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.
C1:
In the video “Working with the Quadratic Formula” the students in this high school classroom are instructing and assisting each other, under the assistance of the teacher, to understand how they approach and solve the quadratic equation. As the students work through these problems and explain to each other how to find the solution, every level of Bloom’s Taxonomy is at work. C2:
In this mathematics classroom the student’s range in not only grade, but also skill levels when it comes to the course material. From the start of the video, some students understand better than others, however the teacher takes advantage of this by allowing the students who are at a higher skill level to help those at a lower skill level. Bloom’s taxonomy is playing a vital role in the student lead instruction, as each level of the theory can be observed throughout the lesson. The first level is to remember, this is being done when the students answer the questions individually.
The next step is to understand, this is when the student led instruction starts to play a key role, as the students discuss their answers to see if everyone is at the same level of understanding. When not everyone has reached the same level of understanding, one student volunteers to show his work to the class, leading to the apply stage of blooms taxonomy. In the apply stage the student is sharing his work, and explaining how he applies the rules of the quadratic formula to reach his answer. During the analyze stage, the students discuss as a group the different parts of the formular, in this case specifically the square root portion, and the students that were struggling, understand how to move forward and solve the problem. The evaluate stage occurs when the students use what they learned from the other students to rework their own problem and evaluate what they need to do next time to avoid getting caught up in the same mistakes. The final stage is
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the create stage, while the students aren’t creating any specific problem, they have created a new understanding, and can apply what they learned from the other students to the next problem.