Cothen-D094PerformanceAssessment

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School

Western Governors University *

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Course

D094

Subject

Mathematics

Date

Jun 23, 2024

Type

docx

Pages

4

Uploaded by DoctorHeat1350

Camryn Cothen D094 Performance Assessment- Video Observations A1: In the video “Focusing on Two-Dimensional Geometry” we see Vygotsky’s theory at work as the 5 th grade students work together trying to solve problems involving conversion of centimeters to miles for distance, as the teacher goes table to table providing assistance, or scaffolding, by asking leading questions to help the students reach the solution. A2: The students working in groups as the teacher makes his way around the room to each group of students is a working example of community in the classroom, and as Vygotsky’s theory is sociocultural, community is a major component in the cognitive development of the students. It is also clear that the students are working in their proximal zone of development, as the students understand the problem and that they need to measure the distance in miles between two points using a ruler, however where the students are getting caught up is whether to use centimeters or inches to measure this distance. The teacher is providing scaffolding to each group of students by first asking them how they’re already solving the problem and using what they’ve already done to ask questions to guide the students in the right direction. For almost every group, the teacher would ask them to look at the scale on the map, and pay attention to the units of conversion, in this instance it was 2cm are equal to 1 mile. The students would then use this information to understand that they needed to measure the distance on the map using centimeters and then use the scale to convert into miles for their answers.
B1: In the video “Using Discourse to Support Students’ Understanding of Multiplying Fractions” one of the learning barriers that some of the children in this 6 th grade classroom are facing is a language barrier. 2 of the 18 students in the class are ELL students, and have a harder time understanding the English language, the teacher however seems to do everything he can to make his instruction as clear and open to everyone. B2: In this mathematics classroom 16 of the 18 students are of a Hispanic background, 2 of those students being English language learners. This inherently places a barrier against these students in an English instructed classroom as they’re not going to understand as easily as the other students, however this teacher has implemented ways in his classroom to help those two ELL students. One of the first things he does is he presents the learning objective to the class and has them read it aloud, as it is written in the board in English, he also writes it in Spanish making it easier for the Spanish speaking students to follow along and understand the goal to be learned for the day. He also presents his instructional slides to the students in both languages, preventing the opportunity for loss of attention due to the language barrier. Finally, the teacher uses what he refers to as the “GLAD strategy” of learning, where students sit closer to the board which minimizes distractions and helps with imprinting the information on the students. This strategy proves useful in helping the two Spanish speaking students as well, because they’re in the larger group with the other students, all working together to find the answers to the problems. This strategy helps the ELL students with their confidence in understanding the material, as well as limits distractions for them, as they are paying attention to the lesson to talk to and work with the other students.
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