching, I followed a direct lesson framework with the “I Do, We Do, You Do” process, so students were clearly shown how to complete the problems correctly before completing more problems with guided practice and independence. Student M was part of my group, and he benefited from this extra instruction and practice, as did other students. Some students required less practice than others to demonstrate their
Descriptions:
2/15(Lead and Support): Ms. Yoder started the year with a flipped math classroom, but we recently decided to go back to the more “traditional” method to see how or if student learning was impacted. Today, Ms. Yoder stood at the front of the room and lead the students through a lecture on how to compare the slopes of functions. We provide note guides to students who benefit from the accommodation, like IEP student M. I kept …show more content…
Students then took a lesson quiz over the learning goal, and they received immediate feedback on their email. Those students who received feedback indicating they were non proficient on the learning goal were directed to the back table for reteaching. Since Ms. Yoder was absent, we planned for me to provide reteaching to the students, and the substitute to keep a close eye on the students who were working independently at their desks. During the reteaching, I followed a direct lesson framework with the “I Do, We Do, You Do” process, so students were clearly shown how to complete the problems correctly before completing more problems with guided practice and independence. Student M was part of my group, and he benefited from this extra instruction and practice, as did other students. Some students required less practice than others to demonstrate their