OHM 2 task 1
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School
Western Governors University *
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Course
OHM2
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
8
Uploaded by BrigadierAtomWolverine45
1
A. Friday of last week I taught a kindergarten math lesson on solving subtraction word problems. The standard being covered is K.OA. A.2, solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. The objective of the lesson is for students to learn how to represent subtraction as taking away from the whole. The student-friendly objective is: I can understand the action of taking away in the story and I can understand that the part leaving the group is being taken away from the whole. I made an anchor chart that is visible for students to reference if need be. As students were seated on the carpet I reviewed the
relevant subtraction vocabulary, take away, less, and difference. I also had each student take out their math bags, these are bags that contain 2 different color snap cubes (20 in total), a number line to 20, a 100's chart, 10 counters (one side red and the other yellow), a blank tens frame, and number flash cards (0-20). I also had my students sing a little chant that I made up, we chant, “subtraction means take away,
take, take, away”. I asked students to listen to my story, and not to touch anything yet. “I went to the store and found 8 blocks so I put them in my pocket. Later on that night I only had 3 left, how many blocks did I lose?” I then repeat the story and tell students as they listen to the story if they know what to do they can use the snap cubes to show the story problem. Once most students are finished I will ask for a student to come up to the board and write the equation that matches my story. I will then have another student come to the projector to show how they used the snap cubes and tens frame to match the story. If at any point a student makes a mistake I do not correct it, I usually ask the class, as a whole if that was what they got as well. I find that this allows for the students to use their critical thinking and error analysis skills. The instructional strategies being used were both direct instruction and modeling. After students have had a chance to try a problem on their own, watch me and their peers do an example or two I will have students partner up to play a game. I have cards that have story problem pictures on them, for example, a card might have 6 ducks on it, and three of them are crossed off, illustrating 6-3=3. Students will work with their partners to look at the picture, write an equation on
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their whiteboard, use the snap cubes to show the equation, and finally read the equation they wrote. As students are working I am walking around ensuring students are following directions and providing immediate support if necessary. The instructional strategy used in this portion of the lesson is game-
based learning. After watching all groups complete at least one card, students will go back to their seats
and complete a worksheet independently. There are 3 word problems on the paper, after I read the story students will need to draw a picture and write an equation to match the story. Students will also have access to their math bags if they need to use the manipulatives or other resources inside.
B. 1. The prerequisite skills or knowledge students need to possess prior to the lesson is a basic number sense of numbers 0-10, understanding how much each number represents, where they fall on a number line, and that each sequential number represents one number larger than the one before it. Students also need to know the vocabulary terms take away, difference, fewer, less than, minus, equals, and equation. 2. When planning this lesson one of the characteristics I took into account was that 3 of my students are English language learners. It is important to keep this in mind when planning because I need to ensure that their needs are being met. An ELL student needs more visual cues, so I provide picture vocabulary cards and lots of anchor charts with pictures on them. I also have sentence frames planned out so that they are able to focus on answering the question and not as much time on thinking about how they need to formulate the sentence. I also try to relate most of my examples to real-world items or situations so that they can make a connection or have something that sparks their background knowledge, helps them make connections with the information, and engages them. The other characteristic that I take into consideration when lesson planning is educational equity. I have 4 students who are bused in from another neighborhood due to the low rating of their neighborhood school, and I have found that these students do not have much support at home and do not have any
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prior exposure to academic content. I feel that it is essential to consider this because these students will
need information broken down, given to them multiple times, and presented in various ways so that they are able to be successful. All of these accommodations require time and one on one support, which has a large impact on the flow of the lesson. 3. The two learning needs that I also took into account were the reading/writing learners and visual learners. For the reading and writing learners, I have incorporated the whiteboards where they need to write the equation after reading the picture card. Since many aren't able to read besides various sight words they also then read the equation they wrote at the end. This allows them to make the connection
between the picture, the written number equation/symbols, and the words that go along with the equation, for example, the words and or take away instead of plus and minus. The visual learners are accommodated through the anchor charts that are provided around the room, the picture cards that are
used during the partner activity, and lastly the snap cubes they are using to show what the equation means. 4. Direct instruction and modeling align very nicely with English language learning students and students
who do not have educational equity because it provides them with a strong base of knowledge as I can focus on the most important aspects of the material and can also be very language rich with my delivery of the material. I am also able to gauge understanding instantly and correct any misconceptions or fill any missing information gaps during the lesson as opposed to waiting until they are assessed. Direct instruction and modeling also help the reading/writing and visual learners I focused on because they are provided with the material (slides, handouts, etc.) clearly and explicitly. As I model my expectations, they are able to write what I write and can use that as a guide when they are expected to work independently. The second instructional strategy I used in my lesson, game based learning helps my students with the particular learning needs and characteristics I focused on because they can enjoy the
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academic activity, making it a preferred task and therefore more meaningful to them. Because I can see their application of the newly acquired skills I can ensure that they can master the standard being taught. Both characteristic groups do not have the luxury of additional practice at home, whether it is due to a language barrier or an absence of that support. 5. I chose the 3 word problem assessment because it perfectly aligns with the standard as they are working to interpret and solve the word problem by either adding or subtracting, depending on the keywords in the story. They also need to draw a picture to match the words, this also works as a quick check for students to check their answer. C. 1. Engagement is the key to learning, when planning it is one of the biggest things I brainstorm. I want the students to be focused, have fun, and feel comfortable and confident enough to power through a struggle but also reach out for help if need be. During the whole group lesson, I often wonder
if giving manipulatives is a good choice. Many kids treat them more as a toy and can be distracted by them, however, for one of my struggling students it is the only way I can get him to participate. At first, I
just thought this student was not paying attention, distracting other students, and avoiding the task at hand. I observed him during a previous phonics lesson where he was moving cubes when sounding out a word and he was very engaged and on task, so I decided that maybe manipulatives would help him in math. Once I gave him his math bag, he immediately opened it, pulled out his linking cubes, and began counting them. From that point on I made the decision that any student can grab their math bag to use as long as they using it properly. During the lesson I mentioned above I noticed my student pull out a few different resources from his bag and demonstrate the problem on them. He counted out 8 red/yellow counters and then moved 3 away as he pretended to cry like he lost them, and finally, he counted the five leftover and whispered the number. I also saw him use the number line, he put an eraser on the number 8 and then bounced the eraser over and stopped on 11, he looked confused for a
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minute and then I saw him do it again. He looked frustrated and started looking around, I went over to him and asked him to show me what he was doing. After he landed on 11 I asked him "When we use Linus the minus does our number get bigger or smaller?" He answered, "He takes away and makes numbers small." We went over where the big and small numbers are at on a number line and once he was clear, tried the problem again and were able to land on 5. All of this learning was possible because he was engaged.
2. The assessment I chose showed that students are able to interpret words from a story into a number sentence. I was able to assess whether or not they can disseminate which operation they are being asked to perform, where to put the numbers from the story, and then lastly if they can add and subtract within 10. Up until this point students were just required to look at a problem and solve it, the equation
was already written, unlike this assessment where they need to interpret the equation and then solve it.
3. Two successful elements of my lesson were the use of anchor charts and manipulatives, the second was me walking around monitoring them as they worked independently during the math talk portion of the lesson. One factor that made the anchor charts/manipulatives so successful was that they were age-
appropriate and accessible to students. When I make an anchor chart I use lots of symbols, sight words, and simple phrases so students can read it without needing support. I often reference the charts so that
students remember that another tool they can use if they are stuck or struggling with something. My goal is to give them tools and strategies that they can use to work towards more independence. I also make sure that the anchor charts are visible to all students because if they can't see it they won't use it. The same goes for the student's manipulative and math bags, they need to be in an area where students
can get them easily and quickly. The other successful element that I mentioned earlier was walking around while students were working. The element that made this so effective and successful was that I was able to watch how they processed the problem and provide immediate feedback, positive or
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negative. This allows students to either feel confident and proud that they are doing a great job, or I can
pull them aside and reteach the concept or clarify something simple they missed. Students who feel supported and confident in themselves will always take risks in their learning and push through.
4. During the lesson I was able to identify two elements that were not successful. Those elements were my timing and the rigor of one of the practice problems. Timing, I feel, is a very common problem that teachers face, often in kindergarten many behavioral or procedural reminders need to be given, and that alone cuts teaching time down. However, for this whole lesson, my timing was off because I taught to my lowest student which caused many other students to get bored and off topic. This factor caused frustration on both my side and the student's side. The other element that was unsuccessful was the rigor of the problem I introduced with the blocks. The proper way to set the problem up would have made the missing number an addend and not the difference. Solving for the difference is much easier, cognitively than finding a missing addend. I had already increased the level of rigor by requiring the students to have to create the equation, the extra layer of new information was too much, especially at this point. 5. The next few days instructionally I followed the same routine, a whole group mini math lesson where I
show students how to solve the problem, then we do another problem together, I give prompts to students essentially, with time built in for student exploration through manipulatives. Then students work more independently as I monitor by walking around. Lastly, students will return to their seats and complete an assessment to gauge learning.
a. These instructional steps would be successful for students because I continued to do and provide what initially helped my students. I placed the anchor charts in a visible area and referenced them frequently throughout the lesson and students were encouraged to use whatever manipulatives or resources in their math bags to help with visualizing the problems. The changes I made after reflecting
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on my unsuccessful elements were I kept the mini-lesson simple and relevant to all students. I took note of students who frequently had their hands raised and grouped those students near me. As the other students were working on the carpet I worked through the problem more closely with those students. I assisted with counting the cubes and calling attention to words that offered clues, like more than or difference. This helped the students who could work more independently because they were busy working at their own pace, while the other students got the extra support they needed. Additionally, I taught word problems that asked for just the difference first until I felt my class was ready, and then I explicitly taught how to find a missing dividend problem. I was surprised at how successful they were with the work, but now I realize it was because they had enough time to get comfortable with the process and understood the material when we got to it. D. One insight I gained by reflecting on my lesson was to shorten my whole group lessons and offer more small group or 1 to 1 support. While it seems easier to teach a whole group because all the students are engaged in the same thing, it is not as meaningful or successful for the class. The material will be too advanced for some and yet too simple for others. If I notice that most of the class doesn't perform well on an assessment I then can teach a group lesson on what deficits I saw, but often there is a large group of students that do very well and just a few that need to be pulled for re-teaching, so having everyone sit and be attentive is not necessary or fair to expect. The second insight I gained is how engaging learning is when something new and fresh is attached to it, I am thinking of my student who was only engaged when the manipulatives were present. Going forward I will invest in different things like mini erasers, coins, mini-figurines, etc. so that the kids are excited and eager to use them when working.
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E. One method of reflection that I feel would be effective for me is reflection on assessment. I would reflect on the student's scores and the questions that I put on the assessment. The scores will illustrate my effectiveness on the student's ability to master the concept or standard covered. Reflecting on the questions on the assessment is equally as important, do these questions allow students the opportunity to show their true ability? Are these the best questions I could use to gauge understanding? Are my directions and questions clear? All of these questions provide valuable food for thought. The second method of reflection that I feel would be effective for me is to create a reflection journal. Being able to look back on what I did well, what things I feel need to be changed, and the overall outcome of the lesson allows me to make a plan for the next time and continuously improve.
1. These methods would be effective because they force me to take a critical look at how I deliver information to the students over time and if the changes I made helped or made little impact. I feel that
these methods also will be effective because they will be a concrete way for me to remind myself of my ultimate goal, improving student learning and outcomes.