SED368_ISI_Paper

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Illinois State University *

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368

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Economics

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Feb 20, 2024

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Chris Hogan Lesson Observation Reflection SED368 Hardin 12/4/15 I attended SCP to complete the necessary requirements for the assignment for SED368: Math Methods for Learners with Disabilities . The purpose of this project was to get into a school and observe a general education math teacher instructing a lesson. While at the school, we were to observe and report the organization of the school and how it operated. The school’s diversity was also to be addressed meaning the population of the school, if the students received free- reduced lunches, and also if there were any English language learners. During the lesson, students were supposed to observe how the teacher collaborated in the classroom with other teachers, paraprofessionals, and parents. SCP is a relatively new school. It is a charter school located in Illinois that is open to 8 th grade graduates in the area. It is a grade 9-12 high school. The school day is nine hours in length so that all of the classes can be met. This school uses a system where students take four years of English, mathematics, science, social science, world language, technology, fine arts, and physical education in order to graduate. Students are required to wear a uniform daily as are the faculty. The average class size is made up of 17 students and the total enrollment at the school is 496 students. There are 40 educators working in Southland and 56 faculty members total. From the 496 students attending the school, 57.3% of them are from low-income families. Students receive free-reduced lunch meals at this school. Southland is predominantly African-American making up 93.9% of the school. 2.2% are White, 2% are Hispanic, and .2% are Asian, and 1.6% are two or more races. 12.1% represents the number of students who have disabilities. Upon observation of this school, I noticed that the teachers so collaborate and rely heavily on one another. The

school put much emphasis on co-teaching. There is no self-contained classroom at the school. SCP believes greatly in inclusion and tries to implement the best practices so that all students have equal opportunity to learn and socialize. I was able to observe three different classes, and out of the three, two classes had a co-teacher present, working alongside the general education teacher to instruct the class. During my time in the school, I was able to observe Mr. F in his sophomore geometry class. When I arrived to his classroom, he had written the lesson objectives on the board as well as the common core standard that corresponded to the math lesson. The Common Core State Standard that was focused on in this lesson were CCSS.MATH.CONTENT.HSG.CO.A.2: Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch, and CCSS.MATH.CONTENT.HSG.CO.A.5: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another . I talked to the teacher a few minutes before class began and he told me about his anticipatory set, or bell ringer, that he uses to gain his students’ attention. Each day of the week he has a different bell ringer. I observed on a Monday, and the bell ringer for Monday was called “Speed Math”. “Speed Math” is a number of basic math problems that the students are required to solve within a minute, using only mental math. Mr. F explained to me that he noticed his students rely heavily on their calculators to solve even the simplest of problems, so he implemented “Speed Math” to promote and improve the use of

mental math by his students. The “Speed Math” bell ringer had no direct correlation to the day’s lesson, but it definitely grabbed the students’ attention and put them into a learning mindset. Mr. F informed that that the previous Friday of class, the students took a chapter test and were now moving onto a completely new topic. The topic that was being introduced was geometric shapes and transformations. The teacher stood at the front of the classroom and clearly told his students what the plan was for the day. They were to spend 5 minutes going over the test from the previous week. Then he explained what the net section was that they were going to learn and why. He talked about the importance of geometric shapes and how transformations, reflections, and rotations relate to real world problems. He communicated to the class that they would be doing a geometric shape activity where they needed to follow the directions on the activity sheet and draw different segments on a big square, separating the square into different geometric shapes. The activity was called “Tangrams”. In this lesson, Mr. F used a number of terms that can be placed under academic language including: line segment, parallel line, perpendicular line, midpoint, square, triangle, trapezoid, and parallelogram. These terms were used in both the test correction review, and the activity for the day. For the most part, Mr. F let the students do the majority of the work for the lesson. He clearly communicated the objectives and procedures for the lesson and even modeled the activity for the students. He held up his own copy of the activity and followed the directions making the necessary line segments where the directions told him to, thus separating the square into multiple other shapes. He told the class that in order to complete the activity, they needed seven shapes- two large triangles, two small triangles, 1 medium triangle, 1 small square, and 1 parallelogram. Once the students has completed this, they were able to cut the shapes out and move onto the second part of the activity. He modeled on of the shapes in front of the class using the smart

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board projector so the students could see what they were supposed to do. Multiple times through this part of the lesson Mr. F asked if the students had any questions and encouraged students to raise their hand if they needed assistance. This was the check for understanding. This lesson was primarily independent practice in groups. Once the directions were delivered, Mr. F instructed the student to start the activity. The students separated into their work groups that they have been with since the beginning of the semester and turned their desks so they faced each other. While the students were working in groups, Mr. F was walking around asking the students if they needed assistance. He provided them with the paper, markers, and scissors required to complete the activity. The assessment was if the students did not have the correct shapes cut out, they would not have been able to organize the shapes in ways to make the designs for the rest of the activity. As Mr. F was walking around the room, he had a chart with every student’s name. Next to it, we would write a check mark next to their name if they had the correct number of shapes cut out and if they were able to create the design using those shapes. When it was close to the bell, Mr. F allowed 3 minutes of clean up. Once the class was cleaned up and quiet, he explained what they were going to be doing the following day. He welcomed students to ask any questions that they had. I had asked Mr. F if he had created an alternate activity for students with disabilities and he informed me that he did not because everyone would have been able to complete the activity. If assistance was needed with any of the steps, he or his co-teacher would have assisted the student in need. Upon reflection, I noticed that there were so many aspects of teaching that I have learned in class that I was able to pick up on from this lesson observation. When observing, I had the rubric for the assignment in front of me and as Mr. F was teaching, I was able to go down the list on the rubric and write down how he implemented each section into the lesson. Before taking

this class, I would not have been able to pick up on the necessary components that make up and effective lesson plan. One connection I can make is that Mr. F believed greatly in visual chunking and made use of the smart board projector in the classroom so he could show the steps of the activity visually. After reading “The Effect of Visual-Chunking-Representation Accommodation on Geometry Testing for Students with Math Disabilities”, I learned that using visual chunking is an effective way to get students with disabilities for retain visual information. I saw this practice used in Mr. F’s classroom. Another strategy that I saw used in the classroom that I had previously read about was the convergence mastery strategy. Often times when a student gets wrong answers on a test of activity, they are marked off and then the class moves on. This strategy allows students who have wrong answers on their assignments to redeem themselves by going over what they have incorrect and trying again until it is correct. What Mr. F did in his classroom was similar to this. He walked around the room and gave a checkmark next to the students who had shown their finished assignment and would tell the students who had incorrect assignments to try again and offered them assistance. Eventually, everyone finished the activity and therefore, received a checkmark. Finally, from the book, we talked about the use of manipulatives to assist students with instruction. In this activity, the students used the cut out shapes to complete the activity. Manipulative provide concrete pieces for students to use to assist in their learning and in this case, the students in Mr. F’s class used them to proceed with the Tangram activity. Overall this was a delightful experience and one that I gained much from. I will be sure to utilize resources and implement effective strategies in my future classroom.

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