# Reflection On Observation Of Bilingual Class

Improved Essays
1. I observed a well-designed math lesson from Mrs. Myers bilingual class. Before starting her lesson she did a review from the previous day. She started by discussing the number talk and asked the students what they remembered from the previous lesson. As a class, they all reviewed together. Mrs. Myers wrote the number 6 on the easel and represented the number with unifix cubes. She is teaching her students how to learn the number combinations that add up to 6. 0 For example, Mrs. Myers said if I have four cubes how many are behind my back and the students answered two. She would write the equation 4+2=6 on the broad. She asked other questions that would also equal 6 but allowed the students to come to the board and write the equations. …show more content…
There were several ways the teacher provided scaffolding for students that did not understand the lesson. If students got stuck on a problem she would simply ask them to think about what the problem is asking. If students still do not understand she would guide them to the answer. Another way she used scaffolding was using manipulatives to represent the problem. If a student raised their hand to answer the question but was stuck on answering she would call on another student to help the classmate. Finally, Mrs. Myers would ask the students to think back to their Spanish lesson to help them remember what the question was asking.
5. Since this was a bilingual class it was more difficult for students to understand the lesson. I only saw one way that Mrs. Myers extended the thinking of her students. She said she was going to try to trick her student by making the problem harder but all the students got the answer correct.
6. First Mrs. Myers told the students to clear off the boards and put everything back in the bins. Then she repeated the mathematic objective. She asked the students “Did we do everything from today’s lesson?” Finally, she told her students they were going to practice finding unknown numbers in equations the next day in
The manipulatives and pictorial models used her lesson were unifix cubes, two-sided circles, colored squares, and individual dry eraser boards. On the top of the boards, she asked her students to place six manipulatives from the word problem. On the bottom of the board, there was space for students to write their pictorial model. In another space, she asked them to write the number sentence. I believe the use of time to pass out the manipulatives and boards took too long. She passed two bins with the two different types of manipulatives in the middle of the circle and asked students to go pick their manipulatives. I think she could have handled the situation differently because all the students were in clustered together trying to get their supplies. Some of the students were playing with the boards and manipulatives so she had to take them away. I do believe the pictorial models and manipulatives helped supported some student learning. I think using manipulatives engages problem-solving, represented mathematical ideas in several ways, and helped communicate mathematical ideas

## Related Documents

• Improved Essays

The first question was a multiple-choice question, so it could stimulate what they might see on the STAAR. The second question was to solve an equation, and the third question was to explain in words how they got the answer to problem two. As the students left she reminds the students that she has after school tutoring and the next morning. I talked to my teacher briefly and asked how she does reflective teaching, she told me that she changes her lesson to fit the needs of her students. She told me that she had build a relationship with the students to know what they might have questions over.…

• 1276 Words
• 6 Pages
Improved Essays
• Decent Essays

When the teacher was going over the math homework with the students I noticed that she writes out the problem and has the students finish what she write by giving her the answers. The students are able to lead the teacher in the question and explain what to do next. The teacher also draws out the problems on the board for students that do not understand the question. This reminds me of visual learning and how it is important that students can see the problem in more than one ways. 3.…

• 1558 Words
• 7 Pages
Decent Essays
• Improved Essays

After that, she visually demonstrates each term and how it is found. She gives a brief reminder of the terms they have learned and their meaning. Mrs. Hickman distributes calculators to each student with the handout of the lesson. She goes over the instructions and goes over the example with them. She has paired up the students to work on the lesson and tells them to check with each other to make sure their math is done…

• 1152 Words
• 5 Pages
Improved Essays
• Improved Essays

The teacher instructs the students to color a certain number of circles with the red crayon, and another number of circles with the yellow crayon. After drawing those circles, the count the circles as a class and record the total they counted. These small actions engage the students ' three learning styles. The teacher even asked multiple questions to hear how the students ' understand the math they are doing. The teacher shows flexibility in her presentation by reading the number sentence that is recorded on the student 's math worksheet.…

• 736 Words
• 3 Pages
Improved Essays
• Improved Essays

Video 1 In the first math video, Pritti Poole (a 2nd-year math instructor) gives a math lesson on 2D and 3D shapes where she asks students to think about, recognize and identify. During her lesson, she utilizes a form of whole brain teaching, where she tells the students to discuss 2D and 3D shapes with their peers. To enhance her instruction, she utilizes technology tools to engage students. She makes use of an interactive smart board, which displays activities for the students to see as she teaches the lesson. She also has each student use their own whiteboard to record answers to the questions she asked during her whole group lesson.…

• 933 Words
• 4 Pages
Improved Essays
• Improved Essays

When Mrs. Laura was teaching math, she used the smart board to write all the problems. She would then call up the children and had them write the answer on the smart board. The children had little dry erase boards in front of them so they can try to figure out on their own the answer. Each day, the children would count each number on the number chart and then add a new number as the days went by. So by the end of the school year, they were able to count up to the number 180.…

• 1366 Words
• 6 Pages
Improved Essays
• Improved Essays

The jigsaw model “is a research-based cooperative learning technique” (“The Jigsaw Classroom,” 2016). During this specific lesson, Ms. Miller divided her students into two different learning groups. The first group, known as the expert group, was the first group that the students work in so that they could discuss the questions that the teacher had provided them beforehand. Students also discussed ways that they could assess their second group to ensure that they understand the material. While the students were working in their expert groups, Ms. Miller disclosed that she will walk around the room and provide additional information to the groups when she felt it is necessary to further the students’ learning.…

• 1990 Words
• 8 Pages
Improved Essays
• Superior Essays

Instead of telling the child that their answer is wrong a teacher might say, “I see where your coming from” or “You’re on the right track.” This creates trust in the environment, so children feel free to learn without judgment. Both of the videos in class demonstrate this concept. They gave the children a math problem to work on and as a group the teacher had a student say their answer. If the class agreed with this statement, the other students yelled, “Agree!” If the other students came up with a different answer they would yell, “Disagree!” The teacher in the second video shown in class, the lesson involving division, did this in a large group and small group setting. While the student worked on their division problem, the teacher roamed around the room and came across a student who wrote down the wrong answer.…

• 1325 Words
• 6 Pages
Superior Essays
• Improved Essays

Later this year, she is going to take this a step further by having students write their own higher level questions and have their peers discuss in small groups. Again, this is to have students be accountable. It is also asking my students to think critically, which has been a deficit on their ELA and Math exams. Although this next method may seem antiquated, direct instruction is necessary for some topics. She also directly instruct for a part of class (mini-lesson) before having students work in small groups to answer questions or work creatively.…

• 931 Words
• 4 Pages
Improved Essays
• Superior Essays

Friend and Cook 2000 supported inclusion as they defined “Co-teaching as a specific service delivery option that is based on collaboration.” After that activity, students sat in different groups to complete the activity in their go math workbook. During an interview with the special education teacher, I was told that the purpose of forming the different heterogeneous groups was to address the needs seen while observing students as she noticed that there were a few students who did not grasp the concepts of the lesson. She further indicated that she would sit at the large table at the rear of the room and further instruct students who did not comprehend the concepts while the students who seemed to grasp the concepts will sit at the front of the class and work independently under the supervision and guidance of the general education…

• 1005 Words
• 5 Pages
Superior Essays