On monday I taught all the math sections for the 5th grade and was the only 'teacher' in the room...wow...it was a little intense! I got done with the first session and felt as though I had been really short and quick with the students. When Carole came in afterwards I told her that I felt as though my temper had risen. Once I started thinking about it, I realized that since I was the only teacher in the room (we have had 3-4 educators in the room all year and it has been wonderful) I really felt the push to confer with the kids quickly and efficiently. This meant that I tended to rush and wanted them to 'just get it'. While talking with Carole she said that this is why it is so important to have a good and purposefully planned conferring schedule so that you get to all the students throughout the week and as neccessary. Advice I will definitly take and work on.
TWS - DONE!!! Literacy at WWU - DONE!!! Special ED: Almost DONE!!!
I can not believe that this is my last week on Westerns campus
Next on the list: Christmas program... actually very excited for this. I am thrilled to see them perform! Then, Winterfest ~ my last day with the 5th graders and with Carole...bummer but exciting none the less
Wednesday, December 10, 2008
Wednesday, December 3, 2008
A Whole Day (almost)
Today I taught math, literacy and science. It was such a great experience. It was incredibly nerve-wracking but totally worthwhile and informative. I have to admit that I have battled with the idea that with this model it would be really difficult since the 5th graders are in different classes for these subjects. I was worried about being in a new class every subject and being able to adapt and adjust as necessary. Since I am comfortable with math and been in that classroom and with Carole the most I was less nervous about teaching math. I am also comfortable with the literacy classroom since I have been teaching more and more. The science classroom I had yet to teach in so this was a little nerve-wracking and considering I also developed the two lessons mostly on my own. The science teacher helped but all the materials were my responsibility. I couldn't believe it though, it went pretty smoothly for an intern teacher!
What was so great about it was that I was able to use my knowledge about the structure of math and literacy to inform what I did in science. This was a huge advantage and the science teacher, Tammy, even commented on it. I also did a short read-aloud in literacy to prep them for what we would be doing in science later today. This was great and made the transition into science much more smooth. I was also able to group the students in a purposeful way which felt great. I realized in science that since I had taught them all day my comfort level with them was even more personal and relaxed which I felt was great for all of us.
No, the day was not perfect. There were many things that I would do differently and will do differently. In math there is always a concept that I have my own ah-ha moments with. In literacy I should have taught bibliographies as a mid-teaching mini-lesson but will do tomorrow even though they have already been using website information. And in science, I should have been better prepared for the students that are pulled out in the other two classes. All in all though, I am proud of myself for making it through the whole day.....except for calendar math when I was watching a videotape of myself instead :)
What was so great about it was that I was able to use my knowledge about the structure of math and literacy to inform what I did in science. This was a huge advantage and the science teacher, Tammy, even commented on it. I also did a short read-aloud in literacy to prep them for what we would be doing in science later today. This was great and made the transition into science much more smooth. I was also able to group the students in a purposeful way which felt great. I realized in science that since I had taught them all day my comfort level with them was even more personal and relaxed which I felt was great for all of us.
No, the day was not perfect. There were many things that I would do differently and will do differently. In math there is always a concept that I have my own ah-ha moments with. In literacy I should have taught bibliographies as a mid-teaching mini-lesson but will do tomorrow even though they have already been using website information. And in science, I should have been better prepared for the students that are pulled out in the other two classes. All in all though, I am proud of myself for making it through the whole day.....except for calendar math when I was watching a videotape of myself instead :)
Saturday, November 22, 2008
Conferences and more....
Well, I have made it halfway through conferences. It has gone well and I have gotten the chance to lead a few and be a part of many. It has been an unbelievably valuable experience and I am so glad that Carole has been so open to me taking the reins a couple of times. I have no doubt that it is difficult to relinquish the control when she is so involved with her students! There have been many amazing moments while conferencing. I have realized how important it is as a teacher to establish a relationship with the parents and the importance of professionalism and being clear on why you are doing what you are doing in your classroom. Parents can be great, difficult, disappointing and so supportive. There are so many different types of parents, families and reactions from everyone. Since the conferences are student led there are many different emotions happening within the conference. Everyone is bringing something to the table and knowing how to keep the atmosphere positive is important and difficult.
I have had some other awakenings recently as a beginning teacher. In our 5th grade class there has been three family deaths (two grandparents and one foster parent) that has rocked the class and reminded me that there is more than just lesson plans and teaching that occur in a school day. I do not feel that I should release too many details because it is not my place but what I can acknowledge and learn from is that it is important to be there for the students but to also continue the day, the week, so that there is still structure yet a supporting community within the classroom. I tend to get so wrapped up in lesson plans, reflections, getting through the day and what is happening in my life (school or personal) that I forget that another aspect of being a teacher is being involved and supportive for the students in their personal lives as well. I feel that I am not saying what this has made me realize in the most coherent way....I guess that basically, it has made me think, made me reflect and opened my eyes a little more to the role of teacher and truly how many hats you do wear.
To wrap it all up....conferences have been great, such an incredibly valuable experience and I feel I know these students even more completely or as much as I can at this point in the year. Also, students lives extend beyond school and my support for them needs to extend beyond the school setting as well.
I have had some other awakenings recently as a beginning teacher. In our 5th grade class there has been three family deaths (two grandparents and one foster parent) that has rocked the class and reminded me that there is more than just lesson plans and teaching that occur in a school day. I do not feel that I should release too many details because it is not my place but what I can acknowledge and learn from is that it is important to be there for the students but to also continue the day, the week, so that there is still structure yet a supporting community within the classroom. I tend to get so wrapped up in lesson plans, reflections, getting through the day and what is happening in my life (school or personal) that I forget that another aspect of being a teacher is being involved and supportive for the students in their personal lives as well. I feel that I am not saying what this has made me realize in the most coherent way....I guess that basically, it has made me think, made me reflect and opened my eyes a little more to the role of teacher and truly how many hats you do wear.
To wrap it all up....conferences have been great, such an incredibly valuable experience and I feel I know these students even more completely or as much as I can at this point in the year. Also, students lives extend beyond school and my support for them needs to extend beyond the school setting as well.
Friday, October 31, 2008
an update......
Whew.....we are all feeling it, the chaos of teaching (as Carole so eloquently put it) combined with the chaos of being a student at WWU. I spent from 9-4 in the computer lab yesterday and it looks as though it may be another long stint again today. BUT...... it is making me sane again because I am getting organized, catching up and being ridiculously productive! Which is why I will celebrate with a nice glass of dry Chianti tonight! Yes.....
Okay, but here is what I really need to be writing about and reflecting on. My time at Sumas has been filled with teaching and learning as usual. After finishing my TWS, I became very focused on figuring out the data and trying to get an understanding of what their work was showing me in regards to their conceptual and procedural understanding. Carole and I rejoiced in the fact that after the final assessment on the unit all the students were between a 3- and a 4 (4 being the highest). This was a great feeling and also a relief because these 'expectations' or standards have been moved down to third grade so these student NEED to know this, and know it well. That being said, there are still a few students who I am not comfortable saying really and truly have it both conceptually and procedurally. Keeping this in mind will be important as we head into unit after unit this year.
Now that my TWS lessons are taught and I am focusing on the write-up, I have also had a lot of time to reflect on the improvement of my teaching skills as well as a re-focus on what I need to continually work on and develop. Lets start with what is making me feel good.......
** I feel as though I my management has improved since the beginning of this quarter. I am slowly coming into my own when it comes to management style. I tend to use my more quiet nature when dealing with the students, and most of the time this has worked pretty well. When it doesn't work, I have realized that letting them get away with it is not an option so there has been a few times where I have had to express how I felt disrespected by them. This was mostly when there was a sub and the students were testing me. I also feel that my confidence has improved when it comes to giving directions. I am getting better about being more clear and concise (though always room for improvement). Also, I am trying to be more aware of the types of questions I ask so that I can move beyond yes/no questions. This is an area where I still have far to go but just being able to try and focus on that (and not just getting through the lesson itself) is improvement itself!
I am getting a little bit better at the insane multi-tasking teaching takes but I still feel as though I have far to go....I always make so many mistakes when I try and multi-task too much so finding my style and ability to do so is essential!
Some areas where I hope to have improved in by the time December comes are......
Generally, this is where I am feeling good and hoping for improvement with. I would love to have more feedback about areas of improvement (areas where I have improved and what I need to work on improving more....)
I will blog again soon, sooner than later this time.
Whew~Christine
Okay, but here is what I really need to be writing about and reflecting on. My time at Sumas has been filled with teaching and learning as usual. After finishing my TWS, I became very focused on figuring out the data and trying to get an understanding of what their work was showing me in regards to their conceptual and procedural understanding. Carole and I rejoiced in the fact that after the final assessment on the unit all the students were between a 3- and a 4 (4 being the highest). This was a great feeling and also a relief because these 'expectations' or standards have been moved down to third grade so these student NEED to know this, and know it well. That being said, there are still a few students who I am not comfortable saying really and truly have it both conceptually and procedurally. Keeping this in mind will be important as we head into unit after unit this year.
Now that my TWS lessons are taught and I am focusing on the write-up, I have also had a lot of time to reflect on the improvement of my teaching skills as well as a re-focus on what I need to continually work on and develop. Lets start with what is making me feel good.......
** I feel as though I my management has improved since the beginning of this quarter. I am slowly coming into my own when it comes to management style. I tend to use my more quiet nature when dealing with the students, and most of the time this has worked pretty well. When it doesn't work, I have realized that letting them get away with it is not an option so there has been a few times where I have had to express how I felt disrespected by them. This was mostly when there was a sub and the students were testing me. I also feel that my confidence has improved when it comes to giving directions. I am getting better about being more clear and concise (though always room for improvement). Also, I am trying to be more aware of the types of questions I ask so that I can move beyond yes/no questions. This is an area where I still have far to go but just being able to try and focus on that (and not just getting through the lesson itself) is improvement itself!
I am getting a little bit better at the insane multi-tasking teaching takes but I still feel as though I have far to go....I always make so many mistakes when I try and multi-task too much so finding my style and ability to do so is essential!
Some areas where I hope to have improved in by the time December comes are......
- Teaching more literacy so that I can get more feedback in that area.
- Math terminology - still need to work on using math vocabulary correctly. This is a tough one for me. Especially, when I am focusing on just getting through the lesson
- Not saying....."Does that make sense?".....and "Does everyone understand?" and being really repetitive before havig them get started on a task.
- Being more organized (I have gotten better, but still get overwhelmed by my disorganization sometimes)
- Sequencing and selecting while also conferring in a effeicient and helpful manner. This is a tough one!!!
- and many more things I am sure.....
Generally, this is where I am feeling good and hoping for improvement with. I would love to have more feedback about areas of improvement (areas where I have improved and what I need to work on improving more....)
I will blog again soon, sooner than later this time.
Whew~Christine
Friday, October 17, 2008
Post assessment: for me, for the students and for my TWS unit
I am going to first answer some specific questions that have been posed as well as give a short general analysis of how my TWS went and some of what I am taking away from it.... I say some because I am sure more will develop still!
1~ Based on your formative assessment, what results are you expecting to see
on this test?
The results that I am expecting to see from my post assessment have directly to do with my formative assessments as well as my pre-assessments and levels of improvement or lack there of. My formative assessments consisted of anecdotal notes, whole and small group discussion, calendar quiz, and discussion between Carole and I about the students throughout the unit. The results I hope to see are better understanding of place value in a variety of forms, and multiple subtraction strategies and appropriate use. I am expecting to see improvement for some students and I am expecting to also see where there will be a need for additional re-teaching with some students as well.
2~ How have you made sure this test will accurately measure all students' knowledge? Were there any adaptations you built in or used while students were taking their tests?
Ways in which my CT and I have made sure that this test will accurately measure all student' knowledge has been to incorporate what we are measuring on this test into the formative assessments throughout the unit. When conferring with students, we have kept our learning goals (place value/subtraction strategies) in the forefront. By this I mean that when conferring with students we, for example, emphasized and guided students toward thinking about place value when solving subtraction problems. We also used similar problems so that the format would be familiar and consistent. We also incorporated 'mini-quizzes' in order to assess if we were on the right track, toward conceptual understanding of place value/strategies as well as procedural efficiency. Sometimes we saw students who were getting this and sometimes we did not, and we needed to refocus. This occurred a lot during place value, where we eventually adapted the curriculum by using a new and different approach with both manipulatives(place value blocks). Adaptations such as this helped students to visually see place value in a new way.
Many adaptations during the test have been built into this classroom already and I utilized these for all the assessments. Adaptations included: sitting where you were most comfortable to take the test, using test taking strategies that have been explicitly taught and practiced, and having the directions clearly stated and written out.
3~ How will what you teach next be informed by this assessment?
What we teach next will be greatly informed by this assessment. For students who show strong understanding both conceptually and procedurally regarding place value and strategies will be strongly prepared for the next investigation which focuses on bigger numbers. Next steps for students who are not showing strong conceptual and procedural understanding will be more conferring and additional teaching of these two learning goals. Going back to using smaller numbers will could be an option until there is confidence that they are ready to move up to the larger numbers. It will vary with each student and depending on where there current skill level lies. This may take one small group lesson for some of the students or the whole next unit for others. This will be a bridge to cross when figured out.
4~ How will what you learn from this assessment change how you would teach this lesson next time?
Preliminary analysis of this assessment has left me feeling both proud of the students and a little disappointed with myself. A large, pretty darn large!, majority of the students did really well. A lot of 4's and 3's and only a few 2's and no 1's (there are many aspects of a grade for this assessment so I am generally talking about specific to place value and subtraction strategies only) BUT.... basically, the 3 students who are still struggling the most were the students I conferred with regularly. This can be looked at two ways and I am choosing to look at both of these ways. One way to look at it... I know these students fairly well from conferring so often throughout these lessons. Because of this, I am in a good spot to continue supporting them and to give them some good solid final pushes regarding this content area. A second way to look at this.... I need to really think about and mull over why my conferring with them did not help them to better succeed. What can I do during conferring to improve student learning. There was some improvement but not nearly enough.
Lesson specific, I would change numerous things the next time I taught this mini-unit. I would use place value blocks from day one (no 10,000 chart), I would dig deeper and look more in depth at the strategies they come up with on their own and then try to really highlight those examples that fit in with the desired strategies from lesson. I also would like to think up a better way, other than pencil and paper, to have given the pre- and post-assessments. I like the way we wrote the test and the format is very conducive to turning into data, but it still felt like such an archetypical assessment. Good, bad....still deciding! Other changes would be to have calendar time be even more intimately connected throughout the lessons instead of just at the very end (thanks to Carole for implementing that!) There is more I am sure and some that I would keep the same. This will all be detailed even further as I analyze my data further and complete the finishing write-ups for my TWS. My debriefing with Carole also gives me even more insight so I am sure that I will update this real soon with new thoughts.
In general:
This was a great experience. My personal math content knowledge is always challenged in such an interesting way when teaching math. It is really interesting to be learning math in a whole new way (the math sequence helped me to prepare for this but these experiences are more personal and thus impact me so much more) while also teaching a more conceptual approach to the students when I am still figuring it out myself. There was still a slight detachment since the TWS is not truly a whole investigation or unit. Things that went well: getting in front of the classroom so much that I began to feel more comfortable with dialogue between me and the students. I really want to work on asking more meaningful questions rather than yes or no questions. I also felt that we tried very hard to bring in other methods and visuals when what was happening was not working. I know that I felt really excited when bringing in place value blocks to replace the 10,000 chart. It felt exciting to problem solve and give more effort in finding a way to help them see it.
And lastly, there will be more to come about this.....my reflection has only just begun.... to live....{carpenter reference/joke.... :) }
1~ Based on your formative assessment, what results are you expecting to see
on this test?
The results that I am expecting to see from my post assessment have directly to do with my formative assessments as well as my pre-assessments and levels of improvement or lack there of. My formative assessments consisted of anecdotal notes, whole and small group discussion, calendar quiz, and discussion between Carole and I about the students throughout the unit. The results I hope to see are better understanding of place value in a variety of forms, and multiple subtraction strategies and appropriate use. I am expecting to see improvement for some students and I am expecting to also see where there will be a need for additional re-teaching with some students as well.
2~ How have you made sure this test will accurately measure all students' knowledge? Were there any adaptations you built in or used while students were taking their tests?
Ways in which my CT and I have made sure that this test will accurately measure all student' knowledge has been to incorporate what we are measuring on this test into the formative assessments throughout the unit. When conferring with students, we have kept our learning goals (place value/subtraction strategies) in the forefront. By this I mean that when conferring with students we, for example, emphasized and guided students toward thinking about place value when solving subtraction problems. We also used similar problems so that the format would be familiar and consistent. We also incorporated 'mini-quizzes' in order to assess if we were on the right track, toward conceptual understanding of place value/strategies as well as procedural efficiency. Sometimes we saw students who were getting this and sometimes we did not, and we needed to refocus. This occurred a lot during place value, where we eventually adapted the curriculum by using a new and different approach with both manipulatives(place value blocks). Adaptations such as this helped students to visually see place value in a new way.
Many adaptations during the test have been built into this classroom already and I utilized these for all the assessments. Adaptations included: sitting where you were most comfortable to take the test, using test taking strategies that have been explicitly taught and practiced, and having the directions clearly stated and written out.
3~ How will what you teach next be informed by this assessment?
What we teach next will be greatly informed by this assessment. For students who show strong understanding both conceptually and procedurally regarding place value and strategies will be strongly prepared for the next investigation which focuses on bigger numbers. Next steps for students who are not showing strong conceptual and procedural understanding will be more conferring and additional teaching of these two learning goals. Going back to using smaller numbers will could be an option until there is confidence that they are ready to move up to the larger numbers. It will vary with each student and depending on where there current skill level lies. This may take one small group lesson for some of the students or the whole next unit for others. This will be a bridge to cross when figured out.
4~ How will what you learn from this assessment change how you would teach this lesson next time?
Preliminary analysis of this assessment has left me feeling both proud of the students and a little disappointed with myself. A large, pretty darn large!, majority of the students did really well. A lot of 4's and 3's and only a few 2's and no 1's (there are many aspects of a grade for this assessment so I am generally talking about specific to place value and subtraction strategies only) BUT.... basically, the 3 students who are still struggling the most were the students I conferred with regularly. This can be looked at two ways and I am choosing to look at both of these ways. One way to look at it... I know these students fairly well from conferring so often throughout these lessons. Because of this, I am in a good spot to continue supporting them and to give them some good solid final pushes regarding this content area. A second way to look at this.... I need to really think about and mull over why my conferring with them did not help them to better succeed. What can I do during conferring to improve student learning. There was some improvement but not nearly enough.
Lesson specific, I would change numerous things the next time I taught this mini-unit. I would use place value blocks from day one (no 10,000 chart), I would dig deeper and look more in depth at the strategies they come up with on their own and then try to really highlight those examples that fit in with the desired strategies from lesson. I also would like to think up a better way, other than pencil and paper, to have given the pre- and post-assessments. I like the way we wrote the test and the format is very conducive to turning into data, but it still felt like such an archetypical assessment. Good, bad....still deciding! Other changes would be to have calendar time be even more intimately connected throughout the lessons instead of just at the very end (thanks to Carole for implementing that!) There is more I am sure and some that I would keep the same. This will all be detailed even further as I analyze my data further and complete the finishing write-ups for my TWS. My debriefing with Carole also gives me even more insight so I am sure that I will update this real soon with new thoughts.
In general:
This was a great experience. My personal math content knowledge is always challenged in such an interesting way when teaching math. It is really interesting to be learning math in a whole new way (the math sequence helped me to prepare for this but these experiences are more personal and thus impact me so much more) while also teaching a more conceptual approach to the students when I am still figuring it out myself. There was still a slight detachment since the TWS is not truly a whole investigation or unit. Things that went well: getting in front of the classroom so much that I began to feel more comfortable with dialogue between me and the students. I really want to work on asking more meaningful questions rather than yes or no questions. I also felt that we tried very hard to bring in other methods and visuals when what was happening was not working. I know that I felt really excited when bringing in place value blocks to replace the 10,000 chart. It felt exciting to problem solve and give more effort in finding a way to help them see it.
And lastly, there will be more to come about this.....my reflection has only just begun.... to live....{carpenter reference/joke.... :) }
Tuesday, October 14, 2008
My first parent conference!
Well....Carole loves throwing me to the wolves.....thank goddness!! She now knows me well enough to know that I may not volunteer but I will say 'yes' or 'sure' most every time if she asks me to do something! I was so nervous to lead a conference but when it was all said and done, I felt great about it. Yes, I faltered over my words a few times, forgot some details and blanked on what I should say but all in all, I survived. It was a good way to end the day.
My TWS lessons have been taught. I give my post-assessment on thursday and I am excited to see what the results are. I look forward to seeing if there has been improvement. I would do it differently again next time but that is the way it goes with teaching...or so it seems. I have been really thankful to have gotten to teach so much latley. It makes such a huge difference when you see the lessons in sequence and you refer back to activities you have done with the students. It makes it a much more meaningful teaching experience for me.
Well, this blog is more of a general reflection than a lesson reflection. I will not be back in my classroom until thursday so it will be interesting to have been gone for two days!
My TWS lessons have been taught. I give my post-assessment on thursday and I am excited to see what the results are. I look forward to seeing if there has been improvement. I would do it differently again next time but that is the way it goes with teaching...or so it seems. I have been really thankful to have gotten to teach so much latley. It makes such a huge difference when you see the lessons in sequence and you refer back to activities you have done with the students. It makes it a much more meaningful teaching experience for me.
Well, this blog is more of a general reflection than a lesson reflection. I will not be back in my classroom until thursday so it will be interesting to have been gone for two days!
Sunday, October 12, 2008
from place value to subtraction strategies
I felt the rollercoaster of emotions last Thursday and Friday that comes with being a ‘beginning’ (student) teacher…maybe just being a teacher in general?? I was pretty disappointed about the way a lesson went on Thursday and felt confused about my teaching goal, my TWS and myself. Then on Friday, I got to Sumas, spent the morning there and left feeling exactly the opposite of how I felt on Thursday.
On Friday morning, Carole (my CT) helped me to determine if the students had understood, for the most part, my teaching goal of place value. She came up with a quick and efficient formative (almost post) assessment and generally the students did great. After we determined that I felt a huge sigh of relief and was able to approach that days lesson with a new attitude. The lesson went well and I felt good about the way I stayed true to my teaching goal the whole lesson, exploring subtraction strategies. I left feeling renewed, motivated and excited to be moving from one teaching goal to the next with some success…hopefully that will stick for both the students and myself!
Things that went well: My select and sequence of student examples was the most purposeful yet during this lesson. I noticed that I picked student examples and the order that I wanted them to share with more purpose then I have previously. I definitely need a lot more practice with this but felt confident in what I did do on Friday. The students were really great also. I have been stressing silently and quickly when transitions need to happen and been mentioning both how much time they have to do it and even linked it to the school rule of ‘getting business done’. I felt this worked and they were really quick and efficient when getting to the carpet. They seem to be really engaged during this lesson (for the most part) and felt solid about the way the subtraction strategies were introduced. I will be excited to work with them again on Monday.
Things I would change for next time: Although I felt I did my best yet with sequencing and selecting I still feel as though I could have highlighted all of the subtraction strategies if I had been better at deciphering student work. I have a feeling every strategy was out there. Next time, I hope to talk with students more and have them explain their work to me explicitly so that I can get each strategy. When we make our posters with student work on them to put on the walls as a resource I will try to make this happen. Also, as much as I enjoyed the discussion and felt it was worthwhile, I wish I could have been more succinct with it so they had more time to practice and put the strategies to work. Lastly, I mentioned and few times that they needed to be clear and concise when writing down their work and communicating their thoughts but did not visually model this, which would have been helpful and more meaningful.
Questions and thoughts: TIME!!! I felt as though I went longer with the discussion then I was ‘supposed’ to according to the curriculum but I felt the discussion was solid and that students were engaged. This is a constant battle. I wonder what it is like when you don’t need to physically move to another…. Is it easier or harder when you have the ability to lengthen your lesson depending on what is happening. I find I get so wrapped up that I lose track of time easily. This will be something I need to work on because it is my responsibility to keep track of time. That continues to be a challenge for me. I tend to lose the closing discussion time because of this too often.
On Friday morning, Carole (my CT) helped me to determine if the students had understood, for the most part, my teaching goal of place value. She came up with a quick and efficient formative (almost post) assessment and generally the students did great. After we determined that I felt a huge sigh of relief and was able to approach that days lesson with a new attitude. The lesson went well and I felt good about the way I stayed true to my teaching goal the whole lesson, exploring subtraction strategies. I left feeling renewed, motivated and excited to be moving from one teaching goal to the next with some success…hopefully that will stick for both the students and myself!
Things that went well: My select and sequence of student examples was the most purposeful yet during this lesson. I noticed that I picked student examples and the order that I wanted them to share with more purpose then I have previously. I definitely need a lot more practice with this but felt confident in what I did do on Friday. The students were really great also. I have been stressing silently and quickly when transitions need to happen and been mentioning both how much time they have to do it and even linked it to the school rule of ‘getting business done’. I felt this worked and they were really quick and efficient when getting to the carpet. They seem to be really engaged during this lesson (for the most part) and felt solid about the way the subtraction strategies were introduced. I will be excited to work with them again on Monday.
Things I would change for next time: Although I felt I did my best yet with sequencing and selecting I still feel as though I could have highlighted all of the subtraction strategies if I had been better at deciphering student work. I have a feeling every strategy was out there. Next time, I hope to talk with students more and have them explain their work to me explicitly so that I can get each strategy. When we make our posters with student work on them to put on the walls as a resource I will try to make this happen. Also, as much as I enjoyed the discussion and felt it was worthwhile, I wish I could have been more succinct with it so they had more time to practice and put the strategies to work. Lastly, I mentioned and few times that they needed to be clear and concise when writing down their work and communicating their thoughts but did not visually model this, which would have been helpful and more meaningful.
Questions and thoughts: TIME!!! I felt as though I went longer with the discussion then I was ‘supposed’ to according to the curriculum but I felt the discussion was solid and that students were engaged. This is a constant battle. I wonder what it is like when you don’t need to physically move to another…. Is it easier or harder when you have the ability to lengthen your lesson depending on what is happening. I find I get so wrapped up that I lose track of time easily. This will be something I need to work on because it is my responsibility to keep track of time. That continues to be a challenge for me. I tend to lose the closing discussion time because of this too often.
Monday, October 6, 2008
accommodations to the curriculum
Today I learned a valuable lesson regarding curriculum. Sometimes it is better to accommodate the curriculums way of doing something and try a different approach when your students are struggling. This is not to say that anytime a student is struggling you should just give up on that approach. It is important to realize why the students are struggling and then evaluate if there is a better way since the tool/manipulative/activity is wrong for the desired goal. For today’s math lesson, we realized that the 10,000 chart was confusing the students more than helping them. We also realized that using manipulatives to explore place value visually might be a better alternative and that this was a better way to get at our learning goals.
It seems to me that students will have a better understanding of place value after using the place value blocks because they can easily see how ten 10’s make a hundred and how ten 100’s equal a thousand…and so on. Also, if they can understand how to use the place value blocks, when it is WASL time they can use them during the test and already be comfortable with them. I am excited to see how they do when we give them another assessment on place value after using the blocks. Especially since they did not do so well on the assessment on place value Friday.
What went well today? The kids were really well behaved today. The jumped right into the activity and stayed involved the most of the time. They seemed excited to use a manipulative and many students were solid on the idea that ‘10 of these makes 1 of these’. Next, it will be important for them to see that 100 of these can make 1 of these and so forth. I was also really focused on getting students to ask each other instead of asking me. I tried to focus on partnership responsibilities so I realized today that some of my conferring was more environment than content or behavior. I made sure to state my teaching point (place value) more than once and referred back to it numerous times. Overall, I think most of the students that I conferred with were still a little shaky but on the verge of having the light bulb click on.
What would I do different next time: During the intro I would have done the whole idea/relationship between 100 of these makes 1 of these and so forth in order to expand their thinking. A quick wrap up would have been nice so that students could share the way they used the manipulative and how it helped them solve the worksheet.
Questions/ponderings: I am really glad that we switched out the 10,000 charts for the place value blocks. It will be interesting to see if their understanding improves. Some questions I have are: How will we assess them in regards to what they were doing wrong on the charts though? The idea that the first row in each section does not have a hundred in it? Or do we even need to assess that specifically. Maybe the tool was confusing and we will see their understanding by using a different approach. I am thinking it will be the latter. I am really excited to see how the accommodations work out.
It seems to me that students will have a better understanding of place value after using the place value blocks because they can easily see how ten 10’s make a hundred and how ten 100’s equal a thousand…and so on. Also, if they can understand how to use the place value blocks, when it is WASL time they can use them during the test and already be comfortable with them. I am excited to see how they do when we give them another assessment on place value after using the blocks. Especially since they did not do so well on the assessment on place value Friday.
What went well today? The kids were really well behaved today. The jumped right into the activity and stayed involved the most of the time. They seemed excited to use a manipulative and many students were solid on the idea that ‘10 of these makes 1 of these’. Next, it will be important for them to see that 100 of these can make 1 of these and so forth. I was also really focused on getting students to ask each other instead of asking me. I tried to focus on partnership responsibilities so I realized today that some of my conferring was more environment than content or behavior. I made sure to state my teaching point (place value) more than once and referred back to it numerous times. Overall, I think most of the students that I conferred with were still a little shaky but on the verge of having the light bulb click on.
What would I do different next time: During the intro I would have done the whole idea/relationship between 100 of these makes 1 of these and so forth in order to expand their thinking. A quick wrap up would have been nice so that students could share the way they used the manipulative and how it helped them solve the worksheet.
Questions/ponderings: I am really glad that we switched out the 10,000 charts for the place value blocks. It will be interesting to see if their understanding improves. Some questions I have are: How will we assess them in regards to what they were doing wrong on the charts though? The idea that the first row in each section does not have a hundred in it? Or do we even need to assess that specifically. Maybe the tool was confusing and we will see their understanding by using a different approach. I am thinking it will be the latter. I am really excited to see how the accommodations work out.
Thursday, October 2, 2008
Started a new unit today!
Today my class started a new Unit in Investigations called "Thousands of miles, thousands of seats". This was the first time that I got to introduce and facilitate a new unit and it went pretty well....except some big misunderstandings but those misunderstandings will be focused on and, hopefully, conquered tomorrow!
Lesson overview: Students were introduced to a 10,000 chart. The chart is very large and multiple students (2 partner pairs) work together on the 10,000 chart during the activity. We began with a discussion about finding landmark numbers on the 10,000 chart and how to do this as a team. The procedure was that 1 person would find three landmark numbers and the other people on the team would make sure that they agreed where the first person put the landmark numbers. Then the next person would get to pick three landmark numbers and so on. The lesson continued with this procedure and with most the students participating. At the end of the lesson, the students shared their strategies for finding landmark numbers and showed the rest of the class their 10,000 chart.
What went well:
* The students were better about listening to me this time and were not quite as talkative as when I have taught previously. I especially noticed this because usually when Mrs. Donaldson is out of the room, they test me a little more.
* Timing throughout the lesson was where I wanted it for the most part (the wrap up was where we realized there were some big misunderstandings/misconceptions so the wrap-up ended up having a different focus than originally planned).
* Clear directions (or so I thought!)
* Active participation
* I stated my teaching point more than once. My teaching point was that if you put landmark numbers correctly on your 10,000 chart it will be easier to then find large numbers on your chart more quickly. for example: you put down the landmark number 1,000 on your chart and now it will be much easier to find 1,015 on the chart.
What I would do differently next time:
* Compare and contrast the 100 chart with the 10,000 chart so that students could visually see that we were not counting by 10’s from row to row. (For example: 10 skip down a row to 20, skip down a row to 30 and so on….) but that now we were going to be skipping down by 100’s. This was an area that if discussed would have saved the students a lot of confusion.
* Figure out a way for student to be held individually responsible so that all students equally participated. It was too much of a free for all. On the other hand, they are in 5th grade and know how to work in partnerships, so it is their responsibility to contribute. This could be an area where a quick 2 minute discussion on partnerships/team work is brought up and reviewed and put to rest quickly.
* Although I stated my teaching point explicitly, I am not sure if students really grasped the idea. Next time, I would like to have a clear phrase or sentence regarding how the 10,000 chart will help in a similar way that the hundreds chart has been a tool to help them find numbers on the chart quickly, to see patterns and to visually see what is happening when large numbers change. Thinking of clear and concise way of saying that will be my goal tonight.
* Students will repeat this activity for the first part of the lesson tomorrow and there will be more of a direct goal and expectation that students will share with their peers. The direct expectation will be to come up with a strategy for finding landmark numbers and tell why this works. Students need to be able to prove their numbers are in the right place.
Questions and Ponderings:
* After these initial lessons with the 10,000 chart, how will the students use this knowledge to help them throughout the investigation? It is helpful to use a 100 chart because you can keep it handy and it is easy to use. The 10,000 chart is huge and not conducive when trying to quickly solve a large addition or subtraction problem. I think in order for me to really use this tool well I need to believe in it as a helpful and productive chart. I would love to talk about this so as to understand the purpose more clearly.
Thursday, September 25, 2008
First Post
Welcome to my blog. The focus of this blog will be on the final quarters of my student internship. Can't wait to share my insights and get feedback from everyone.
Thanks, Christine
Thanks, Christine
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